Lindsey Gerdes, Holly Dixon, and Aly Boyd

Goals/Objectives: SWBAT share a story they have made based on an anchor text and
their knowledge of sequencing
Standards:
1.1.1.B Demonstrates understanding of the organization and basic features of print
1.4.1.P: Recount two or more appropriately sequenced events
1.4.1.M: Write narratives to develop real or imagined experiences or events
Materials and Preparation:
Small, 4 page blank books, hard surface for writing, box, anchor text, markers, crayons,
pencils, other picture books for reference
Classroom Arrangement and Management Issues:
1. During independent reading time, a small group of students will gather in a circle on
the carpet.
2. Teacher will have materials behind her on the carpet. Materials for book making will
be put in the middle of the circle for shared use after instructions are given.
3. Some students may get distracted, stumped about what to write, or feel the need to
move around. Distracted students can be calmly redirected, a brainstorming session
and anchor text will help students develop ideas. Movement on the carpet will be
permitted within reason.
Plan: (35-45 minutes)
The hook: (7-10 min.) Rereading and retelling of anchor text. Ask students what they
remember about sequencing. Teacher will also ask the students what the name of the
person who writes the book is called as well as the questions, who can be an author? and
why do authors write? Teacher will ask students who else in the room is an author. Since
students will be sitting in a circle, each student will have a chance to share a story they
would like to tell. Students will be encouraged to share the beginning, middle and end of
their proposed story.
T: You sound like you are ready to tell your stories. Ive brought in blank books with 4 pages
for you to add to our library. There are a few ways you can work as an author. You can tell
your stories with pictures, words or both. I will put some of these blank books out on the
carpet. If you have more than one story to tell you may use more than one book. Who can
tell ways that you can tell your story?
S: pictures, words or both (Teacher will record on chart paper or whiteboard for reference)
T: What parts need to be in your story?
S: Beginning, Middle and End (Teacher will record on chart paper or whiteboard for
reference)
T: When you are ready you may take a blank book. Remember it is your choice how you tell
your story. After you have finished you can share your story with your classmates.
The body: (15-20 min)
Students will work on illustrating the stories they have shared aloud (or work on illustrating
stories they are able to write independently depending on their current literacy level). Focus
will be on encouraging writing fluency and giving students a voice rather than a specific

product. Teacher will circulate and conference with students as they are writing. Teacher
will construct a story along with students if needed. Teacher supports students in their
progression of the first, middle and last parts of story so students stay on task. If a student
finishes early, teacher will encourage student to add more illustrative or literary details to
story.
Closure: (7-10 min.) After a 1 minute warning, students will return to sitting in a circle on the
carpet. Students who wish may read their story aloud to the rest of the group. Students
books will be added to a box in the classroom library that they can read or add to during
their literacy center time.
Assessment of the Goals/Objectives: Students will be formatively assessed based on the
books they create, their retelling/ read aloud of the story they wrote, and their answers to
questions posed by the teacher and other students throughout the lesson.
Anticipating Students Responses and Teachers Possible Responses:
a. Some students may be upset that there is a time limit on sharing or writing their
stories. Assure them that authors often dont feel like theyre finished, but sometimes
we need a deadline to help us. Assure them that having a beginning, middle, and
end and strong illustrations make their writing a valuable addition to the library. Tell
them that they can take what they learned to make an even more complete story the
next time they write one.
b. Students may be sensitive to what they view as criticism. Teacher will use nonevaluative statements to react to student writing (e.g., Id love to hear more about
what youre thinking rather than I dont understand what youre saying).
Accommodations:
Teacher may decide to scaffold the writing process by providing first, next, and last writing
prompts to help the student remember to write a beginning, middle or end to their story.

What?
This is an approximately 35 to 45 minute stand-alone lesson on authorship that can be
specifically tailored to students from a kindergarten through second grade reading and
writing level. An initial read aloud of an anchor text will help students understand that each
of them can also be an author, followed by a mini-lesson that stresses the importance of
sequencing in authorship (7-10 minutes). Students will spend the next 15-20 minutes
working on their own personal narratives--including writing and illustrations--as the teacher
moves from student to student providing appropriate assistance and scaffolding. The last 710 minutes of the lesson are spent on group sharing. Students who wish to share their
stories may do so, and time permitting, other students may be able to ask them 1-2
questions about their story. To signify students transformation into authors, students will
then place their newly-completed books into a box that will be added to the classroom
library.
The lesson is intended to assess students understanding of basic features of print, ability to
recount two or more sequenced events, and ability to develop a narrative based on
personal experience. Students will also be informally assessed on their reading
comprehension abilities in connecting the anchor text to their own writing, and on their
ability to share stories with classmates and become invested in their stories as well.
We have chosen personal narrative for students books because writing means the most
when it is personal (Calkins, 1994) and we felt personal narrative would provide the most
effective canvas for exploring the ideas of authorship and sequencing: Students realize that
their own experiences have a beginning, middle, and end. While students have been
broadly introduced to the idea of nonfiction and fiction texts, we hope to more specifically
begin building the idea that authors can to tell a story through their own experiences, a type
of nonfiction to which most students in our classes have had limited exposure. We hope
this telling of their own stories will be particularly effective in encouraging students to share
their stories with classmates and take ownership in their work as young authors.
How?
This lesson will be taught in a small group of 5-6 students. The students who will be
selected for the group are students who frequently talk in class or show desire to vocalize or
retell stories throughout the day. After rereading an anchor text as a read-aloud, the teacher
will elicit responses and questions from students regarding story sequencing and retelling
using questions beginning with why, how or what if. The teacher will access students prior
knowledge by asking what stories students have heard or have to share. After the teacher
distributes books she will scaffold the students authorship in response to their needs
throughout the lessons. If one or many students is having difficulty generating ideas, some
assistance brainstorming will be provided. The teacher will also model the writing process

by creating her own personal narrative along with her students, but making the students
needs and struggles a priority.
Why?
Students are encouraged to become avid readers and writers but in order for them to take
interest in either, they must have a level of agency within that writing. By putting students in
the position of the author, we as teachers can demystify authorship for children. Working
through these writing processes especially in terms of sequence can help students break
apart stories they read as well as paint a picture of what an author experiences when writing
a story. Sequencing is the focus behind the authorship in this lesson because it is a crucial
skill in supporting competent readers and writers. It also reinforces students sense of
literary comprehension and helps the teacher assess students comprehension skills based
on their own ability to craft a cohesive narrative.