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Mars! Earthlings Welcome (Our Universe #5)

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Conference Questions (to be done through workshop times)

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Conference Questions (to be done through workshop times)

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For during teacher design conferences:

1. What did you like (element-wise) from the informational text you used as a mentor text that you would like to carry forward into your own created text?

2. What five things did you take from the mentor text that you liked? If there aren’t five, you should add more.

3.  What topic did you choose for your mentor text and why?

4.  What knowledge do you already have or know about your mentor text? What do you need to research or find out for your process in creating your own text?

5. Have you read your piece aloud and did you change anything after doing so to improve it?

For student peer conferences: (read aloud to a peer)

1. What could you add or change to get your purpose across?

2. What have you revised? What do you think you could still revise or improve on?

3. What were the mistakes you tended to make the most?

4. Can you read the draft of your design out loud and does it make sense? (both author and other student will decide this upon hearing it out loud)

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More Brainstorming and Noticings chart lesson #3:

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More Brainstorming and Noticings chart lesson #3:

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Show the Rock Cycle and Water Cycle mentor text, tell peers we want to follow the sequential process with facts about the cycle or process of photosynthesis, but tell them though we are following the format for the most part, we are also adding a fun text feature of our own based on interest, which students can do because THEY are the author. We are adding a fictional character to our non-fiction book; the character will be a sunflower who is on each page spread who is going through her own process of photosynthesis. So there will still be sequence and informational facts like the mentor texts but there is a main character added with text bubbles too. We also will still include a diagram of the complete cycle at the end.
Before this process of creating our own book, we would observe all the possible text features and structures and what they do for the purpose of the text (discuss and look at this with peers). Explicitly model what is in the mentor text(s) and then start it off together and tell students what is expected of them (keep in mind you need to do what the students will be doing first).

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a sunflower may be our main character...

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water is an important factor in photosynthesis

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carbon dioxide molecule (important factor)

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Up close of a leaf, which is a main noun in the photosynthesis process

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sunlight is necessary for photosynthesis

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oxygen molecule

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glucose molecule

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~Read the rock cycle book through
~Ask students what text structures they notice (can focus on specific pages)
~Point out all the text features to students and ask them what they like and would be able to/like to do with creating their own text (tell them we will be doing this)
~Read a couple pages and ask students what they could write about that would follow this format.
~Could also do an interactive online audio of mentor text that follows format being studied.
~Ask students what the purpose of informational text is and what the visuals that go with them and do? (help explain this if needed)
~Create a noticing anchor chart with the students about all the features of the book and genre of the book-->teacher leads this and does some with the class, then the students are to complete it on their own.

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Second Lesson (Vocabulary and structure as well as type of text): 

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Second Lesson (Vocabulary and structure as well as type of text): 

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~Point out vocabulary words and talk about how they apply to the topic/title of the book
~Go through meaning of the vocabulary words in the mentor texts (ask students if they know them first)
~Discuss how the vocabulary words are domain specific
~Talk about the sequential structure and why it is like this (because it is a cycle!) So students need to create something that is also sequential.
~Talk about how there are chapters that go along with the sequence and how texts can have cause and affect, etc..
~Talk about how it is informational so it is more formal and the point of informational non-fiction text--> but also how we included some personification/fiction in based on interest (find another mentor text for this) by including Sunny the sunflower to tell the steps of our mentor text on steps of photosynthesis. (this adds interest and targets young children)

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~Talk about vocabulary that is unfamiliar and how the author(s) of mentor text(s) go about it.
~Talk about the text structure and how it is sequential with the cycle steps (it is for the texts and also for the book that will be created).
~Read through some of the mentor text(s).
~Point out any captions, images, what the images are and if they apply to info on the page spread.
~Talk about how we must go through many stages or processes to complete our own books and always refer back to mentor texts and also finding more.

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The Rock Cycle | -Rock pattern is on front cover and back cover-Image on front cover with arrows around it-Title page matches the front cover-Sequential table of contents with numbered chapters -Bolded vocab words -Captions for the illustrations -Most illustrations on second part of page spread, cover most of the page -Lots of sequential facts on each page (and for each chapter) -Chapters are labeled and in colors (different color for chapter and title of chapter)-Important words in text are in italics -Arrows on each page spread -Lots of color -Ends with fun “fast facts” -More resources/mentor texts at end (back pages)-Page spread go between one and two paragraphs

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Immersion and Research Lesson #4 and #5 (this could be a lesson done a couple times throught the process, exposing them to more texts) 

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Immersion and Research Lesson #4 and #5 (this could be a lesson done a couple times throught the process, exposing them to more texts) 

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Have students talk about science topics that they are interested in. Have them go through and each write two or 3 ideas of what they are interested in.
Go over library procedures and how books are organized in the school library
take students to the school library and have them find 2 or 3 informational texts based on their interests.
Give them ssr time (silent sustained reading time) to read their texts and research
At the end of the day have students make videos about what they found out information-wise about their favorite topics (specifically listing 5 facts) and at least 5 text features they noticed from all of their texts and what they found cool about them. They will know how to do this because it was modeled the day before with making a class anchor chart and noticing chart of textual features
Have students post the videos on their classroom blogs and let them comment on at least 2 other peoples videos to give them more ideas about text features to notice.

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~We would make a page spread or a couple as a class (with teacher) to mimic the mentor text to model the writing process. (could do photosynthesis after teacher creates a few pages).
~The students would be instructed to complete their own short informational text that could also have a "character" to narrate but it needed to follow the format of the original mentor text and the class created informational text.

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The Photosynthesis Cycle (Example Project Made by Teachers)

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The Photosynthesis Cycle (Example Project Made by Teachers)