Writers Workshop Informational Writing Writing About Reading Bend 1 Planning and Drafting Companion Books
Writing about Reading Supplies 1. Readers Notebook 2. A fiction book you LOVE
Something youve read before and want to read again The next book in a series you really enjoy A new book that came out that you have been waiting to read Or a favorite book youve read in school for a book club Reading Day
Session One Writing about Reading with Voice and Investment Connection Challenge To make writing about reading become important to you! Real World: Informational Writing
*Writing about a subject you know well Examples: Astronomers write good informational articles about black holes that reflect what they know, love and notice. Good informational writing about sports reflects what sports fans know, love and notice. Your informational writing about reading needs to reflect what you know and love and notice about reading and about the books you read .
Teaching Target Reading is not walking on words. It is grasping the soul of them Paulo Freire The best way to grasp the soul of what you are reading is by writing about it. Today I want to challenge you to begin to write about reading with
Intensity Energy Thoughtfulness Power Goal: Write about reading so you LIKE the writing you do Turn and Talk Think about a time recently when you couldnt stop yourself from writing
A text message An email A note to someone A post on Facebook Maybe you were so mad you had to tell someone Maybe you were confused about what was going on and wanted answers Maybe you were excited about some good news Maybe you heard or saw something so funny you had to share it with someone
Discuss with your partner how that writing sounded like you Active Engagement Turn to a clean page in the workshop section of your readers notebook Listen as I read the beginning
of a short story to you Listen as writers who Hear more See more Think more Feel more The Stolen Party By Lilana Heker
As I read or when I am done reading write ANY WAY you want about what I just read List Describe Chart Map Sketch
Anything to show you are trying to grasp the soul of this story The Stolen Party Entire Story Working with the Text Hand out a copy of page one of Stolen
Party Begin to read quietly with your partner alternating paragraphs Read a small portion of the story until you come to a natural stopping point STOP and JOT whatever that looks like Samples Mid Workshop Gallery Walk
Imagining the Possibilities 1 2 3 (3examples) 4 It is hard to create what you cant imagine Use the ideas of others to inspire what you do You dont have to copy someone else but use their
work to help you imagine how yours could be different or better I have put copies of 6 students writing about reading around the room Visit the different areas read and Silently examine their writing Return to your writing inspired by what you saw Add something Change something Start over doing something new
Reflecting Challenge one is to write so you like your writing Challenge two is for your writing to show intense, potent and deep thinking about the text Reflect on the writing you did today mentally answer these questions 1. What did you like better about it then the writing you usually do about reading? 2. What is different in this kind of writing?
3. Where you inspired by the gallery walk, How? Turn and Talk Sharing your thinking about writing about reading Use one of the prompts below to start a conversation with your partner Do not share the writing your did today(we want to work on it more before we share) Discuss, using the prompt how your ideas about writing about what you have
read are changing I used to think But now I am realizing Some people think My ideas aboutare But I believe complicated. On the one hand I thinkon the When I firstI thought other hand, I think
But now when I ,I realize that really Homework Committing to a Book Write to add to your Reading Is this a good book for you? Ask While reading: yourself:
Find a way to write that adds Am I connected to the book? to your reading: Can I push myself to try and Jot on post-it notes, paste understand it through and them in your notebook and through? write around them If you answer yes read 30
Jot quick notes and then circle minutes the big ideas and expand them If you answer no find a new book and read 30 minutes Bring your writing about reading to class tomorrow to share Reading Day
Session 2 Using Graphics to Think and Rethink about Literature How to capture ideas about reading Thinking about what is on the page And
Rethinking what is on the page Some ways to map your thinking about reading: Color Code Layered/Categorized Post-it notes Stars/Numbers/Arrows Diagrams What to think about Notice what the author has done with the
words, how have they shown you the information Ask yourself WHY has the author written the way they have, why did they chose to put the words together that way? Pictures of different ways to think about reading Use Shift create some analysis Flashback chapters
Events that effect Chris and those that effect Chris and Win Active Engagement: With your partner Read the next section of the story: The Stolen Party Map your Thinking Look at your responses to this writing from yesterday Try to respond differently today use different method to think about your
reading Whole Class Share How did you map your thinking about reading? Remember: We are looking at different ways to think and write that thinking down We are not looking to decode this story
Work Time With your book: Use the methods of writing about your thinking about reading: Use something you tried in the past two days Use a new method Remember! A good writer gets the ideas and then selects the tools to record those ideas Dont let the supplies dictate your method of writing
HOMEWORK Continue to read your book After each section or at a break in the action Maybe the end of scene New Chapter Change in character thinking or talking Stop to write about your reading in
a new entry in your journals Reading Day Session 3 Thinking Big, Thinking Small Teaching Point
Learning to look through the ladder of abstraction when thinking and writing about our reading! Ways to Write Powerfully about Reading Look at the student examples from yesterday Turn and Talk: With your partner create a list of good ideas
to write about reading you see in the student examples: Anchor Chart Ways to Write Powerfully about Reading Record important details (quotes, setting, symbolic objects) Think about the big ideas/themes (linked to details) Use Academic Language (narrator,
protagonist,resolution) Explain your thinking (write to clarify) Practice: Look at your writing about reading Highlight 3 places in our entry where youve included very concrete specific details from the text *If your details arent as specific as they could be go back and alter them.
