writers’ workshop - living sky school division viewexplain to your partner what a promise is...

Download 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

Post on 19-Mar-2018




3 download

Embed Size (px)



Mentor Text:

A Promise is a Promise, Robert Munsch


A cautionary tale

Text form:

Riddles, personal narrative


Share riddles and narratives on Twitter and / or Seesaw with teachers, classmates and families.

Learning goal:

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.

Writing tasks:

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.

Additional writing tasks below.

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.

Curricular outcomes:

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.

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.

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).

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.

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).

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.

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.

Background knowledge / Research:

Qallupilluit is pronounced ka-loo-pee-loo-eet. Inuit is pronounced ee-noo-eet and Allashua is pronounced a-la-soo-ah.

Additional resources:

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

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

Additional writing tasks:

Healthy choices: Write about staying safe.

When do you need to Stop and Think before you Do

Problem solving: Write about how your family helped you solve a problem.



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

Learn more about the origins of the story and the inspiration for its characters at theRobert Munsch website.

Teach students about Nunavut, Canada's newest territory. Point it out on a map of Canada.

Learn more about the Inuktitut language. Use theInuktitut handout from wits link above to learn more about the language spoken by Inuit people.


Look at the cover. Based on the clothing you see the girl wearing, where do you think the story takes place?

What is the girl doing on the cover of the book?

What can you do on ice?

What is dangerous about ice?

What is a promise?

What does it mean to break a promise?

What do you think the girl will need to seek help about?

Link to Robert Munsch reading A Promise is a Promise: https://www.youtube.com/watch?v=Ng7B7hxzilk

During and After discussion questions from Strong Nations lesson plan link: file:///Z:/Profile/Downloads/a-promise-is-a-promise%20(1).pdf

What promise was broken in the story?

What happened after the promise was broken?

How do you think Allashua felt when she talked it out with her parents?

What three important details did Allashua admit to her parents? How did Allashua's parents help her keep her promise?

Do you think Allashua could have fixed this problem on her own?

What does Allashua learn about promises?

Why is it important to think before you act?

Why would parents tell their children that monsters live under the ice?

Do monsters really live under the ice?


Make your thinking about the story visible.

Create a 3D story map and talk about the themes of the story.

Or: Chalk talk activity from Visible thinking - writing invitations below.


Discussion and Role play: Connect to the writing task.

Promises: Partner activities:

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.

Problem solving:

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

Additional oral language strategies are included in writing invitation plan below.


Write Apply new learning to the writing task.

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.

Set up the classroom with oral language and thinking invitations. Work with small groups of students on the writing task(s).


Revise your writing and continue to revise based on feedback

Teacher support


Polish your writing

Peer editing and teacher input.


Share your work with your audience

Writing invitations for A Promise is a Promise

Guided Writing

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.

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.

Quick Writes

Sentence strip prompts with pull quotes or sentence starters:

A promise is

Promises are

I promise to

I will keep my promise to

When you keep a promise

When you break a promise.

When I then

If you sayand you.then

I promise.

Keeping a promise

Listening to your family is important because

To stay safe

When I am afraid I

If I have a problem I

Someone that helps me is

I listen to my family because

I hope

I am