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Hi! I send you the doc so you can edit if you want to use it! thanks!!

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https://docs.google.com/document/d/10xsHPoGHlnXJvITddocW1K8NG3uam9oXCLOBnWuOuXU/edit?usp=sharing

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Mini Lesson Plan- Emily Viollaz and Hugo Morinico.

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Mini Lesson Plan- Emily Viollaz and Hugo Morinico.

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Mini Lesson- Avanzini Maria Sol and Fernández Simón 

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Mini Lesson- Avanzini Maria Sol and Fernández Simón 

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Mini lesson- Sofia Martinez and Maité Blanc 

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Mini lesson- Sofia Martinez and Maité Blanc 

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Mini Lesson - Gayoso, Milagros & Piñón Adrián.

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Mini Lesson - Gayoso, Milagros & Piñón Adrián.

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Mini Lesson Plan - Mariano Ian Naim Roude

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Minilesson Tittle:“How to Describe Setting”
Grade Level: 2nd Grade
Form of writing:Narrative
Discussion:I think that all good stories involve a setting and key details that help describe the setting.  The reason why setting is so important is because it helps us highlight events and people that are involved in the story.  The setting in stories is one of the easiest yet overlooked concepts that goes into writing.

Mentor Text: Once a Upon a Goat by Dan Richards

How to Teach it:When we think of the important parts of a story we typically just think of the main idea and what the overall storyline is and tend to overlook what the setting is.  Today we are going to talk about how to write a story and really emphasize the point of the setting.  All stories that we either write or read all have a setting.  Today we are going to read together the book Once Upon a Goat by Dan Richards.   While we read the book we will pause and reread some pages to highlight the important sentence in the book.   While we read I also want you to listen carefully to what the author is trying to convey to us through the story.  On page 2 it says “Once upon a time in a faraway kingdom, a king and queen wished for a child.” What does this line tell us about what kind of story this is?  On page 4 it says “ Glowing skin, bright eyes, and hair like ocean waves should do.”  What is this sentence describing?  Is it describing a place or a person?  Who do you think it is describing?   As we can see through these first few pages of the book we are able to determine what the setting is.   When you start writing I want you to consider how you will describe the setting.

Final words for your students to apply the minilesson to their writing:
Today when you start writing in your writer’s notebook I want you to try and use words to describe both the characters and the place in the story.   When you describe both the characters and place in a story you are describing the setting of your story.

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Minilesson Title: Word Choice
Grade Level: 5th grade
Form of writing (e.g., Narrative, Poetry, Expository, Persuasive, etc.): Poetry
Discussion: When writing poetry, word choice is super important. It will allow the reader to feel the emotions of the poem and understand the poem better as a whole. Words in a poem all have a purpose which is why word choice is super important. The reader isn’t there so putting in words that will allow the reader to put themselves into the poem will add to the meaning even more. The words also have to make sense and flow. You can’t just add words just to do it.
Mentor Text(s): “Harlem” by Langston Hughes

How to Teach it: When we think about poems and poetry as a whole, we know that the words are super important. They all have a purpose and add meaning to such a short piece of writing. Imagery, symbolism, and voice are just 3 pieces of poetry and these 3 alone have a lot wrapped into them when it comes to word choice. Looking at Langston Hughes’ “Harlem”, we can see that he uses a lot of figures of speech. The poem “Harlem” is about dreams not coming true and the impact it can have on someone. He uses the simile, “Does it dry up like a raisin in the sun” to ask if a dream doesn’t come true does it just dry up and die. Poetry invokes a lot of emotion and thinking which all starts with the words you choose for your poem.
Final words for your students to apply the minilesson to their writing: As we go to write our poems, really think about the words you are using. Do they have a purpose? Do they help with the meaning of the poem? Do they make sense? Take your time with your word choice.

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Mini Lesson Title : “Encouraging students to find their voice through writing”

Grade Level: :3rd Grade

Form of writing (e.g., Narrative, Poetry, Expository, Persuasive, etc.) : Narrative

Mentor Text(s): The Smallest Girl In The Smallest Grade by Justin Roberts

Discussion: It is important for students to be able to find their voice through their writing by thinking back to personal obstacles that they may have had or are dealing with currently and then being able to overcome those obstacles through their writing.

How to Teach it: There have been many times where we have all felt like our voices didn't matter for many different reasons. Maybe we have felt like we were too small to make a difference like Sally felt in our book, The Smallest Girl In The Smallest Grade, by Justin Roberts? Today we are going to be finding our own voices like Sally did, but through writing. I am going to reread a few pages at the end of the book so that we can see how Sally finds her voice and what happens when she finally does so. On the second to last page, it says: “As the world returned to the way that it was, Sally noticed the difference as she usually does, when Billy paused briefly to open the door for Mrs. O’connel and seventeen more. Or when Molly scooched over to make some space on the choral riser for Ellen and Grace. These moments that often get taken for granted, a wildflower appearing that no one had planted.” This part of the story shows how Sallys voice changed the way people treated one another. On the last page the author writes, “People remembered and would quite often mention that Sally had been paying super extra special attention. And how the world could transform and a change could be made by the smallest girl in the smallest grade.” The quote shows how someone as small as Sally used her voice to make the world a better place. Think about something that you want to use your voice to speak out against. It could be an issue that is big or small, but make sure it is something that is important to you. I want you all to write in your journals what your issue is that is close to your heart, why it is important to you, how you will use your voice to speak out against it, and what good will come of it afterwards.

