Name Alison Roberts Grade Level: 2nd

Writing Mini-Lesson Template

Mini Lesson Topic The objective of this text set is to create a collection of texts showing how writers use
openings to create a hook and draw readers in. Writers use techniques such as vivid
imagery, questions, foreshadowing, and new information to captivate readers from the first
few sentences. After analysis of different opening styles, students will understand how
different techniques can create an intriguing opening in their own writing.

This text set is designed for second grade students. It helps incorporate the writing SOL 2.12
b (Organize writing to include a beginning, middle, and end for narrative and expository
writing.). The goal of this text set is to have students understand what constitutes a strong
opening and how to create their own strong openings.

This mini lesson will focus on engaging the adudience by using repetative onomatopoeia.
-Smartboard
Materials -Document camera to project book with
-Students' previous writing and writing notebooks
-Papa's Mechanical Fish by Candace Fleming
Connection: -Yesterday, we talked about what a hook or openings is. Can someone remind us what a
 Tell them what you hook is? What did we decide was the reason hooks are so important when writing?
taught in the -Today, we are going to start looking at how different authors create hooks in their stories.
previous lesson.
 How does this idea
connect?
-We are going to be looking at different ways to create hooks for the next few days. Today,
Explicit Instruction: we are going to look at how one author created her hook and try to create similar openings
 Tell them what you in our stories. Remember, today we are reading as writers. We are looking to see what the
will teach today. author does with their words that makes the opening so good.
 Show them -[Use document camera to display first page of Papa's Mechanical Fish, a story which has
examples of how been read like a reader before so students are familiar with it.]
others use the -[Read the first page aloud.] "This is my papa. And this is his backyard workshop, where he
technique(s). spends his days thinking…tinkering…and inventing thing. Hear that? Clink! Clankety-bang!
Thump-whirrrr! That's the sound of Papa at work. Clink! Clankety-bang! Thump-whirrrr!"
(p.1). Think about that opening. How does this make you feel? What does it make you
think?
-A line that really stands out to me is "Clink! Clankety-bang! Thunp-whirr!" (p. 1) [underline
this line on board]. Let's think like readers. How does this line make you feel? It makes me
feel like I'm really there at Papa's workshop! Now put on your writer hat. How does the
auhtor make you feel this way? The use of the sounds. [Make a 'sound words' t-chart next
to the underlined line on the board on how students say it makes them feel {readerly and
how the author creates this feeling (writerly).] Do you notice anythign else special about the
sound words? The author uses them again! "Clink! Clankety-bang! Thump-whirrrr! That's
the sound of Papa at work. Clink! Clankety-bang! Thump-whirrrr!" (p.1) Why does the
author use the same sound words again? [create a 'repetition' t-chart with ideas of how it
makes the reader feel like 'focuses attention' and 'interested' on the reader side and
'repeating sound words' on the writing side.
-Today, we are going to try creating new openings for our stories that are strong hooks using
repeating sound words. First, we are going to try using this with one of my stories. The
original opening I have is 'Mom was always in the kitchen. She cooked pancakes all the
time.' [Write opening on board]. I'm going to think about some of the sounds I heard when
 she cooks. 'Sizzzzz, pop, plop, scrrrape' [Add student suggestions to list of sounds] Not all of
the sound words are real words, but they describe what I hear. Let's try using some of these
words in my writing. 'Scrrrape, plop, sizzzz. Mom flipped the next pancake. Scrrrrape, plop,
sizzz.' [write new opening on board.] Which opening do you like better? Why is the new
opening better?

-Turn to you elbow partner. Pick an idea out of one of your writer's notebooks. Together, I
Guided Practice: want you to create a list of sound words that describe what someone would hear if they
 Engage them in were in your story. After you have created your list, I want you to pick a few words that
practicing you’re could be repeated. Create a possible opening to one of your ideas using the repeating
your and/or sound words.
other(s). -[As students work, go around and check on their lists of sounds and openings. When
needed, assist as needed. Look for examplars that can be shared.]
-[Ask students to share the exemplars and any special sound words they thought of.]
Independent Practice: -Now you are going to try using this to create a new opening to a story you are working on.
 Remind students You are going to do this like we did with elbow partners. Think about the sounds you would
how the teaching hear if you were in your story. Make a list of possible sound words. Remember, focus on the
point can be used in sounds not the spelling. Then, I want you to create a new opening to your stories using
independent repeating sounds like Candace Fleming did. I will have her opening on the board for you to
writing. look at as you work.
 Link mini-lesson and -[As students work, walk around to monitor students. If students are having trouble thinking
writing lives. of sounds words, have them try to describe the scene to yo and ormpt them to explain what
is happening and how it would sound.]
Groups Wrap Up: -[Have volunteers share their original opening and the new opening.] Which opening do you
 Restate the teaching like better? Why? Think about someone reading your story. Which opening would make
point. them want to keep on reading the rest of your story?
 Ask: Did you try -When we use repeating sound words, it helps the reader visualize what is going on in the
what was taught? story and makes them feel like they are a part of the story. Do you think this is something
Did it work for you? you would use in your writing again? When do you think it would be helpful?
How will it affect
your future writing?

Self Check:

I modeled writing for the students.

I used a mentor text.

I used excerpts from the mentor texts.

I provided details as to what I was doing for each stage of the lesson.

I provided details as to what the students were doing for each stage of the lesson.