Learning Plans & Activities
Writing and Storytelling

ENGLISH

Writing and Storytelling

Grade Levels: 2–3

Lesson Summary: In this lesson students will write and illustrate a story about their journey to and from school.

Standards Addressed:

AASL Standards for the 21st Century Learner

• 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)

Common Core State Standards

• 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

Instructional Resources:

• Required

Pens, pencils, paper, crayons, markers

• Recommended

Computer access for word processing

Instructional Roles:

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.

Procedure for Completion:

Day One: The school librarian will read the Dr. Seuss book And to Think That I Saw It on Mulberry Street. Students will be led in a discussion of what Marco really saw and how he exaggerated the simple things to make his journey appear more exciting. For the first part of the assignment each student will write down their path to school, whether it is walking, a bus ride, or part of a car pool. Everyone may have a unique perspective. The homework assignment will be to observe and write down what they see on each part of the journey.

Day Two: Students will complete writing the details of their journey to or from school and submit the first draft for review by the co-teachers.

Day Three—Completion: The first draft will be returned and students will use this as a basis for making up or exaggerating aspects of their journey. They will write and illustrate this story.

Completion of Project:

The final project is an illustrated story, which the teachers may have bound or digitally scanned.

Student Assessment/Reflection:

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.

Professional Reflection—Librarian Notes:

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.

SUGGESTED BIBLIOGRAPHY

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.

Additional Suggestions from SLC:

Bedard, Carol, and Charles Fuhrken. When Writing with Technology Matters. Stenhouse Publishers, 2013.

Holub, Joan. Little Red Writing. Chronical Books, 2013.

Ingalls, Ann. Seth and Savannah Build a Speech. Writing Builders series. Norwood House Press, 2012.

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.

The Common Core in Action: Ready-to-Use Lesson Plans for K-6 Librarians by Deborah J. Jesseman is available from Libraries Unlimited

Deborah J. Jesseman

MLA Citation Jesseman, Deborah J. "Writing and Storytelling." School Library Connection, January 2017, schoollibraryconnection.com/Home/Display/2193905?childId=2027448&topicCenterId=1955265&tab=1.

View all citation styles

Entry ID: 2027448

Back to Top