• Inquire, think critically, and gain knowledge (1.1.1–1.1.6; 1.2.1–1.2.7; 1.3.1–1.3.5; 1.4.1–1.4.4)
• Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge (2.1.1–2.1.6; 2.2.4; 2.3.1; 2.4.1–2.4.4)
• Share knowledge and participate ethically and productively as members of our democratic society (3.3.1–3.3.6; 3.3.1–3.3.7; 3.4.1–3.4.2)
• Pursue personal and aesthetic growth (4.1.1; 4.1.4; 4.1.6–4.1.8; 4.2.1–4.2.3; 4.4.1–4.4.6)
• CCSS.ELA-Literacy.RL.2.1; RL.2.2; RL.2.3; RL.2.4; RL.2.5; RL.2.6; RL.2.7; RL.2.10
• CCSS.ELA-Literacy.RF.2.3; RF.2.4
• CCSS.ELA-Literacy.L.2.1; L.2.2; L.2.3; L.2.4; L.2.5; L.2.6
• CCSS.ELA-Literacy.W.2.3; W.2.5; W.2.6; W.2.8
• CCSS.ELA-Literacy.RL.3.1; RL.3.2; RL.3.3; RL.3.4; RL.3.5; RL.3.6; RL.3.7; RL.3.10
• CCSS.ELA-Literacy.RF.3.3; RF.3.4
• CCSS.ELA-Literacy.L.3.1; L.3.2; L.3.3; L.3.4; L.3.5; L.3.6
• CCSS.ELA-Literacy.W.3.3; W.3.4; W.3.5; W.3.6; W.3.8; W.3.10
Pens, pencils, paper, crayons, markers
Computer access for word processing
This lesson may be co-taught by the classroom teacher and the librarian. Both may assist the students in developing their stories by asking questions and making suggestions while the students describe their journeys to and from school.
The final project is an illustrated story, which the teachers may have bound or digitally scanned.
The final project is the object of the main student assessment and is based on the rubric for the project. Questions asked during the writing process as well as conversations with the teacher and school librarian throughout the project will be included in the assessment process.
The school librarian may want to suggest that this be an assignment during a Dr. Seuss Day or week. Resources on observing and noticing things would be an added bonus to student learning.
Benke, K. (2010). Rip the Page!: Adventures in Creative Writing. Boston, MA: Roost Books.
Dr. Seuss (1989 Reprint). And to Think That I Saw It on Mulberry Street. New York, NY: Random House Books for Young Readers.
Fletcher, R., & Portalupi, J. (2001). Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann.
Holub, J., & Sweet, M. (2013). Little Red Writing. San Francisco, CA: Chronicle Books.
Hurni-Dove, K. (2006). Teaching the Craft of Writing: Leads & Endings. New York, NY: Scholastic Teaching Resources
Leograndis, D. (2008). Launching the Writing Workshop: A Step-by-Step Guide in Photographs. New York, NY: Scholastic Teaching Resources.
Levine, G. C. (2006). Writing Magic: Creating Stories That Fly. New York, NY: HarperCollins.
Scholastic (2010). Scholastic Success with Writing, Grade 3. New York, NY: Scholastic Teaching Resources.
Spectrum (2002). Writing, Grade 2. Victoria, Australia: Spectrum Publications.
Spectrum (2006). Writing, Grade 3. Victoria, Australia: Spectrum Publications.
Tunks, K. W., & Giles, R. (2007). Write Now!: Publishing with Young Authors, PreK–Grade 2. Portsmouth, NH: Heinemann.
Kehret, Peg. Animals Welcome: A Life of Reading, Writing, and Rescue. Dutton Children's Books, 2012.
Send It: Writing Different Kinds of Emails. Core Skills series. PowerKids Press, 2015.
This lesson plan is excerpted from The Common Core in Action: Ready-to-Use Lesson Plans for K-6 Librarians by Deborah J. Jesseman. Libraries Unlimited. Copyright © 2015.