Final words for your students to apply the mini lesson to their writing: Today when you write in your journals, try to think deeply about why you wish to speak out and use your voice against your chosen issue. Why is this issue so important to you and what makes you want to change it?

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Minilesson Title:

“Beauty of the world”

Grade Level:

3rd grade

Form of writing:

Narrative

Discussion:

This lesson is important for students to use this book as a change to create their own story or version of the book and how they might incorporate other components. It can help students with pre-writing skills as well as comprehension skills. This can have students digging deeper into new perspectives.

Mentor Text:

Last Stop on Market Street by Matt De La Pena and Christian Robinson

How to Teach it:

Every writer has their own unique way of writing and creating stories to tell their audience. Sometimes we might ask ourselves why an author did what they did and how we might have done something differently or adding something. In this activity, I want you to create your own story with how you would add to it, take away from it, or just change it completely. Give reasoning behind your decisions and happy writing!

Final words for your students to apply their minilesson to their writing:

Remember that there is no right or wrong way of writing. This is whatever you want it to be and you call all the shots. Have fun with your writing since it is your own personal story! After finishing, feel free to share your stories with your peers and see what creative things they came up with!

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Minilesson Title

The reason for repetition

Grade Level 3rd grade

Form of writing (e.g., Narrative, Poetry, Expository, Persuasive, etc.)Personal Narrative

Discussion When a writer utilizes repetition, they're putting multiple iterations of a word or phrase in close proximity to each other. In other words, a word or phrase is repeated to provide clarity and emphasis, highlighting deeper meanings in the text. This is important because it allows students to express meaning for their words and feelings.

Mentor Text(s) You Matter by Christian Robinson

How to Teach it Repetition can be a powerful tool in writing and has been commonly used in songs, poetry and even the most powerful and memorable speeches given throughout history. We see repetition being used differently in our everyday lives from the day to day things we do, maybe even the food we eat. In the story the author repeats the phrase “You Matter”. Why do you all think the author is constantly repeating the phrase you matter? How does this make you feel as the reader? So now we are able to see how repetition of words can challenge our feelings and give us another outlook on the message of the story. Now let's stop and think about the pictures that were illustrated when using the phrase “You Matter” showed up in the story. The first time it's stated is on the cover. What do we notice in this picture? (The students are playing with a parachute and including others in the activity.) Now let's look at another example, on page 6 it shows a group of dinosaurs walking ahead and kind of leaving one behind stating “when everyone is too busy to help, you matter”. How is the repetition of “You Matter” important to the author and its meaning? (No matter what is going on in life or if you ever feel alone… you still matter) Overall the repetition of the phrase added meaning and value to the message of the story and allowed for feelings to be expressed.

Final words for your students to apply the minilesson to their writing Great job for participating in our discussion about repetition and seeing how authors use repetition in a story to add emphasis to something or to strengthen the message behind it. Now I want you all to think about a message that you want to tell people in the world. Some examples are “You got this” or “Be brave”. I want you to pick a phrase that either sticks with you or that you want others to really understand and feel and put that throughout the text. Write with gratitude and love you got this!

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Mini Lesson Title: All Kinds of Families!
Grade Level: K-2nd
Form of writing: Expository
Mentor Text: Heather Has Two Mommies by Lesléa Newman
Discussion: Good writing should be organized and easy to understand without the student having to explain it as someone reads it. This activity will promote an understanding of the importance of organizing information by having students answer guided questions about something they are informed about—their own families—and organizing those answers onto physically separate pages of a booklet.
How to Teach it: For this lesson, the instructor will read the children's book Heather Has Two Mommies by Lesléa Newman. This book was considered extremely controversial at the time of publication (1989), and folks who took issue with the subject matter went as far as to try to get it banned from their public libraries and schools. Heather Has Two Mommies is a story about a little girl named Heather realizing that the families of the other kids in her playgroup differ from her own. By the end of the story, all the children in the playgroup understand that their families are all equally beautiful and special.
Questions to Consider:Who are members of an immediate family?Projected Conclusions: An immediate family is made up of two or more people who live together and are related in some way.Who are members of an extended family?Projected Conclusions: An extended family is made up of people related to you that do not normally live with you.How many different ways can we imagine a family?Projected Conclusions: We can imagine a family in infinitely many ways!What makes a family?Projected Conclusions: The most important thing is that families should love each other. They should also help each other out, take care of each other, and offer support when needed.
Writing Activity:Page 1: “Cover Page” Draw a picture of your family, and add the title “[Name]’s Family”. You can use color, stickers, whatever you want! This will be the cover of your book.Brainstorming Tips!Try drawing your family in pencil first and then coloring it in.You can draw your family’s full bodies, or from the shoulders up, or just the heads! Page 2: “Three Activities” Write down three activities you like to do with your family. Describe each activity in one or more sentences each.Brainstorming Tips!Does your family like sports? Movies? Baking? Crafts?Are there any special places your family likes to go? The roller rink? Picnics at the park? The pool?Page 3: “Favorite Activity” Pick your favorite family activity out of the 3. Title the page with that activity, and draw you and your family doing that activity.Brainstorming Tips!If you are having trouble picking a favorite, ask your family which one they like best and draw that one.Page 4: “Family Tradition” Write about a tradition you have with your family.Brainstorming Tips!What is a tradition?Does your family have a tradition for a special day? For example, is there something that always happens on birthdays or a specific holiday?Is there something your family always does? For example, is there a specific day of the week you play board games or watch movies together?Page 5: “Family Foods” Part 1. What kind of food do you and your family like to eat best? Title the page with the name of the food, and draw a picture of it. Part 2. Ask a family member to explain how the food is made or where your family gets it from.Brainstorming Tips!Think about meals that your family makes or eats constantly, or meals that are only for special occasions. Are there any meals specific to your family’s culture that everyone in your family enjoys?What is your favorite food? Does your family like it too? Page 6: “Personal Growth” What is something that someone from your family has taught you how to do? Explain it in a few sentences.Brainstorming Tips!Think about things that your family had to teach you. It can be something necessary, like tying your shoes, or something fun, like learning a sport or hobby.Page 7: “Best Quality” Ask each family member what their favorite thing about you is. Write down their name and what they like best about you.Brainstorming Tips!Family members can choose anything that they like best about you, like your sense of humor or how kind you are. Don’t forget to write down their responses.Page 8: “Family Photo” Find a photograph of your family. Paste this picture onto the back cover with a glue stick.
Final words for your students to apply the mini lesson to their writing: As you continue writing in the future, you will probably need to write a lot of words on a lot of pages. In order to make sure what you want your reader to know comes across in your writing, it needs to be organized and easy to understand just by looking at it from start to finish.

