WRITERS’ WORKSHOP - Living Sky School Division viewExplain to your partner what a promise is without using the word promise. Act out what a promise is without using any words. Create a sequence of three gestures to show a promise. Problem solving: Sometimes when we are in ...
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<p>WRITERS WORKSHOP </p> <p>Mentor Text: </p> <p>A Promise is a Promise, Robert Munsch </p> <p>Genre: </p> <p>A cautionary tale</p> <p>Text form: </p> <p> Riddles, personal narrative</p> <p>Audience: </p> <p>Share riddles and narratives on Twitter and / or Seesaw with teachers, classmates and families.</p> <p>Learning goal: </p> <p>From F & P writing skills continuum: Informational writing: Write short pieces of writing that are enjoyable to read and at the same time give information about a topic. Think about the readers and what they need to know. </p> <p>Writing tasks: </p> <p>Promise: There is no Inuktitut word for promise. Write clues that would help you explain to an adult what a promise is without using the word promise.</p> <p>Additional writing tasks below.</p> <p>Summary: In spite of her mother's warning about sea monsters called the Qallupilluit, Allashua goes fishing alone on the sea ice. When the Qallupilluit capture Allashua, she escapes by promising to bring her brothers and sisters to the sea creatures. With the help of her mother, father, brothers and sisters, Allashua and her family are able to protect one another from the Qallupilluit.</p> <p>Curricular outcomes: </p> <p>Grade 1 ELA Outcome: CR1.1: Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity, community, social responsibility, and relate to own feelings, ideas, and experiences. Indicators: View, listen to, read, and respond to a variety of texts including First Nations and Mtis resources that present different viewpoints and perspectives on issues related to identity, community, and social responsibility. Make and share connections among texts, prior knowledge, and personal experiences (e.g., family traditions). Relate aspects of stories and characters from various texts to personal feelings and experiences. Show awareness of the experiences and ideas of other persons encountered through texts. Describe characters, the way they might feel, and the way situations might cause them to feel. Show respect for own culture and the various cultures, lifestyles, and experiences represented in texts including First Nations and Mtis cultures.</p> <p>Grade 1 ELA Outcome CC1.1: Compose and create a range of visual, multimedia, oral, and written texts that explore and present thoughts on: identity (e.g., Feelings) community, social responsibility. Indicators: Use words, symbols, and other forms, including appropriate technology, to express understanding of topics, themes, and issues related to identity, community, and social responsibility. Create stories, explanations, poems, and dramatizations using known patterns and later developing own patterns.</p> <p>Grade 1 ELA Outcome: CC1.2: Represent key ideas and events, in a logical sequence and with detail, in different ways (including dramatization, pictures, sounds, physical movement, charts, models, and drawings).</p> <p>Grade 1 ELA Outcome: CC1.3: Speak clearly and audibly about ideas, experiences, preferences, questions, and conclusions in a logical sequence, using expression and dramatization when appropriate.</p> <p>Grade 1 Arts Education: Outcome: CP1.8: Create art works that express own ideas and explore different forms (e.g., painting, drawing, printmaking) and media (paint, found objects).</p> <p>Grade 1 Health: Outcome: DM1.1: Examine initial steps (i.e., Stop, Think, Do) for making basic choices regarding healthy behaviours; healthy brain, heart, and lungs; healthy relationships; pedestrian/street safety; and a healthy sense of self.Indicators: Recognize the importance of thinking before acting. Build on what is already known to critique choices made by characters in literature.</p> <p>Treaty ed outcome Grade 1: We are all Treaty People. Treaty Promises and Provisions Review K outcome: Why is it important to understand the meaning and significance of keeping promises and make the connection to the treaty essential learning: We are all Treaty People. Wherever you live in Saskatchewan you are on treaty land. We are all treaty people because we live on these lands. Refer to grade 1 Possible learning experiences in treaty binder, p.7. </p> <p>Background knowledge / Research: </p> <p>Qallupilluit is pronounced ka-loo-pee-loo-eet. Inuit is pronounced ee-noo-eet and Allashua is pronounced a-la-soo-ah.</p> <p>Additional resources: </p> <p>WITS for schools Walk away, Ignore, Talk it out, Seek help. This lesson provides information on peaceful problem solving strategies for children: http://web.uvic.ca:8080/wits/schools/books/a-promise-is-a-promise.php?source=book-lists </p> <p>Treaty promise lesson package on Sunwest supporting social studies website. Lesson plan for grade one students using A Promise is a Promise: http://supporting-social-studies.wikispaces.com/Grade+2 </p> <p>Additional writing tasks: </p> <p>Healthy choices: Write about staying safe. </p> <p>When do you need to Stop and Think before you Do</p> <p>Problem solving: Write about how your family helped you solve a problem.