Example using The Stolen Party When writing about the Stolen Party your thinking might include: 1. Your detail might include that Rosaura didnt just tell her mother to be quiet, she yelled at her saying shut up 2. You could quote the text when it says, Rosaura didnt approve of the way her
mother spoke Writing about the Big idea When thinking about reading and then writing about it focusing on the theme is a good idea. Use the questions on the next slide to help you think about the big idea Turn and talk to your partner and try to do this with a story you are familiar with or
use the class book club on Shift Anchor Chart: Writing about Theme I learned from (the character, the event) that in life it is important to Even ifyou should This story teaches us not only aboutbut also about When I first read this story I thought it was just
aboutbut now that I think more deeply about, I realize that it is really about Something thats true in this story thats also true in the world is (A character) shows/teaches/demonstrates that Writing at both ends Powerful writing about reading has two opposites: details, lots of them, and also a big idea or two, usually stated in a way that makes
it relevant to people everywhere Writing about reading should come from both ends of the ladder Ladder of Abstraction The ladder represents the details you can see The abstract is the space at the top representing themes and big ideas you dont see Academic Language About Literature When writing about reading use the
following vocabulary: Narrator Character Protagonist Antagonist Conflict Story arc Rising Action Climax/Turning Point
Transitional Phrases Transitions in Informational Writing are used to: Help you move between big ideas and smaller details They work to help you connect your ideas To Add In addition Furthermore Also
Transitions To suggest a contrast On the other hand In contrast Unlike To suggest examples To show relationships of For example cause and effect
For instance Therefore Specifically Consequently Because of As a result Writing about Reading Select a goal for today's writing entry Look at the anchor chart
Or try to use transitional words to link your information together. Using your thinking and mapping from reading pick a topic to focus todays entry on. Reading Day Session 4
Explaining your Thinking Teaching Point When writing about reading, you should expect that you will come to new ideas. As you write, be sure that your thinking and big ideas are explained and developed.
Writers can use free writing to explain their big ideas so that others can grasp their thinking Model and Try it Look in your notebook and find an entry where you have charted/diagramed a section of the text but dont have a written explanation
Teacher Example Entry Ask a question: Look at your entry and ask yourself: What was I thinking when I made this page? Write down your answer Teacher answer to what I was thinking I was thinking this when I created my diagrams Ive started reading War Horse, a novel written from the
point of view of a horse that was ridden into many battles during WWI. Last night when I finished reading the beginning, I thought how peaceful it was for the horse before the war, and then I was thinking about how I learned that horses suffer a lot in battle and they get wild. I started getting the idea that War Horse shows not just how horses get hurt, but how there are other effects people dont even think about. Animals get hurt, and innocent people who are just
living there get hurt too. War causes a lot of suffering. Maybe that could be one of my big ideas. Check for information Next check to see if you have already captured some of your thoughts on the page. Here is a picture of my diagram
This is my diagram you can tell see all that thinking I just discussed from these right? Turn and Talk Show your partner your picture/chart/diagram or map of the reading Now give your partner your written explanation of what you were
thinking when you created the map Ask them: Could you see that thinking from my drawing? Return to the page to add more thinking Most of you will be like me and your explanation contains more thinking then your original mapping of the reading. So
Return to the page and add more thinking Adding to my thinking: On a new page I begin to write: The reason I drew the horse is that the horse shows how much suffering war causes. At the beginning of the story, he lives an idyllic life on the farm, I surrounded him with flowers to show all good. I was sort of making him a symbol or goodness, of innocence.