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Minilesson Title: "Sharpening the Focus"
Grade Level: 4th Grade
Form of Writing: Narrative
Discussion: By the time students are in 4th grade, they know how to create a long story with many details included. However, the details that they include aren't always needed and sometimes we need to sharpen the focus on one or two specific events or a specific idea that the story generates around.
Mentor Text: Abuelito by Nelly Buchet and David Corredor Benavides
How to Teach it: The goal of this minilesson is to encourage students to hunker down on one idea instead of sharing them all. First, read Abuelito to the students. While reading, ask students what they notice about the illustrations and whether or not the author includes details about that in the text (i.e. the girl in the background). I would then encourage students to share their narratives with partners and have their partner find their main idea. This will encourage students to only give one main idea and hunker down on the details of it.
Final words for your students to apply their minilesson to their writing: After discussing the importance of sharpening the focus on one point, we have learned through talking with our peers that it may be difficult to understand stories when there are so many ideas presented. How can we ensure not to confuse readers in the future?

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Minilesson Title: Incorporating the Other Perspective
Grade Level: 4th
Form of writing: Persuasive
Discussion: Incorporating the other side of the perspective engages more readers. Multiple perspectives allow readers to see and understand both sides of the argument. This allows students to interact with their classmates and accept other students' points of view. Having students do this allows them to add another level to their persuasive writing.
Mentor Text(s) Another: Christian Robinson
How to Teach it: One of the goals of the lesson is to engage readers by incorporating multiple perspectives. Today, we are going to work on hearing out classmates' ideas and perspectives. In the book, we are about to read, there are only pictures. As I get a few pages in you see the main character and quickly have to start coming up with ideas. Once you come up with your perspective of what is happening in the book share with a neighbor and compare them. As we go on and finish the book, What is your perspective of the book and what do you think happened and why? How was it similar or different from your neighbor? Comparing these ideas can help us write our stories better for the reader.
Final words for your students to apply the minilesson to their writing: Now that we have discussed the importance of incorporating others perspectives, I want you to create your own story with no words. Once you create your story from your point of view share it with someone else who may have a different one. Once you do that you now know what it is like to incorporate other perspectives.

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Minilesson Title: “Experiment with Endings”
Grade Level: 3rd grade
Form of writing (e.g., Narrative, Poetry, Expository, Persuasive, etc.): Narrative
Discussion: The ending of a story is a key component of the story as a whole. It can determine whether or not reading the story was worth it to the reader and can leave a lasting impression on them. The ending can complete the story in many ways, like bringing the villain to justice, making the main character a hero, giving closure to past conflicts, etc.
Mentor Text: The Snowy Day
How to Teach it: To start off this lesson, I would read the class “The Snowy Day” by Ezra Jack Keats. After reading it, I would then ask the students if they can make any personal connections to their personal life. I would ask something like, “Have you ever spent all day playing in the snow?” I’d also encourage them to share any stories they wish to tell the class. Next, I would remind them about the ending of the book, where Peter tried to save the snow in his pocket, but it melted, and how he called over his friend to play with him the next day. I would ask the students if they liked the ending. Then, I would introduce the lesson and the importance of endings in books. Then, I would instruct them to pick up some construction paper and markers and reimagine the ending of the book in a different way. After everyone is done writing and drawing, we will then share their new book endings with the class.
Final words for your students to apply the minilesson to their writing: The next time you finish a new book, think about the ending and the importance of those past few pages to the whole story. Did it wrap up the story nicely? Did it leave the story on a cliffhanger? Did it answer any past questions? Do you feel like it satisfied the story? Is there something different that you think the author should’ve included in the ending? Why do you think so?

