Beruflich Dokumente
Kultur Dokumente
Text Set
Elizabeth Collins
11/13/15
EDU 320
Rationale:
I choose these books for my text set because this unit is all about how we use our
imaginations in all different types of Creative Writing: such as Narrative Writing, Journalism,
Poetry, Non-fiction Creative Writing, and more. Below are the standards that can be covered
within the Language Arts content area. (There are many more under every content area.)
Common Core State Standards for Writing
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings
to develop experiences and events or show the response of characters to situations.
CCSS.ELA-Literacy.W.3.3c Use temporal words and phrases to signal event order.
CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.
Imagine a Day
1. Thomson, S., & Gonsalves, R. (2005). Imagine a day. New York: Atheneum Books for
Young Readers.
2. Grades 2nd-6th: Fiction
3. This book will be involved in the introduction to Creative Writing. The book provides a great
opportunity to allow the students to show the teacher and their fellow classmates what
interests them and where their strengths are. After the students have read this book I would
instruct the students to pick their favorite page from the book and use it as a writing prompt.
To do this I would give them guiding questions to help start the brainstorming process. The
teacher will have the students think of ideas of what they can write about giving them a lot of
freedom to chose what type of writing they would like to produce and then assign them a
partner to work with. While with the partner the students can bounce ideas off of each other
and help each other the come up with a more solidified idea of where to go with their
writing. Then they can write. Following the writing portion the students can help each other
edit and re-write and eventually the students can volunteer to share their work with the class.
4. This book is a beautifully illustrated book with very simple text. The paintings by Rob
Gonsalves speak for themselves in telling the story and increasing creative thinking. The one
line texts throughout each page encourage the reader to imagine different circumstances and
then are displayed through the beautiful paintings behind it.
5. Once everyone has shared that wants to the teacher can collect them and hang them on the
castle bulletin board that is used to display students work. This can be a bulletin board that
all of the student participate in making.
Ghost Ship
1. Clark, M., & Minor, W. (2007). Ghost ship: A Cape Cod story. New York: Simon & Schuster
Books for Young Readers.
2. Grades 3rd-5th: Historical Fiction
3. Using the Story Map that is below, the students would read the story in groups and then
together they would work through the different elements of a story. ( I have completed some
of the Story Map to give an example of how it would be completed) The students would
spend time talking about the basics of the structure of a story. The next thing they would do
is the attached Then and Now Venn Diagram. I would also have them journal in their
learning logs about how they feel about having the ghost in the story and what they learned
in from the activities and readings.
4. This book is a watercolor illustrated book about a fun loving young boy named, Thomas. He
loved his summer visits to his Grandmas house at Cape cod where he would spend hours
wondering about the stories of the sailing ships of the past and dreamed about sailing on one
himself. One afternoon after a night of terrible thunderstorms, Thomas finds, deep in the
sand, a weathered, old-fashioned belt buckle. When he picks it up, a boy his own age, Silas
Rich, who was a cabin boy on a ship called the Monomoy that sailed almost 250 years ago,
appears. Suddenly the world of sailing ships is very near as Silas tells his tale.
5. I think a neat extension activity to this book would be a cool Ghost Ship word search that I
found! It goes perfectly with what I have the students doing above. I didnt attach it to this
but if anyone would like it just let me know. I have it on my computer.
Elizabeth Collins
5th
11/08/15
Ghost Ship
Mary Higgins Clark
Thomas
Silas
Grandma
Cape Cod,
His Grandmas
house
The Problem in this
story is the untold
story of Silas & how
he leaves Cape
Cod.
Ghost Ship
!
A Venn diagram helps you compare two sets of information to show areas of similarity and difference. In
this Venn diagram, one circle represents the past and one circle represents the present day. The
overlapping area is for items that existed then and now.
Think about the people, places, modes of transportation, and other aspects of Ghost Ship and place them
into the appropriate section of the diagram.
Example: PAST: Captain Hallett; PRESENT: Thomas; Now & Then: Silas
PAST
PRESENT
Castle
1. Macaulay, D. (2010). Castle. Boston: Houghton Mifflin Company.
2. Grades 3rd-5th: Informational
3. I am very excited to use this book in my classroom one day. It is a well illustrated book
providing the details about how a castle is built while giving a great fictional story line to go
along with it. I would have my students work in groups on this book as it is a little bit longer
than some of the others that I am using for this text set. The students will read the book for
homework as well as in the classroom and fill out a double entry sheet as they go along. I
will then show them a great video through PBS done by the author, talking about his
inspiration and where he got it from. That will take a full class period but we will break it up
into sections and have discussion in between.
4. This is a great book that goes into amazingly illustrated details about how a castle is built.
The facts of the building of the castle are very real and he added his own fictional details
about the story line.
5. As an extension activity to what I will have already done with the class on this book, we are
going to spend a class creating our own model castle following directions that the students
have to write.
Mr. Wuffles
1. Wiesner, D. (2013). Mr. Wuffles! New York City, New York: Clarion Books: Houghton
Mifflin Harcourt.
2. Grades 1st-5th: Comic Fiction
3. I think this book would be a great introduction to the concepts of interpretation, how to
create a unique story and using images and description to move a story along. The students
will be using the Think, Pair, Share graphic organizer for working in groups. They will have
questions having to do with what they believe happened in the story. (below is an example of
a Think, Pair, Share a student might receive during this section of the text set)
4. In this near wordless, 2014 Caldecott Honor Book devised by David Wiesner, a cat named
Mr. Wuffles doesn't care about toy mice or toy goldfish. Hes much more interested in
playing with a little spaceship full of actual aliens. The story continues with what happens
with the aliens and how they interact with the cat and insects.
5. As a follow up activity, the students will be asked to create their own comic book as a group.
Elizabeth Collins
What is science
Fiction?
Science fiction is
pretend science. they
aren't true.
Crow Boy
1. Yashima, T. (1955). Crow Boy. New York: Viking Press.
2. Grades 3rd-5th: Japanese Fiction
3. For this book, I will read this to the students and then we will learn how to create a Story
Pyramid. Below are the instructions to create one and my example. The Story Pyramid is a
great segway into writing poetry and its different forms. So here I will have the students
learn about the different types of poetry that they can write. They can experiment pressure
free with different forms in their response journals.
4. This book is about a young boy named Chibi. He is having a hard time adjusting to his new
school where he is being judged a lot and made fun of. He thinks no one notices him or why
he is different but the teacher does notice.
5. An expansion activity to close out the text set that I would use here is to take all of the work
that the students have created and explain to them what a portfolio is and how it can be used!
They will then work in peer editing and help each other create beautiful portfolios of their
favorite pieces of work from this past Unit.
Story Pyramid
Use a story pyramid to describe important information from a story, such as the main character,
the setting, and the major events in the plot. Carefully choose your words in order to provide a
precise description. You may wish to use a dictionary and a thesaurus.
Chibi,
Quiet, Studious
School, countryside, Japan
Bullying, long distances, mean, misunderstanding
The kind, teacher, drawings, handwriting
Talent show, stage, standing alone, voices, crows, beauty, story
Tears of understanding, happiness, he is called Crow Boy