When the war comes, there arent any flowers anymore, just shells and grenades, and he is hurt. Not just physically, but his spirit is hurt. Its like war changes everything. Workshop Writing Time Go through your charting and thinking about your reading Try to add thinking and details to some of the entries you created during our reading day yesterday.
Reading Day Session 4 Part 2 Need some ideas Some things to think about while reading that lead to great writing about reading include: Look closely at points of tension for the main character
Look at places in a story where a change occurs in scenery, in action, in dialogue Look at places when you see a characters feelings or thoughts, when they make a choice Look at places when characters interact Using prompts to write about reading Generate ideas about important moments and details: This makes me think
because MaybeOr maybe I used to thinkbut now Im realizing Trouble Connecting to the Text Do you have good ideas but do they seem to stray away from the text? Try these sentence starters: For example, in the beginning, the
reader sees When the character says,______, this shows that On pagethe author writesThis demonstrates(reveals, illustrates) Anchor Chart Highlight this point on your list: Ways to Write Powerfully about Reading Record and cite important details (quotes,
setting, symbolic objects) Finding, Analyzing, and Citing Evidence to Support Ideas If you have an idea or thought about your reading that you want to write about You are making a claim about the reading You need to explain your idea and then
use words, phrases, quotes from the book to support (prove/backup) what you are claiming in your idea. How to add support in your writing Search for the most important (compelling) evidence that can support the claim, then add it to the essay like this: Quote some parts of the text
Story-tell other parts Summarize yet other parts Ways to Cite Evidence from a Text After a detail Early in the first book The Hunger Games series, we learn that most citizens dont own weapons, but if they did, they would probably poach for their food. (Collins, 2008, p.5) After a quotation
Katniss, the narrator, says that Even though trespassing in the woods is illegal and poaching carries the severest of penalties, more people would risk it if they had weapons. (Collins 2008, 5) Teaching Point Introduction to companion books A companion book takes a deeper look at parts of a story brings facts in about certain parts of the
book to help the reader better understand the story. Publishing your thinking about reading You will have an audience someone who has read your book or plans to read your book This is why you have to explain your thinking As you continue to write picture your audience and write to explain your points to them Examples of Companion Books The Hunger Games Companion
A Friday Night Lights Companion Filled with Glee: A Glee Companion The Sorcerers Companion: A Guide to the Magical World of Harry Potter The Unofficial Heroes of Olympus Companion The Divergent Companion Work Time Reading Day
Session 5 Close Reading and Analytic Writing Teaching Point Analytic readers dont just follow the main characters progress though the story.
Instead, they notice: More elements of a story Think about how different elements of a story connect Think about how different elements of a story influence each other *Analytic readers often use writing as a way to do this thinking! Connection
When I first started watching football I enjoyed the game and could keep track of the ball and celebrate a touch down for my team. But now when I watch football I watch the different player positions, I note when the offensive line is protecting the quarterback and how that effects our passing and running game. I see so much more of the game now. I can see how different plays and players are connected to the timing and strategy of the game and the impact all of those things have on the outcome, I now see it more like an announcer Thinking about this made me think of the work you are doing as
writers- you often read like I used to watch football paying attention mostly to the main character and to what that person is doing right in the moment. But you could use writing to become more like an announcer connecting relationships between all the elements in your story. Teaching Point How can writing encompass more of a story? Whole Class Create a list of the 5 elements
of a good fiction story on the board Look through your writing about reading Note which elements you are writing about Turn and Talk Which elements of a story do you write most about? Characters Setting Plot
Theme Conflict Writing about one element more than the others is like watching the football game only looking at who has the ball without thinking about all the other players! Skilled readers are like skilled observers of a sport and they take in elements on the outside edges and make connections between the
elements! Modeling Connecting the elements using The Stolen Party Modeling How are these elements connected?