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Minilesson Title This section should tell us what your minilesson is about-get to the heart of it: “Cracking Open General Words”
Grade Level This section should tell us what grade level you plan to teach this lesson in:3rd/4th
Form of writing (e.g., Narrative, Poetry, Expository, Persuasive, etc.)This section should tell us what form of writing your students will be working on when you teach this minilesson: Narrative

Discussion This section goes into detail WHY this minilesson is necessary and how it will support your students’ writing. Set the stage for us on WHY this is an important and vital minilesson: This minilesson will show students how much little details can effect an entire story or plot. We will look at a piece of text and see how adding more detail to generalized words or how taking away certain words can completely change a story to either make it better or worse.
Mentor Text(s) This section lists the title(s) of your mentor texts and author(s):“You matter” By: Christian Robinson

How to Teach it This section walks someone through HOW to teach this minilesson and may incorporate your own quotes of what to say and use THINK ALOUDS from the mentor texts-show examples of this craft of writing you are focusing on:I would begin this lesson about with an attention getter, and discuss with the whole class about why details in stories are so important and what effect they may have on the story. Then I would incorporate the book “You Matter” By: Christian Robinson and read it aloud to the class while telling them before hand to keep in mind some words or phrases in the book that could potentially be “cracked open” and explained further to give the reader more insight. I would then go page by page and ask for a raise of hands if they notice any spots within the pages and we would circle them and come back to them later. After I read the story we would go back to the spots we had just circled and after one example from me on how to add detail to an otherwise short line, I will ask for volunteers for the next ones. Once I see that most of them have a grasp on this idea I will let them loose to revise their narrative writings and have them circle where they think they may be able to further explain and then re writing.
Final words for your students to apply the minilesson to their writing This section is your final charge and challenge that you have for students to practice in their own writing: I will then meet with my students one on one during their independent writing time for one or two minutes each to read and go over with them the work they are completing. Reminding them to “crack open” each vague sentence or word to give the reader a better sense of the story.

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Mini Lesson Title: “Adding Sensory Details to Your Writing”
Grade Level: 3rd grade
Form of Writing: Narrative Writing
Mentor Text: “Milo Imagines the World” by Matt de la Pena
Discussion: One important part of writing is including sensory details. I think that details are what makes writing unique. We all experience and visualize the world differently. I think this concept opens the doors for the students to bring in their own funds of knowledge to their writing while making the story come alive.
How to Teach it: Today we are going to talk about how important using descriptive words are. Humans have five senses, sight, smell, touch, taste, and sound. Before we read Milo Imagines the World, I want to work together to fill in this anchor chart with different descriptors for each sense. (Have students go through some examples to fill in the anchor chart) Now that we have got our minds warmed up around sensory details, let's keep those in mind while we read and see the kind of details that Matt de la Pena uses. (read Mentor text) Model think aloud - If we look here on this page, we see Milo describing people. “Milo studies the boy in the suit, his dad rubbing his thin shoulders.” I can close my eyes and picture what this looks like without even looking at the illustrations! He is describing the boy's appearance and also how his shoulders feel. Good authors can create entire worlds around their writing by just describing how things look, smell, feel, taste, and sound.
Final words: Today, in your writer's notebook, I want you to write a short passage filled with as many sensory descriptors as possible. I would like for you to have the goal of including one descriptor for each of our senses, but encourage you to do even more! I have created a checklist for you to keep track of (Pass out mini checklist; sound, taste, scent, touch, vision).

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Minilesson Title: Using Details to Set the Scene
Grade Level: 3rd
Form of writing: Personal Narrative
Mentor Text: Milo Imagines the World by Christian Robinson
Discussion: When writing a story, details are very important to the scene. Writing teachers must encourage students to use descriptive details to set a scene, so the readers can imagine they are there. The scene of a story provides the reader with context on the time, place, and environment of the story. It also improves the reader’s experience and adds to the story’s development with plot, mood, and characters.
How to Teach it: How many of you have ever read a book and felt like you were a character inside of it? This is because the book has detailed pictures and text to describe the scene of the story. It is usually done toward the beginning of the story. Today we are going to talk about the importance of using details to set the scene of your story. Most of you know the book, Milo Imagines the World by Christian Robinson as we have previously read it. I am going to read a few pages out loud and I want you to pay close attention to the details of the pictures and the words in the text. Notice how they are both describing the scene. On the first page, it says, “What begins as a slow, distant glow grows and grows into a tired train that clatters down the tracks. A cool rush of wind quiets into a screech of steel, and when the doors slide open, Milo slips aboard.” What words or pictures can you pick out from this page that helped describe the scene? You can see how Christian Robinson used descriptive text and illustrations to provide detail on where the story is going to take place.
Final words: Now it is your turn to use details to create your scene. When writing your narrative, try to use as much detail as possible and draw illustrations to go along with your words to set the scene. Also, try to use descriptive language. Your goal is for the reader to be able to imagine themselves inside the book.