</p> <p>THE LEARNING PLAN</p> <p>READ</p> <p>Pre-reading activities from WITS lesson plan: http://www.witsprogram.ca/pdfs/schools/books/a-promise-is-a-promise/a-promise-is-a-promise.pdf </p> <p>Learn more about the origins of the story and the inspiration for its characters at theRobert Munsch website.</p> <p>Teach students about Nunavut, Canada's newest territory. Point it out on a map of Canada. </p> <p>Learn more about the Inuktitut language. Use theInuktitut handout from wits link above to learn more about the language spoken by Inuit people.</p> <p>Before:</p> <p>Look at the cover. Based on the clothing you see the girl wearing, where do you think the story takes place?</p> <p>What is the girl doing on the cover of the book?</p> <p>What can you do on ice?</p> <p>What is dangerous about ice?</p> <p>What is a promise?</p> <p>What does it mean to break a promise?</p> <p>What do you think the girl will need to seek help about?</p> <p>Link to Robert Munsch reading A Promise is a Promise: https://www.youtube.com/watch?v=Ng7B7hxzilk </p> <p>During and After discussion questions from Strong Nations lesson plan link: file:///Z:/Profile/Downloads/a-promise-is-a-promise%20(1).pdf </p> <p>What promise was broken in the story?</p> <p>What happened after the promise was broken?</p> <p>How do you think Allashua felt when she talked it out with her parents? </p> <p>What three important details did Allashua admit to her parents? How did Allashua's parents help her keep her promise?</p> <p>Do you think Allashua could have fixed this problem on her own?</p> <p>What does Allashua learn about promises?</p> <p>Why is it important to think before you act?</p> <p>Why would parents tell their children that monsters live under the ice?</p> <p>Do monsters really live under the ice?</p> <p>THINK</p> <p>Make your thinking about the story visible.</p> <p>Create a 3D story map and talk about the themes of the story. </p> <p>Or: Chalk talk activity from Visible thinking - writing invitations below. </p> <p>TALK</p> <p>Discussion and Role play: Connect to the writing task. </p> <p>Promises: Partner activities: </p> <p>Explain to your partner what a promise is without using the word promise. Act out what a promise is without using any words. Create a sequence of three gestures to show a promise. </p> <p>Problem solving: </p> <p>Sometimes when we are in danger we have to make quick decisions. Allashua escaped from the Qallupilluit by promising them her brothers and sisters, which caused an even bigger problem. Ask students to describe a problem they have faced and how they solved it. In small groups, have students role play the problem and three alternative ways to solve the problem. The rest of the class can vote on the best solution. (Source: Glenbow lesson plan: https://www.glenbow.org/media/Inuit%20Pre-Post%20revised.pdf</p> <p>Additional oral language strategies are included in writing invitation plan below.</p> <p>DRAFT</p> <p>Write Apply new learning to the writing task. </p> <p>Provide small group or individual guided writing instruction during the drafting and crafting phases of the writing process. Guided instruction should be based on individualized strength-based goals coming out of Look Fors assessment of student writing. </p> <p>Set up the classroom with oral language and thinking invitations. Work with small groups of students on the writing task(s).</p> <p>CRAFT</p> <p>Revise your writing and continue to revise based on feedback</p> <p>Teacher support</p> <p>EDIT</p> <p>Polish your writing </p> <p>Peer editing and teacher input.</p> <p>SHARE</p> <p>Share your work with your audience</p> <p>Writing invitations for A Promise is a Promise</p> <p>Guided Writing</p> <p>Work with the teacher on the writing task from the writers workshop plan. The teacher provides small group guided instruction focused on the strengths and goals for improvement that come out of the Serravallo Look fors formative assessment. </p> <p>Create writing folders / porfolios so that students can continue working through the steps of the writing task over several days. Guide each student through the pre-writing, drafting, revision, editing and publishing stages. </p> <p>Quick Writes</p> <p>Sentence strip prompts with pull quotes or sentence starters: </p> <p>A promise is</p> <p>Promises are</p> <p>I promise to</p> <p>I will keep my promise to</p> <p>When you keep a promise</p> <p>When you break a promise.</p> <p>When I then</p> <p>If you sayand you.then</p> <p>I promise.</p> <p>Keeping a promise</p> <p>Listening to your family is important because</p> <p>To stay safe</p> <p>When I am afraid I</p> <p>If I have a problem I</p> <p>Someone that helps me is</p> <p>I listen to my family because</p> <p>I hope</p> <p>I am </p> <p>Pull quotes from the book: (use for guided instruction)</p> <p>On the very first nice day of spring</p> <p>I promise to</p> <p>At the edge of the</p> <p>But just in case</p> <p>For a moment nothing happened</p> <p>And that is where</p> <p>Ah ah said her family</p> <p>I have an idea</p> <p>Then the motherthen the fatherfinally</p> <p>Print </p> <p>Poetry / Virtues</p> <p>Write a heart shape promise poem </p> <p>A promise </p> <p>Keeps me________________,</p> <p>Helps me ________________.