Begin by selecting two elements to focus on in our example lets look at: Character and Setting Now decide on a way to think about the connection between those elements Lets use cause and effect Do the places of this story (cause) have an effect on Rosaura in ways we can see? Write it down
Dont jump to conclusions! Investigate this will lead you to re-read a section of the story closer gathering data to support your answer Select a particular scene and see how that setting seems to affect Rosaura Selecting a Scene Remember when Senora Ines has asked her to help, so Rosaura is in the kitchen? How
does being in the kitchen affect Rosaura? I could write about that. Let me start with Being in the kitchen affects rosaura. When shes in the kitchen, she feels special, like she gets to help out and is trusted more than the other kids. She is allowed in to behind-the-scenes places and this makes her feel special. When shes in the kitchen, she gets to look at the monkey, which was the main reason she wanted to come to the party in the first
place. Active engagement Turn and Talk Writers I want you to try this with other elements and scenes in the story. Compare and Contrast the different elements To Connect and Analyze Story Elements Compare how:
Characters respond to some event(Rosaura and her mother to the invitation arriving) Characters react to a setting (Rosaura in the kitchen and other guests to the kitchen) A character feels/acts at different point of the plot Settings at different point of the plot
A character feels/acts in different settings Connect to your Text It is important to take the skills we learn in class and apply them to the work you are doing in your own reading and writing With your partner List some of the writing you could do today as you explore connections between story elements in the book you are reading.
Jot a quick list of entries that would be worth writing about in your notebook Once you each have a list of at least 4 begin doing that work. Anchor Chart
Ways to Write Powerfully about Reading Record-and-cite important details (quotes, setting, symbolic objects Explore big ideas/themes (linked to details) Use academic language (narrator, protagonist, resolution) Explain your thinking (write to clarify) Connect story elements (analyze ways elements
influence each other) Reading Day Moving from Summary to Analysis When moving toward more analytic writing some students will fall back into summarizing they story. If you notice summarizing instead of more meaningful writing ask:
What is the bigger theme or connection that you are interested in? If a student has no good answer you will need to work with them on finding connections comparing story elements If they have an good answer but their writing doesnt show it work on transitional phrases. Problem Solving - Conferring If writers are having trouble:
Have students try to work with just one element in isolation working to add their own thinking in detail Set goals I will write one page on 1 or 2 related traits I see in my character Teach students to look at the elements from different perspectives like setting from and emotional point of view Try to group students with like troubles to problem solve and provide support
Pursuing and Idea or Way of Thinking Organizing and Focusing your writing Decide on a way to read a way to think about the text Find something you could think about in deep ways in the beginning, middle and end of your book Look for a big idea you think is relevant and worth exploring Stay with that one way of thinking across time and
pages Stick with collecting information to support your idea through out your reading Try finding a big idea/theme that your focus fits into Ways to Write Powerfully about Reading Add this to your anchor charts Pursue worthwhile thinking across the book
Uncovering Themes Thinking about relationships between story elements will help you land on a theme for writing. Character(s) +setting +(plot + language) Theme Model this formula with the Stolen Party
(next slide) Finding the Theme Turn and Talk Think about the character at different times in the plot and setting Character Rosaura How does she feel or act Settings In the kitchen at the beginning when she is asked to help out? In the end when Senora Ines goes to pay
her? How can we add up just those two elements character and setting, in a way that lets us talk about the theme, the life lesson the story teaches? Finding Theme To find the theme in your story and to focus your writing about reading: Think about: What changes for the character and what is
learned as a result Think about how that applies to many people, not just the character in the story Think about the message the author wants to send about what happens in certain scenes in the story Homework Write a one to two page entry, focusing on theme or themes. Look closely at what you have been writing
If you dont have an idea on the theme look at what you have been writing and see if you can find a pattern Remember there is always more than one big idea in book so try to about other possbile themes This work will help you write your companion book later! Reading Day
Session 6 Letting the book teach you how to respond Teaching Point Today we will learn that skilled writers about reading dont just
have one way to travel through a text. Skilled readers, like skilled athletes, adjust and write in ways that help them tackle the challenges that a particular text poses. Connection Have students think about sports or music How many of you have struggled learning a
new play or piece of music? After you have mastered it do you use that same play all the time or does it depend on your opponent? After learning a new piece of music do you play it the same solo as you do when performing with the band? What changes? We have to adapt our strategies to our situation and the challenges it presents.