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MINILESSON

Mini Lesson Title: "Deciding where to Begin"
In this lesson students will learn how to write a story from a different starting point than just the beginning of where the story started as a way to make story telling more interesting.  This will give them practice to not always write in real time but be able to manipulate time within their story.
Grade Level: 6th Grade
Form of writing: Personal Narrative
Students will use this concept to help them to start their story and when to write a story from a different starting point.
Discussion: This lesson is important because it helps students to plan out what they are going to write as well as where they are going to start their story.  This lesson can support students writing as it helps build a framework and helps them to start their Narrative.  This lesson also is necessary because it allows students to start thinking critically about their writing and is working to get their writing to a new level.  This lesson can challenge students in a good way as they learn to approach writing in a new way.
Mentor Text: Last Stop on Market Street by Christian Robinson
How to Teach it: We all write stories the same, the beginning, the middle, and the end.  Just like first I did this, second, I did this, and third I did this, but could I write a narrative where I start the story doing the third thing first and then the first thing after?  Well of course I can.  Starting a story in different places can change the story completely or make it more unique.  To get an idea of this we will read the book Last Stop on Market Street and while we read, I want all of you to think to yourself, can we start this story from a different place?  I will read part of the story and see if some of the students can think of a new place to start.  For example, the story could have started with them sitting on the train or have the story start from the end as if it is a flashback.  These are just two examples of what children could say.  Another thing students could possibly say is that the main character, the boy, could tell the story from somewhere else like he told the whole story to his church friends of the day before.  This shows the students that they are not changing the story by changing where it started from or where it took place, it was just a new way of looking at this.
Final words for your students to apply the minilesson to their writing: To practice their writing the students will write out a list of events for their Narrative they want to focus on, something overviewing the whole topic and just short ideas.  For example, my narrative is on me playing soccer and getting hurt so I would write out:
1. I went to the park with friends and played soccer
2. I sprained my ankle while playing
3. We all walked a mile back to the house
4. I found out I sprained my ankle
After writing the list out ask the students if they can change the order of the story for where they begin.  Can the second thing on their list be the first thing they write about or where there is a new place they can start.  For example, I changed my order by switching what happened first in the narrative even if it was not the first thing that happened in real time.
1. I sprained my ankle while playing
2. I went to the park with friends and played soccer
3. We all walked a mile back to the house  I found out
4. I sprained my ankle
I started my story with me spraining my ankle and did a flash back moment for what really happened first.  Then I carried on with the rest of the story as it happened in real time.  After the students find a new beginning to start with, I will give them 5 to 10 minutes to have them write out a story beginning or new ideas to write out what they want the Narrative to be.  Their homework for that day could then be just spending a little more time on writing and making their idea a clear paragraph.  Coming to class the next day we can do writing workshops to go over what they started and giving peer feedback to see what others think.

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Mini Lesson Title: "The Power of Images"
Grade Level: 1st Grade
Form of writing: Personal Narrative
Discussion: When you're writing a story about your personal experiences, it's important to include descriptive details in your writing that can help your readers paint a picture of what is going on in the story. This craft lesson can play as an introduction to showing how using details in your writing can create a vivid picture of an experience for the reader. It's important to have descriptive details when writing a story as it gives the reader a sense of connectivity to the images that are being recreated.
Mentor Text: Another by Christian Robinson
How to Teach It: When we write a story about our own experiences, sometimes small descriptive details can replicate clearer images and can heighten the reader's senses and imagination. Today we are going to talk about the writing craft of adding descriptive details to a personal narrative story that is able to give the reader a powerful image of your story. Christian Robinson is an author and illustrator who does an amazing job using just images to tell a story without having to use words. Another by Christian Robinson is a perfect example of how we can use descriptive words to create a powerful image. When flipping through this book, you may notice that there are no words, but only images. When we look at the images, what do you see? What jumps out at you the most? What are the characters doing? Where does the story take place? These are just a few questions we may ask ourselves as we look through the story. If we focus on one image from the story on page 13, we see the main character enter a new place where she finds many other children. There can be many reasons why she enters this new place and why there are so many people, which is where you can take on the role of being the storyteller as you describe what is going on. In order to take on the role of a storyteller you must use descriptive words as it can help the reader imagine what is going on. In your own writing, it is important to use descriptive words as it can help highlight an image for the readers as they try to recreate your personal narrative in their heads. We can practice this by trying to write in the words that are going on in Christian Robinson’s book, Another!
Final Words: Today in your writer’s notebook I encourage you to tell a story from your personal experience and then draw an image of what you told in your story. Do your picture and story connect in some way?

(Allow students to write and draw their images)

Once you have finished, you will show your image to a peer and see if they can try to create a story in their mind as they try to recreate and describe your story!

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Mini Lesson Title: “Using Sensory Descriptions in Writing”
Grade Level: 3
Form of writing (e.g., Narrative, Poetry, Expository, Persuasive, etc.): Narrative
Discussion: Good writing allows the readers to imaging what is going on in the story as they are writing by using descriptive words that allows the reader to create a better more elaborate image in their head while reading the writing.
Mentor Text(s): Southwest Sunrise by Nikki Grimes

How to Teach it: When you are reading a book or text that has a lot of descriptive words you can imagine the picture in your head as you are reading. “Are there any words that you can think of that would help your readers create an image in their head as they read”... “Yes you can add the shape, color, texture size, and numbers to give the reader a better understanding of what is going on in your writing.” Okay I am going to read a couple passages from the book we read yesterday “Southwest Sunrise by Nicki Grimes”. While I am reading I want everyone to close their eyes and imagine what I’m reading. “I lower my eyes to watch where I'm going, a giant black bird paradise by, feathers slick as wet hair, I cluck at him like he is a simple city crow but the guide book said he is a raven. The kingly bird cocked his proud head and stares me down for the insult, then slowly struts away, certain I can't catch him.”  Could you imagine that in your read as I was reading? What words helped you come up with a picture in your head?  Another example is  “Opposite of our house I discover another color. A house made of pink-ish clay with edges round as bubbles” Can you guys imagine these pictures in your head as Nikki Grimes, the Author, Is telling the story? By using descriptive words in your writing you too can have your reader imagine a vivid picture in their head as they read your story.

Final words for your students to apply the mini lesson to their writing: Today when you write in your writer's notebook I want you guys to focus on adding descriptive words into your writing so the readers can imagine the pictures in their head. When you are all finished writing I want you to find a partner to read your story to. The listener will close their eyes and the writer reads and tries to imagine what is going on in the story.