</p> <p>A promise</p> <p>A promise is like</p> <p>A promise is like</p> <p>A promise </p> <p>Shape poetry: http://www.imagechef.com/ic/poem/</p> <p>Write an acrostic poem about Promises</p> <p>Write a list poem about Honesty, keeping your word, being responsible, or making good choices, problem solving </p> <p>Link to inspire my kids website: honesty, integrity making good choices:</p> <p>http://inspiremykids.com/2016/great-quotes-kids-integrity-character-making-good-choices/ </p> <p>Bookmaking</p> <p>Make a mix and match book about imaginary creatures. </p> <p>Make a simple books in Word (directions on curriculum connections writing page) about Ocean animals, the Arctic or another related theme.</p> <p>Vocabulary</p> <p>Inuktitut has only three vowel sounds: aa, ee oo. Learn more about the Inuktitut language.</p> <p>Inuktitut words in the story: parka, moccasin, mukluk, anorak</p> <p> Make word cards or lists of some of the words from a Promise is a Promise: </p> <p> Sort the words (describing words, action words etc)</p> <p> Make a simple vocabulary book (blank paper folded in half and stapled). Select words from the list or on the cards and write a sentence using the word and add an illustration. Students can make a connection to the book or to their own lives. </p> <p> Personal dictionaries add new words to personal dictionary and illustrate.</p> <p>Respond as you read</p> <p>Map your thinking using drawing and words as you read the story. </p> <p> Fold paper accordion style to make a small booklet. As you read As you read identify themes / big ideas and evidence from the text.</p> <p> Record predictions and clues on a prediction sheet</p> <p> Use an ipad to record your thinking using Draw pad. (lesson plan on curriculum connections)</p> <p> Narrate your thinking on a podcast (lesson plan on curriculum connections)</p> <p>Map making</p> <p>Use a paper and writing tools or objects to map Allashuas story journey. Record the places you stop and your actions.</p> <p>Audio recordings</p> <p>Link to Robert Munsch reading A Promise is a promise: https://www.youtube.com/watch?v=Ng7B7hxzilk </p> <p>Use the illustrations from A Promise is a Promise to tell the story. Record yourself </p> <p>Create a new story about how Allashua and her family trick the Qallupilluit so Allashua can keep her promise but the children are safe. </p> <p>Record the voice of Qallupilluit, or Allashua or the family.</p> <p>Visual art response</p> <p> Draw pictures of creatures that live below and above the ice. (Use the Glenbow pic as stimulus)</p> <p> Compare Qallupilluit with other mythical creatures such as unicorns, gryphons, Pegasus, the sphinx and faeries using drawing or sculpture. Give your mythical creature supernatural powers. Write about your creature. </p> <p> Make a pop-up Qallupilluit puppet</p> <p> Gather pctures of Qallupilluit and other mythical creatures and compare, then create your own mythical creature </p> <p>Storytelling</p> <p>Use your Qallupilluit puppet to tell a new story</p> <p>Visible Thinking </p> <p>See, Think Wonder routine: </p> <p>Students respond orally and record in writing what they see, what they think is happening and what they wonder. </p> <p> Pictures and objects from the Arctic landscape, arctic animals</p> <p> Illustrations from the book</p> <p> Qallupilluit images </p> <p>Chalk talk routine: Provide chart paper with a question written in the middle of the page. Students record:</p> <p> Ideas that come to mind</p> <p> Connections to other responses</p> <p> Questions that arise when looking at the ideas and responses of others.</p> <p>(Connections) What would it be like to </p> <p>(Character sketches ) What is Allashua like? </p> <p>(Themes) What does a promise is a promise mean?</p> <p>The explanation game: Provide images of Qallupilluit or other imaginery creatures </p> <p> Name it</p> <p> Explain it </p> <p> Give reasons for your thinking</p> <p> Generate alternatives </p> <p>EET</p> <p>Simple EET patterned writing</p> <p>Connecting EET to literature template for A Promise is a Promise.(template file to curriculum connections)</p> <p>Inquiry</p> <p>Thin ice experiment: Glenbow lesson plan: https://www.glenbow.org/media/Inuit%20Pre-Post%20revised.pdf </p> <p>Illustrate the behaviour of cracked ice using two pieces of tissue paper approximately 50 x 68 cm (20 x 27 in). Use scissors to make a single cut in the middle of one paper. Ask two volunteers to hold the piece without the tear and then place something small and relatively heavy (such as a stapler) in the middle of the paper. Next ask two volunteers to gently hold the tissue paper with the tear so that the tear is barely visible. Place the same object on the paper and watch the object fall.</p> <p>Provide books and other resources connected to the book, outcomes in the plan. and areas of interest that arise from the students during the workshop. </p> <p>Other</p> <p>Treaty ed connection: </p> <p>Sun West lesson plan in resource links above. </p> <p>Writers workshop planning template, K. Carlisle, Living Sky School Division</p>
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