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Mentor Text:

Sendak, Maurice. Where The Wild Things Are. Harper Collins, 1963.

I chose this book as my mentor text most importantly because kids enjoy the story. This book captivates young reader to want to read. By choosing a book students enjoy, you are more likely to get them to understand and recognize the techniques the authors use when writing. The dialogue and detail used in the book are the reasons children love the story. In order to teach them these techniques, you will have to allow the students to read what is expected of them. Where The Wild Things Are is a sample of how they could write their own story and incorporate many of the elements.



Mini Lesson #1: Dialogue

Dialogue.jpgMany times children use the same format when writing communication within their pieces. I would have my students recognize the way the description of who was speaking is not at the beginning or end, but in the middle, to add variation to the writing. I would have students look at their own narratives and find dialogue. I would have them replicate the pattern from the book by using part of the quote, giving who said it and how, then end the quote.



Mini Lesson #2: Detailed and Descriptive Writing


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I chose to talk about detailed writing because many students do not give enough information for their reader to visualize what they are writing about. This part of the book would be read to students without showing pictures so they can visualize what is being read. The students would then look at their writing pieces and see where they could add more detail. They would base the addition to their writing to the description of each item in the book.



Writing Assignment

Here, you will describe a writing assignment that would result from students reading this book. Identify the following characteristics of the assignment, then describe it in 4-5 sentences.

Mode (Genre)
The student will be writing a narrative.
Media
Paper based writing assignment
Audience
The students will be writing stories to pair and read with the second grade students in the school.
Purpose
Students will be writing this piece to practice their use of dialogue and descriptive writing. They will learn how they can re-enact an event using words and descriptions.
Situation
Students will work on their writing for a period of three weeks. They will focus on something new every 2-3 days to improve their narrative pieces. I will be available for questions, but will not be fully editing the student's pieces. Once the students receive a mini-lesson, they will be free to roam and work together, but each student will be writing their own piece.
Assessment
I will use a rubric of the 6+1 traits to evaluate their writing. I will use this because it is a simple document that will keep all expectations for students the same. Students will have access to the rubric before starting writing.

This assignment will have students write a narrative that includes dialogue. They will have a mini lesson on dialogue and a mini lesson on descriptive writing. This will help them work to create their narrative to be more exciting for their readers and audience. They will have the choice to choose their topic. During writing workshop, they will have time to work with partners or groups to express and talk about their ideas. I will then grade their work using the 6+1 rubric.