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Mini Lesson Title “Give Me the Details”
Grade Level 3rd Grade
Form of writing Personal Narrative
Mentor Text(s) “The Smallest Girl In The Smallest Grade” By Justin Roberts
Discussion

This mini lesson is important because it is important for writers to use detail in their writing, especially personal narratives. It is important for students to understand how much detail you use in your writing can improve it tremendously. I think it is a good idea to teach students at a young age how important it is to use detail.

How to Teach it

When we think about telling a story, sometimes people forget to leave out important details that would make the story better or make more sense. In the story, The Smallest Girl In The Smallest Grade, the young girl always paid attention to detail. She noticed things that most people never would. Today, we are going to think about our first day of school. I am sure there were all kinds of different emotions you went through and you did all kinds of things in the morning before you came to school. I want you all to write me a page or two describing your morning before you came to school. I want you all to use as much detail as you can while you are writing. Talk about the feeling of getting out of your warm bed or the feeling of the cold air hitting your face as you open the fridge to get a glass of orange juice. I need you all to close your eyes and think about that first day of school. What type of emotions you were feeling, what you were wearing, and what you ate or drank before walking into this classroom. Now, I want you all to pull out a piece of paper and start it out with how you woke up in the morning. Either your parents waking you up, or your alarm clock buzzing in your ear.
Final words for your students to apply the minilesson to their writing

Now, I want you all to pull out a piece of paper and start it out with how you woke up in the morning. Either your parents waking you up, or your alarm clock buzzing in your ear.

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Minilesson Title:

Using details to describe a character

Grade Level:

3rd grade

Form of writing

Personal Narrative

Discussion:

Good writers need descriptive characteristics for their characters to be brought to life. This teaches students that everyone has something about them that is important and unique to them. It helps the students to visualize what the characters look like, and how they act. This allows students to use their imaginations and learn new descriptive words.

Mentor Text(s):

Stand Tall Molly Lou Melon by Patty Lovel

How to Teach it:

I would start by teaching the students that a good book has good details and descriptive words for their characters. I would give them an example “The girl had hair” and the example “The girl had beautiful long blond hair” I would ask them which one they visualized better. I would read through the book stopping at pages where they use descriptive words the students may not have heard before and teaching them the words. I would stop on page 8 and ask, “What do you guys think a bullfrog’s voice sounds like?” I would teach them that using the details to describe a character doesn’t just have to be about their appearance. On page 18 I would ask “What do you think smiled with gleam mean?” I would explain what it meant if none of the students guessed correctly. I will then ask them if they think it’s a good idea that they described the way she smiled?” “Would you think differently if the book said she grinned?” Once the book was over, I would ask “Do you understand why it is so important to use details to describe our characters?” I thought the author Patty Lovel did a great job using details to describe her characters.

Final words for your students to apply the minilesson to their writing:

Today when you are writing I want you to think about all of the details and descriptive words we heard in the book Stand Tall Molly Lou Melon by Patty Lovel. I want you to try your best and use as much detail as you can to describe what your character looks likes, sounds like, and acts like. You can ask for help if you're having trouble coming up with descriptive words.

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Title: Using even the littlest details
Grade: 3rd grade
Form: Personal Narrative
Mentor Text: The Smallest Girl in the Smallest Grade by Justin Roberts
Discussion: The best writing has all of the details, big and small. Students need to learn to include details in their writing, which can be the big things like location of the story and time of day, or even the smaller stuff like the ways a leaf floats in the breeze. This lesson draws attention to the way those details bring a story to life.
How to Teach it: What is something small you all have noticed today? Did anyone see a squirrel scamper up a tree? Or notice the way the breeze rustled the leaves? What might we call these little things? Details! Some details are big and others are small. Today we are going to read about a girl who noticed all the smallest details. *read The Smallest Girl in the Smallest Grade.* What were some of the small things that she noticed? This story wouldn't be the same if the author hadn't added all of the details to it. Which is why today I am going to challenge you all to write a personal narrative about a day in your life, and you are going to include all of the details, big and small, to make your writing come to life. I want everyone to take out their notebooks and begin working on their detailed story!
Final words for your students to apply the mini-lesson to their writing:  While you are writing, try closing your eyes and imagining the story in your head, The more detailed the story the better you'll imagine it!

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Title: The Use of Details To Create Imagery
Grade: 3rd
Form of Writing: Personal Narrative
Discussion: Details are very important when creating good writing. Younger grade students will not learn the concept of imagery until in higher grade levels. It is important that writing teachers help support and teach their students how to strengthen their writing at a young age. Introducing the use of details to help create images for readers will be their building blocks for any writing piece they create.

Mentor Text(s): Last Stop On Market Street written by Matt De La Pena and illustrated by Christian Robinson
How To Teach It: Each and every one of you in your minds can create images, correct? The activity I had you all do earlier this week was to write any imaginative story. It was very fictional and very wacky. You could have written anything, but it had to include descriptive details to help us imagine your crazy story. Some of you had written about fairies in a forest, dragons breathing fire, and even aliens on Mars! We have also read aloud the book Last Stop on Market Street written by Matt De La Pena and illustrated by Christian Robinson in class. I will read aloud a few pages to remind you of the vivid details he had written about CJ’s day. (Read pages 18 and then discuss with the class). On page 18 he writes, “He saw sunset colors swirling over crashing waves. Saw a family of haws slicing through the sky. Saw the old woman’s butterflies dancing free in the light of the moon”. And on page 21 he says, “Crumbling sidewalks and broken-down doors, graffiti-tagged windows and boarded-up stores”. As I read that out loud, did you imagine your own picture from the details? (class response: yes!). The author’s use of details paints imagery in each of your minds. When you continue to write, keep in mind the pictures you had in your mind when you were writing out your story. Remember the smaller details in your picture, and write that down in your writing piece.

