Rachel Crozier

Writing Book #1 in a Realistic Fiction Series

4/1/16
Content Standards
CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
Lesson Context
This lesson falls as a supplemental lesson in a realistic fiction series unit. Students have been
studying realistic fiction series books, and they have been focused on understanding what makes
a realistic fiction series. Students have brainstormed, sketched ideas, and written between 1 and
4 stories for their series. This lesson, an exploration of the purpose of Book One in their series,
will teach students how to rethink the first book in their series. Theyll understand that the first
story written is not necessarily the first book for the series; in fact, the first book introduces the
main character that theyve already written extensively about.
Learners Background
The first grade students are avid writers and have been writing stories in their series for about
two weeks. The pace of writing, and the imagination for stories, is widely varied throughout the
group of writers. Each student needs specialized attention to propel his or her writing forward.
In order to cater to each type of writer, checklists and conferences and visual aids are offered to
keep writers focused.
Student Learning Objective

The first grade writers will investigate the purpose and craft used in a variety of series
first books and collaboratively create a compilation of details used throughout first books
in series.
Writers will utilize a checklist Book #1 in my series will include to self-monitor their
progress as they tackle the job of writing the first book in their own series.

Assessment

Students will demonstrate mastery of the two objectives by actively participating in mini-lesson
turn and talks with their long-term reading partners and offering relevant input to large group
conversations about purpose and craft of series first books. Additionally, students will set out to
write the first books in their series by actively using the checklist and completing as many
components of a success first book as possible during the writing session.
Materials
Book #1 in my series will include checklist adapted by From Scenes to Series-Narrative
Writing by Lucy Calkins
Book One booklet
First Books in a variety of series: Poppleton, Henry and Mudge, Mr. Putter and Tabby, Clifford,
Frog and Toad are Friends, etc.
Clipboards, pencils, chart paper
Long-term reading partners
Key Concepts/Vocabulary
Book #1 is an introduction to the main character(s) in a series; it gives us the main details we
need to know before we can read the rest of the series.
Book One is different than the first story written
Initiation
Students will sit beside their reading partner; no further materials are necessary. Invite students
to listen as I tell a portion of a story about a character that is clearly too detailed to be the first
book. Ask students to compare this story with an example of a story that just includes details
about the main character. Give students a non-verbal cue to signal if they think each sample
might be appropriate for the first book in a series.
Teaching point: You just listened to two examples of writing, and you realized that they
included different details. Today, we are going to investigate how series writers use a lot of
important details about the main characters in the very first book of their series. They include
details about the main characters so that we can understand the characters better, and be prepared
for the adventures they go on in other books.
Development
Lets search through a few of our favorite First Books in series, and see what sorts of details the
writers include about characters. Display Poppleton and Henry and Mudge, and quickly
picture-walk and retell important parts. Demonstrate learning new information about a character,
re-stating it to myself, and finding a name for the type of detail. I learned that he is a pig, and I
learned that Poppleton moved from the city to a small house in a small town. These details tell

me who he is, and where he lives. Lets see what other sorts of details a writer includes in the
first book of a series. Read on a few pages, and occasionally ask students to turn and talk with
their partners to notice new details, and to explain the type of detail used. As students turn and
talk, jot their comments on chart paper to keep track of the types of details they find.
Link to their work as writers: Show students that as series writers, they will also write the first
book in their series. They will give specific details about the characters, and keep track of these
types of details using a checklist. Explain expectations for this checklist: when a type of detail
is completed, place a check in the box. Students should be able to prove where they included
each detail. Explain that I created a Book One packet, which is solely to be used for writing the
first book in the series. Remind students that we would be sharing our progress with the group at
the end of writing workshop.
-While students are writing independently, conference with Loring, Alex, and several other
students to recap purpose of checklist and expectation for workshop time. Also, conference with
Elise and Abe to discuss adding details with sophisticated language.
Closure
Students join together on the rug with their booklets and checklist. Ask one student to recap the
purpose of this writing workshop. Ask students to turn to the student besides them to read their
Book Ones, pointing out specific details. Encourage listening partners to question and probe into
the details theyre hearing. When all students have shared their writing, ask several students to
share how they used the checklist, and to give one example of a type of detail used in their own
book. Remind students that the purpose of a first book in a series is to introduce the main
characters in a series, to give details about them so that were ready for their adventures in future
books.
Differentiation
Which students do you anticipate may struggle with the content/learning objectives of this
lesson?
Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Loring

ADHD; typically writes

about 1 sentence of story
each writing workshop
with constant support and
guidance.

Reinforce the purpose and use of the checklist, and

reinstate expectations immediately after students are
released to begin independent work. Check in with
Loring regularly throughout independent working
time; every 8 minutes approximately. Encourage
appropriate use of checklist and creativity.

Alex

Frustrated at the time

required for writing
process; requires
encouragement in
extending stamina and

Converse about main character; conversations aid in

Alexs creative thought process. Encourage details
that he perceives to be mundane and repetitive, and
offer concrete reminders of the difference between

creativity

the first two Henry and Mudge books.

Which students will need opportunities for enrichment/higher level of challenge?

Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Elise

Sophisticated language and

high creativity; benefits
from additional goals and
writing tasks

In order to counteract Elises assumption that her first

story also counts as the first book, and to give her
ownership over the small details that shell find
boring, invite Elise to use sparkle/fancier words and
to use as much detail as she can to describe her
character.

Abe

Adores non-fiction, has

sophisticated vocabulary,
and requires validation of
word choice and writers
craft

Abe will benefit from a conference designed to

encourage and reinforce the checklist usage. Abe
needs positive commentating of intentional details
used.