Serravallo Teaching Strategy: 4.2 Focus in Time Description:

I can use Memory Jars to teach students how to create a timeline based on the events of the story that are the most important to the story. They will create the draft in a timed 10-minute draft to quickly analyze what needs to be added to their timeline to show what is important. This works great with narrative writing.

I would use section(s) of Memory Jars: On pages 1 - 6, Frida and her family pick blueberries every year. Frida goes through different emotions and feelings on these pages. Students will analyze what are the important things that happened to Frida to have her remember her grandfather. Students doing this can see what is important in writing and do the same in their work.

The text reads:

On a sweet sticky July day, Frida went blueberry picking with her gran. Deep among the bushes full of fat blue fruit. Frida ate as many as she picked.

They tasted like sweet sunshine. They were the best right then and they'd never be better.

She ate until her fingertips were purple and her stomach felt like a giant blueberry. But still, there were so many left.

I can't do it I can't eat them all!", moaned Frida.

Calm down French Fry," said Gran. "We can put them in a jar and save them. "I use them for my special jam every year.

It was your grandpa's favorite recipe."

Frida remembered her grandpa eating toast every morning with glossy purple jam on it... making sure it was spread all the way to the crust so every last bite was sweet.

Frida remembered her grandpa.

Serravallo Teaching Strategy 4.3 Find the Heart Description: I can use Grumpy Monkey Valentine Gross-Out to help students look back at their writing and identify the central idea or message of their writing. Using Grumpy Monkey Valentine Gross-Out, students can use this mentor text to help identify mentor text to identify the writer's intended message for the text.

I would use section(s) of Grumpy Monkey Valentine Gross-Out: On pages 16 - 25, Jim talks about how it bothers him that on Valentine's Day, many of the other animals endorse PDA and gift giving. Valentine's Day grosses him out until Norman shows him the meaning of Valentine's Day. It is more than what Jim thinks it is, a day where he can show people he loves how much they are appreciated. The central idea or "heart" is Valentine's Day doesn't only have to be about couples but it can be a way to show love and appreciation for your loved ones! Students can reflect on their writing to determine the "heart" of the story.

The text reads:

Jim couldn't take it anymore. Ewww! Valentine's Day is the grossest holiday.

It's true--- all the kissing is pretty gross," said Norman, but Valentine's Day isn't just about couples.

"There are lots of kinds of love," said Norman. Like the love you have for your parents." And the love parents feel for their children said Jim's mom.

And love you feel for your friends," said

Norman. "Valentine's Day is about showing the people you love that you love them," said Jim's dad Jim's arms were full. Full of things that made him feel loved. It was a nice feeling that he wanted to share. And so he made Valentine's for all his friends and family.

Maybe Valentine's Day isn't so gross after all he thought.

Serravallo Teaching Strategy 5.19 Create Urgency Description: I can use The Sour Grape to help students analyze and create more feelings in their characters. The sour grape encounters different problems. See what obstacles they have to go through and what will be the solution.

I would use sections(s) of The Sour Grape: On pages 10-11, The Sour Grape has a series of events that occurred. When taking a pause. Let's see how the sour grape is going to overcome the problem. Brainstorm ideas on how your character is going to solve it and how to overcome it.

The text reads:

I was getting ready to meet up with my friend Lenny the only fellow I know who's as sour as I am.

Lenny and I usually go to the park where we sit on a bench and rant about stuff. But just as I was heading out the door I bumped my knee.

OOF, after I bandaged myself up I discovered, I had a flat tire AHH then I missed the bus and the next bus was late Finally I got off at the wrong stop.

Lenny was fuming and furious.

Serrvallo Teaching Strategy 5.12 End with Last Words from the Character Descriptions: I can use Scribble Stones to help students wrap up stories by staying close to the "heart" or the most important part. Instead of a new movement at the end, create a final dialogue with the character(s) in the story. When reading the book's final few pages, determine the heart that will influence what the students can write. This makes them very creative and puts them in the character's perspective.

I would use section(s) of Scribble Stone: On page 18, the stones finally feel more than a paperweight since they can spread happiness throughout the world. Students will predict what the stones will say about finally having art on them. This will engage students to look back at the narrative and see what they would say. Especially this book has little to no dialogue.

The text reads:

With each new layer, there was a story to

Share and soon scribble stones were seen everywhere

They traveled the planet-- it was quite the event bringing happiness and fun wherever they went.

Serravallo Teaching Strategy 6.3 Speech Bubbles Let Your Characters Talk Description: I can use I Don't Want to be a Frog since the majority of the book, Frog speaks and is written in speech bubbles. Students will look at the text and see what the character is saying based on what is happening around them. students will see why did they say it here.

I would use section(s) of I Don't Want to be a Frog: Throughout the book, the Frog doesn't want to be a Frog and acts a certain way to show how much he doesn't want to be one. Based on the speech bubbles, students can see how the character feels using speech bubbles. They can then look at their writing narrative to show what is happening in a picture or write what a character will say.

The text reads:

"Why so glum?"

"I don't want to be a frog."

"What do you want to be then not a frog, I want to be a cat

or a rabbit or a pig or an owl something cute warm."

Serravallo Teaching Strategy: 6.20 External Character Description: I can use Ruby Finds a Worry to teach students to visualize the characters students write about in their narratives. Using Ruby Finds a Worry, students can use details to show what their character is like and how they are unique from the other characters in the story.

I would use section (s) of Ruby Finds a Worry: On pages 13 - 14, Ruby realizes that the world around her doesn't seem to carry a worry with them. What makes Ruby as a character unique is she carries a worry. It is noted that the other characteristic of her classmates and teacher is they seem like they worry. This makes Ruby different from the others.

The text reads:

The funny thing was that no one else could see Ruby's Worry --- not even her teacher. So Ruby pretended she couldn't see it either.