Final Words: In your writing notebooks today, we will continue working on your personal narrative drafts  from last class. You will all re-read your story to yourself quietly, and as you read try to picture what you had written. If you cannot picture a clear image in your mind, that means you need to go back and write more details so you and other readers can imagine what your story may look like.

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Minilesson Title: “Using Details to Describe the Setting”
Grade Level: 2nd Grade
Form of writing: Personal Narrative
Discussion: When writing a story, children usually only write about the main elements of the story and what happened. Too often, children forget to include where the story takes place. Including the setting of a story helps to explain a story’s theme and main events. The setting is also important in understanding how the characters in the story view their surroundings. In a picture book, the illustrator draws in vivid, detailed pictures to establish where the story is going to occur. This craft lesson will use illustrations to talk to children about setting and why this part is necessary in a piece of writing.
Mentor Text(s): IslandBorn by Junot Diaz
How to Teach it: One of the goals of a writer is to help the reader feel they are a part of the story. To do this, they include detailed pictures and descriptive words to explain the setting. For example, a setting of a story might be placed on a beach or mountain or in a forest. Today, we are going to work on using details to describe the setting. In the book we are about to read, the story is about the main character learning about her families’ home on an island. As I read a few pages, listen carefully to how the author uses language to describe the island setting. On page 19, highlight the phrase “That’s how it is to be on our beaches. Fish jump from the waves into your lap, and at sunset sometimes the dolphins will come out of the water to bow good night. And up north, where I’m from, there are even whales in the surf.” Notice that the colors and illustrations on the page show the fish jumping, dolphins bowing and whales in the surf at sunset. Then, on page 21, highlight the phrase “Hija, what I remember most is the hurricane that hit the Island right after you were born. Like the biggest, baddest wolf of all! It huffed and puffed and blew thousands of houses into the sky.” Notice that the colors on these pages change to darker shades even when the island setting was the same. Finally, on pages 43 and 44, show the large illustration to the students. Highlight that the author includes every detail from the entire story on these pages to vividly describe the island setting for the reader. The author Junot Diaz does a great job of placing the reader in the setting by using descriptive language and colorful images.
Final words: Today when you are writing your personal narrative, I would like you to think about the setting of your story. Make sure to include details in your words and illustrations that help the reader visualize where the story is taking place. Also, remember these examples from the book Islandborn when you are writing your narrative.

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Title: Inner Hero
Grade: 4th
Personal Narrative
Black Panther Rules by Billy Wrecks
This lesson is essential in students' ability to make sense of what they read, retain the information better, and engage more with the text itself. Incorporating a familiar text such as Black Panther but in a more “student like” format allows students to use their background knowledge and apply it to their own writing. Text to self connections are important and heavily prevalent when we are reading any form of literature, and is the most heavily used format when students are expressing comprehension and understanding of a text. This lesson pushes students to think outside the box and identify different aspects of themselves, as well as furthering explaining these ideas.

1. “First, we are going to review when we make connections, there are three different types of connections we can make. The first type of connection we can make is a text to self connection. Text to self connections are when we are able to connect what we are reading to ourselves and our own experiences. These are what we are going to be working on today!

2. “When we are making text to self connections, there are many different ideas to think about and ask ourselves. Some of them consist of:

1. I tell what the story reminds me of…

1. This book reminded me of when I went fishing with my dad

2. I tell about a time something similar that happened to me…

1. The same thing happened to me last summer!

3. I tell about a time I had feelings the same as one of the characters…

1. I felt the same way when I lost my tooth”

3. *read pages 36-46 of Black Panther Rules*

4. “Now we are going to work on making our own text to self connections. Throughout the chapter that we read, we learned about the hero (family) tree in Wakanda, and how each individual was different. We are going to take what we learned and apply it to ourselves and what makes up our own inner hero tree! I have a list of several questions and we will start by brainstorming, then I will give you a final copy that we will write our papers in!”

1. *Allow students to brainstorm*

5. “Great! Now I will hand everyone their own final copies! Take your brainstorming sheet and pick one or two ideas that you listed for each question and write a paragraph for each one, explaining your own personal experiences and emotions!”

Final Words: “Thank you so much for all of your hard work today! Learning about new topics when we are reading allows us to also explore new aspects of ourselves. Today we were able to learn about the family and hero tree within Wakanda and look further into our own inner hero tree! Connections to ourselves are essential when we are reading and writing!”

