Apply Constructivist Theory and Problem Based Learning

Lesson/Unit Topic

Writing a Children’s Book Inquiry Unit

Related Common Core Learning Standards

W.6.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
.
W.6.3a
Engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.

W.6.3b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.

W.6.3c
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts
from one time frame or setting to another.

W.6.3d
Use precise words and phrases, relevant descriptive details, and sensory language to convey
experiences and events.

W.6.3e
Provide a conclusion that follows from the narrated experiences or events

Background on Lessons:

The following lesson plans are an inquiry based unit, where students begin by evaluating and
exploring children’s books and end with writing their own children’s book.

Materials Technology(Computer and/or Assistive) to Support

Learning

● Children's books ● Digital copies of children’s book

● Appication of Skills ● Internet for research, if needed
Worksheet ● Digital art program can be utilized for a digital copy of
 ● Planning pages for a children's book.
brainstorming and Mini Lesson Options
creation ● How to begin, what not to do
● Art materials ● Main characters
● Final Book forms ● Showing with words -- not telling
from publishing ● Plot development, character development
● Point of View

Lesson/Unit Procedures Individual Accommodation

Needed for Participation

This is a five day lesson unit, but it doesn’t have to be Assistive Tools provided for
complete in five consecutive days. The days should be students on 504 or IEPs
approximately 45-60 minutes. Mini lesson can be conducted
by the teacher when the students need assistance or when the Extra Time given as needed
teacher sees the need for redirection.
Scaffolding
Day 1: Evaluate and Engage. Teachers will bring in multiple
options of children’s books. Varying genres, lengths, and Formative checkpoints
author’s. Students will begin to create a list of what a
children’s book is and isn’t. Students complete application Varied final project
with questions about abilities and groups are formed with scaffolded to students
varying abilities. individual goals and needs
Day 2: Group work: Groups are created and begin to
brainstorm genre of book, setting, characters, plot.
Day 3: Finalizing and Creating: Groups continue the process
of brainstorming and start to finalize details. Creation of the
book, writing and illustrations, begins.
Day 4: Creation: Book continue to be created with all group
members, working toward finalizing book. .
Day 5: Finalize and Share: Books are finalized into an
appropriate format and share with other groups. (Sharing is
optional.)

An additional day might have to be added depending on how

fast/slow the creation goes.