Try It The Stolen Party With your partner Jot some ideas to the following: What are the challenges you encounter reading this story? Think about these questions: What is going on in this story or with this character that seems confusing or complicated?
How can I do some writing to help me think about that? Rosaura doesnt see the truth One of the complications you might have discussed is how Rosaura didnt always see the situation for what it was. One example is when she was asked to serve the hot dogs she was proud of her job but as readers we had a feeling she wasnt
being asked because she was special. What are some other situations where Rosaura doesnt see the truth that you saw as a reader the first time through or now knowing the outcome of the story Turn and Talk How could we write to track these ideas When you find the complication in the text you can find a way to
write about that complication which will help you better understand the text. Active Engagement Divide the class into 7 groups Give each group some ways that stories can be confusing Have groups brainstorm how you might use writing to tackle those challenges Challenges listed on the next slide
Challenges in a text You, the reader, know more than the character in the story about what is happening Hard to keep track of multiple characters Setting jumps around in time and place The character feels many pressures and motivations from different sources Hard to hold onto details in long, descriptive
passages New vocabulary Confusing structure (story within a story) Whole group discussion Have groups share their ideas Handout Using writing to tackle common challenges sheet Students should add additional ideas of classmates in the
different categories Ways to Write Powerfully about Reading Add this to the last point on your anchor chart Pursue worthwhile thinking across the book Let the story guide how to respond Find important parts to write about
Today's Writing Ask yourself what feels complicated in the book you are reading? How will you write to tackle that challenge? Use the language of your book in your writing use terms, vocabulary, names, specific details Let the text tell you when to respond in writing Watch for the flashing lights by the author pointing to important parts of the story
pivotal event, setting change, character addition, plot twist, new conflict Homework 1. Look back Using post it notes skim over the parts of your book you have read and mark pivotal scenes, conversations or moments you might want to write about. 2. Continue reading making quick notes as you go
3. Write a one page entry about a pivotal moment or about the way the character and setting, plot, language are combining to help you think about a theme for the book. Reading Day Books should be finished 6 school days from today.
By the end of Bend 1 Ends with session 9 students should be done reading their books. Session 7 Working toward a companion book
Writing Companion Texts Share some mentor texts with students Allow them to explore and ask questions about companion texts Pay particular attention to the table of contents (this is what we will be working on creating today) Teaching Point
Today you will learn that writers get ready to write information texts about literature by planning sections or chapters that showcase their most insightful, important thoughts about the text. They redraft until they have a plan that makes sense and that encompasses the most important points about the text. Model
Now that you have seen a companion book it is time to begin writing one to go with the book you are reading. We will begin by creating a good enough table of contents for your book This will be a rough draft of which parts of the book you think are important to write about in the order you think they should appear. This order should make sense to what you are sharing with your readers about the book not necessarily
the order of events in the original book. The Stolen Party Example Lets look at the story we have been using in class The Stolen Party Looking back at things we have written and discussed about this story begin by asking: 1. What is important to say about this text?
2. What ideas and observations could become chapters in our companion book? Possible Chapter Ideas Rosaura This is a big idea how could we break this into smaller more specific sections? (In the Hunger Games Companion book the chapters werent just about Katniss they
were about a particular aspect of her her survival instincts or strategies) We could talk about Rosauras relationships with people Turn and talk which relationships might we include? Possible Table of Contents So far we might have a table of contents that looks like this:
Chapter 1: Rosaura and Her Mother Chapter 2: Rosaura and the Ines Family Chapter 3: Rosaura and the Magician *but there are other important ideas from this story besides Rosaruas relationships Maybe add something about the setting or big ideas Revised Table of Contents Chapter 1: Rosaura and Her Mother
Chapter 2: Rosaura and the Ines Family Chapter 3: Roasura and the Magician Chapter 4: The Significance of the Kitchen Chapter 5: The magic Show Matters Chapter 6: Two Dollars Change Everything *Now look over the chapters are there any that might contain the same information and need to be combined? (3 and 5) How to Plan a Table of Contents
Look over entries (things you have written about the text) and ask yourself: Whats important enough to become a chapter? Is there a logic for the chapters? (Start to finish of the book? Least to most important topic?) What chapters would need to be written to get at the most important parts of the book? Todays Writing Using the writing and thinking you have done on your book begin to flag important
entries. Using post it notes begin to mark important things in your writing that you want to share with others remember those ideas can be based on characters,, relationships, issues, changes, themes or something else. After you have started to mark some great ideas you will need to put them into categories or chapters *Give a content box organizer to start collecting your important information **Use the graphic organizer and post-it notes to plan your
chapters ReadingDay Informational Writing Rubric As you get ready to draft Review the informational writing targets Select goals
Mid Workshop Teaching Drafting a Chapter Begin by grouping the ideas written on your content box group like topics with the same color Give your groups a heading Those headings will help you create a good enough table of contents and are ready to start drafting a chapter.