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Title: The Reason for Repetition
Grade Level: 3rd
Form of Writing: Narrative
Discussion: Repetition allows the writer to place emphasis on a specific topic. It provides cohesion throughout the piece and can bring out the main idea to the reader. It is also a literary device that can add spice to the writing and take it to the next level.
Mentor Text: You Matter by Christian Robinson
How to Teach it: Repetition is all around us. You may repeat the same routine everyday, the pattern on your shirt may be repeating, or you may have to repeat yourself to others if they did not hear you the first time. Today we will be discussing repetition in our writing. Lots of authors use repetition to place emphasis on a certain idea or topic. An example of this is in the book we read yesterday – You Matter by Christian Robinson. Can somebody raise their hand and tell me the repeating phrase the author used in this book? (answer: you matter.) Yes! Christian Robinson repeated the phrase “you matter” 5 times throughout his story. Can another person raise their hand and tell me why you think he did this? (answer: to remind the reader that no matter who they are or what they’re going through that they matter.) Perfect! Because this phrase is repeated so much, it stood out to us as readers and made us think about the message the author was trying to convey.
Final Words: Now that we have discussed the importance of repetition, I want you to think about the message you are trying to convey with your narrative. I want you to come up with a phrase that you can repeat throughout your writing that places emphasis on the message you want the reader to understand. So, when you are revising your narrative draft today, I want you to place that phrase in at least 3 different spots in your writing. Pick the place that makes the most sense and flows the best with your writing!

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Title: Painting Pictures with Words: Using Imagery in Writing
Grade Level: 2nd Grade
Form of Writing: Narrative
Mentor Text: "The Snowy Day" by Ezra Jack Keats
Discussion: This mini lesson helps students to develop their ability to use descriptive language and create vivid imagery in their writing. Strong imagery can bring writing to life, make it more engaging, and help readers to connect with the text on a deeper level. By learning to use imagery effectively, students can improve their writing in any form, whether it is narrative, poetry, expository, or persuasive writing. Students who can create powerful imagery are better able to communicate their ideas and feelings. This mini lesson supports students' writing by providing them with a clear and simple framework for incorporating imagery into their writing. By using a mentor text and showing the students techniques, the lesson provides students with the tools they need to create strong imagery in their own writing. The mini lesson also allows students to share their writing with each other and provide feedback, which helps them as writers.
How To Teach It: Today, we will focus on the craft of imagery in writing. Imagery is the use of descriptive language to create a vivid picture in the reader's mind. It's a powerful tool for writers to convey emotions and to make their writing more engaging. To better understand how to use imagery in our writing, we will use "The Snowy Day" by Ezra Jack Keats as a mentor text. In this book, Peter goes on an adventure in the snow, and Keats uses vivid imagery to help us experience the magic of a snowy day.

As I read the book, pay attention to the words and phrases used to create imagery.

(Read "The Snowy Day" by Ezra Jack Keats)

Let's take a closer look at some examples of imagery in the book:

“Snow had fallen during the night. It covered everything as far as he could see.” This is used to describe the snowfall.

“Crunch, crunch, crunch, his feet sank into the snow.” This is used to describe the sound of the snow.

“Then he dragged his feet s-l-o-w-l-y to make tracks.” This is describing how Peter played in the snow and how he made tracks with his feet in the snow.

“He climbed up a great big tall heaping mountain of snow.” This describes how big the pile of snow was.

Do you see how Keats uses descriptive language to help us visualize the snowy day and Peter's adventures? He makes us feel like we are right there with Peter, experiencing the snowy day.
Final Words: Now it's your turn to practice using imagery in your writing. Take a moment to think of a place you love, it could be a park, a beach, a mountain, or even a room in your house. Close your eyes and imagine yourself in that place. What do you see? What do you hear? What do you smell? What do you feel?

Now, using your imagination and what you just pictured, write a paragraph that creates imagery for your reader. Try to use descriptive language that will make your reader feel as if they are there with you.

(Allow time for students to write)

Now, let's share our writing with a partner. As you listen to your partner's writing, try to imagine yourself in the place they are describing. Can you see it? Can you hear it? Can you smell it? Give them feedback on how well they used imagery in their writing.

Remember to use descriptive language to help your reader see, hear, feel, taste, and smell your scene. This will make your writing come alive and make the reader feel as if they are there with your characters. Keep practicing and incorporating it into your writing!

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Minilesson Title:  Talking about Why We Matter
Grade Level: 4th Grade
Form of writing: Personal Narrative
Discussion: When we start to think about writing, it is important to find a fire about what we want to write about. Understanding writing can be difficult for students to understand and can cause some frustration when knowing what you want to write. This craft lesson can be a building block to learning how to gain self love and empathy for others.
Mentor Text(s): You Matter by Christian Robinson
How to Teach it: When we think about influential people that are in our lives, we believe that they matter to everyone but not everyone is told that they are worth it or matter in this world. In this lesson, we are going to talk about why we matter as well as our influential person to teach empathy and spreading love and kindness to one another. Within You Matter by Christian Robinson, we learn about why it is important to understand why we matter and that we should be proud of ourselves and to make us feel like we deserve a spot in the world. I am going to read you this book and I want you to pay attention to some of the wording. When I am done, we will go over it together and pick out the different parts that show us that we matter in the story. ( finish reading the story, ask students questions about how they felt as the teacher read, and highlight important parts of the book.) Robinson talks about the T-Rex getting bitten by the mosquito and all of the other dinosaurs are too busy doing their own thing and not helping him, the T-Rex’s feelings still matter. Another part that is important is when the author shows the big city and talks about feeling alone, your feelings still matter and should be heard. The last important idea is that Robinson shows us that no matter what we go through, we still matter and will always matter with no question about the circumstances.
Final words for your students to apply the minilesson to their writing : Today when you begin to write your own ideas, I want you to talk about the things that matter in your life and why they matter. You can even create a list of ideas and topics that matter to you before you begin.