4 - Apprenticeship Writing: Studying Craft

Throughout writing workshop students have been learning that they are writers, just like writers from across the world. So for the next four weeks the instructional focus will be on helping students apprentice themselves to authors they admire. Although all the units have incorporated studies of authors in the immersion section, this unit devotes a whole month to studying multiple authors and their craft. 

To meet the Common Core State Standards, students not only need to write in a sequential manner but also need to include what a character felt and respond to what s/he did. Book choice is important, not only to meeting this goal but to demonstrate writing techniques that the children might want to emulate as they open their eyes to new possibilities. The three focus areas for mentor texts are: looking across multiple writing techniques with one author, focusing in on one type of writing technique with multiple authors and finally using just-right reading materials as mentor texts.

Since this will be the final narrative unit of study, it is important that we support adding “punctuation on the run” (not as an afterthought, but throughout the writing process) by thinking aloud in shared writing experiences. In addition to meeting the rigors of the Common Core State Standards, a 4-5 page booklet with approximately one paragraph per page will be the expectation.

As students progress in the writing of narrative texts, the unit makes sure to build on previous lessons on planning.  Continued work with partnerships is essential so that students can talk about the authors they are using as mentors and the craft moves they are trying. Flexibility will be a key component as students should be willing to try writing one way, another way and then another way, en route to making it just right. The important thing is to teach the process for learning from text.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do writers study and learn from authors they admire?
2. How do writers plan by exploring authors and thinking about what's important to them?
3. How do writers use one mentor text to look across crafting techniques?
4. How do writers use multiple mentor texts to look at one crafting technique?
5. How do writers use and talk about their "just right" books as mentor texts?
6. How do writers revisit mentor authors to prepare their books for celebration?

Part One: Immersion Phase

Concept I: Writers study and learn from authors they admire. (Sample books only – replace as needed)

Immersion Session 1 Writers read Roller Coaster as a reader.

Immersion Session 2 Writers reread Roller Coaster as a writer.

Immersion Session 3 Writers read Those Shoes as a reader.

Immersion Session 4 Writers reread Those Shoes as a writer.

Immersion Session 5 Writers read The Rain Stomper as a reader.

Immersion Session 6 Writers reread The Rain Stomper as writer.

Immersion Session 7 Optional- Writers read Owl Babies as a reader. (may also add this book to days 1-6)

Immersion Session 8 Optional- Writers reread Owl Babies as a writer. (may also add this book to days 1-6)

Part Two: Lesson Plan Sequence Phase

Concept II: Writers plan by exploring authors and thinking about what's important to them.

Session 1 - Writers generate and collect important topics using authors as mentors.

Session 2 - Writers choose the best topic by exploring their own knowledge and feelings.

Session 3 - Writers develop their topic by using a timeline.

Concept III: Writers use one mentor text to look across crafting techniques.

Session 4 - Writers show, not tell using their five senses.

Session 5 - Writers use dialogue tags to enhance meaning.

Session 6 - Writers use temporal words to signal a change in events.

Session 7 - Writers use ellipses to build suspense.

Concept IV: Writers use multiple mentor text to look at one crafting technique.

Session 8 - Writers craft a lead to entice the reader to the heart of the story.

Session 9 - Writers can try to end their stories like their favorite author do.

Concept V: Writers use and talk about their just-right books as mentor text.

Session 10 - Writers use their "just-right" books to mentor their own writing.

Session 11 - Writers talk about authors they are using as mentors and the craft moves they are trying.

Concept VI: Writers revisit mentor authors to prepare their books for celebration.

Session 12 - Writers thoughtfully revisit authors for specific help.

Session 13 - Writers use revision/editing checklists.

Session 14 - Writers include title, dedication page, and an About the Author page.

Session 15 - Writers celebrate their stories by exchanging them with friends.

Teachers may want to plan a follow-up on-demand narrative assessment after this unit.