Look over your table of contents and choose one chapter that really interests you Using Text Structures to Organize the content in your chapters! Look at the details and information you used to create your chapter titles Think about what you want each chapter to teach or what you want your readers to understand
Using your notes on text structure select the text structure you think will best help you get your point across and try writing the first chapter of your book using it! 5 Text Structures Description Use when your purpose is to give a detailed description of the way something looks, feels, smells, sounds or tastes. Sequence Use when your purpose is to show the steps,
process or timeline of something. Cause and Effect Use when your purpose is to explain why or how something happened. Problem/Solution Use when your purpose is to present a problem and possible solutions. Compare and Contrast Use when your purpose is to explain similarities and differences between two things. Think About Elaboration As you draft:
Make sure you have a concept, or a point that youre making Use examples or important details Include a chart or diagram when needed to add support to your ideas. Use quotes and definitions to further support your ideas. Example using Stolen Party Concept/Big Idea/Point
Rosaura had a loving but complicated relationship with her mother. Examples/Details/Evidence At the beginning of the story, Rosaura had a disagreement with her mother about going to the party. Rosaura thought she had been invited because Luciana was her friend, while her mother was wrong and yelled that she didnt know anything about being friends. Maybe Rosauras mom really understood the Ines family and was just trying to protect her. At the end of the party, Rosaura sought protection from her mother. When Senora Ines tried to give her money, Rosaura
pressed herself against her mothers body. Turn and Talk Is there anything you think could be added? What is the authors purpose for writing this section? What text structure is being used? Would a different one work better? Work Time/Homework Use a new graphic organizer for drafting chapters
Work on drafting your first chapter or two *Dont forget the concepts we reviewed today! Have fun with it! Your enthusiasm will show in your writing. Reading Day Session 8 Incorporating
Evidence from the Text = Elaboration Teaching Point Information writers, regardless of what genre or text structure they are writing in, elaborate on important points and ideas. Literary information writers, in particular cite evidence from the story they are
writing about by discussing specific details and examples, as well as direct quotations, from the text. Writing Workshop Today you will work to draft more chapters You might: Revise and existing chapter Elaborate on a section that is done
Add a new chapter or section Purpose As you are writing keep in mind: What is your purpose for sharing this chapter with your readers what do you want them to learn. What details can you use from the story to support your thinking? *Show an example from the mentor text
where the author used the original text to support their ideas Tips to Remember Content Box of details: Dont forget you have been collecting important ideas those are great places to go back to for evidence to elaborate! Your color coded when you grouped like subjects continue to do that by adding a
color to the top of your drafting sheets. Information writers need to stay very organized! Anchor Chart Review Ways to Write Powerfully about Reading Record and cite important details (quotes, setting, symbolic objects) *Then use details as a springboard for interpretation and elaboration.
Grammar Reminder Using Appositives and Dependent Clauses to Express Complex Thinking Complex Sentences Contain one independent clause, with a subject and a predicate, and one dependent clause Appositives These are words or phrases the follow the noun and rename (or explain it) They are separated from the rest of the sentence with
commas. Ex: Senor Ines, Lucianas mother, puts Rosaura to work. Dependent Clause dose not express a complete thought Ex: Because she wanted to believe that she belonged, Final Reading Day Your should be finished
with you books by class time tomorrow! Drafting Day Continue to work on drafting your chapters Finding evidence Adding in elaboration *Your drafts are due at the end of class tomorrow!
Final Drafting Day The first draft of your companion books should be done by the end of class today! Congratulations!