Mentor Text Template Page


Bright, Paul. Fidgety Fish and Friends. Tiger Tales, 2008.

I chose this book because it is a fun and very visually appealing read. I also like that is has loads of skills that could be taught and implemented within writing workshop time. This book has several examples of alliteration, basically at least once on each page. The students could use their knowledge gained from this text on alliteration in basically all forms of their writing to help to make it more fluent and appealing. It also would be a great skill to implement within poems in future . The second writing skill that is in this book that I feel that my students could benefit from is onomatopoeia. Again, this is a skill that could be implemented within various forms of writing to help make their writing more alive and engaging to the reader.

Mini Lesson #1: Alliteration


shark.JPG

SMILEY SHARK
All sensibel sharks agree.
I'm as silly as a shark can be.
I giggle and grin if you tickle my fin.
And wriggle my tail with glee.

Alliteration is great to use occasionally in all forms of writing to help spice up writing/make it more creative and visually appealing to the reader. I would have students notice the pattern in beginning sounds with the words on this page. I would then have them identify the similar letter starting words, telling them that this art is called alliteration. I would then have students come up with a quick sentence or two of their own using alliteration.


Mini Lesson #2: Onomatopoeia


crab.JPG

CLICKETY CRAB
My snip-snap claws go clickety-click.
My legs tap a tune on the sand.
I sing and I drum, and I whistle and hum.
I'm the wonderful one-crab band!

Onomatopoeia is a wonderful writing skill which makes writing come alive to the reader, making the reader feel as though they are there hearing the sounds of what is going on in the story. Incorporating this skill within writing is a great way for students to make their work more exciting and realistic. I would have students notice the sounds that are talked about on this page. I would then draw attention to the snip-snap and the clickety-click and explain to them that putting sounds like this is writing is called onomatopoeia.Students would then be asked what other onomatopoeia sound they can think of and share. I would then release students to come up with their own quick writing using onomatopoeia.

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)
Narrative Poem
Media
Paper Based
Audience
Will be put in hall for peers to see and in their writers portfolios.
Purpose
For students to creatively express themselves through describing a noun of their choice using alliteration and onomatopoeia.
Situation
Students will have five days to complete this assignment. The book will be there for students reference, and I will also work with them as needed. I would allow students to collaborate with peers for this assignment, but produce work on an individual basis.
Assessment
I will be grading this assignment based on the four lines, the choice of a noun, the usage of alliteration at least once and onomatopoeia at least once as well. I believe that this is important to show students how much they can learn through modeling the work of a mentor text. If students take on to the idea of mirroring an authors art of writing, I believe that it will encourage them to discover the crafts used whenever they read and write. Alliteration and onomatopoeia are also very good skills to implement within various forms of writing, not just poems.
First, we will read the book as a class and learn about alliteration and onomatopoeia within a two day period. We then, on day three, will look back to the book again discovering the format of the book and write our own description of class chosen noun, modeling after the author and only having 4 lines. The last day, day four the student will create his/her own noun description poems and will illustrate what exactly he/she wrote about. If they do not have time to finish their drawings in class, the students will be allowed to bring their picture home to finish it. The last day, day five, we will share and celebrate as a class each of the pieces and why each particular noun was chosen.