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Text Access

Picture Books

G7-M1-U3-L1

Nasreen’s Secret School

Designated ELD for

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Lesson Prep & Materials

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Designated ELD

In designated ELD, we interact in meaningful ways to learn about how English works

In D-ELD, the focus should be on meaning, rather than a rigid focus on “correct” or standard English
We focus on the four domains of language (below) with different domains in focus at different times/on different days.

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Lesson Description

G7-M1-U3-L1: Text Access

OVERALL GOALS AND DESCRIPTION

This lesson supports scholars in understanding the module summative performance task as well as the content and structure of texts that are used as models for the picture books they will be creating at the end of the unit/module.

AMPLIFIES LANGUAGE FEATURES OF ELA Lessons 1-2

GUIDING QUESTION/S OF ELA UNIT:

What are the habits of character the Lost Children used to survive?
How are children’s picture books different from novels?
What language do authors use to write a narrative?

LANGUAGE TARGET AND FOCUS

I can describe common elements and text structures of narratives and specifically of children’s picture books.

CA ELD Standards

ELD.PII.1 Text Structure

Language features

Narrative, sequential language

Informal Assessment

Students’ note catchers will show what they’ve come to understood about the structure and language used in children’s picture books. In particular, the final row of the table on the handout can be used as an exit ticket.

Alignment with upcoming writing task

At the end of the unit, students will create their own narrative picture books using their understanding of narrative structure and associated language features learned here. That children’s book will be turned into an e-book during the performance task.

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Lesson Description Cont.

Materials Needed

Handout (Last two slides in this deck)

Texts

Student description of end of unit narrative task (p. 3 of linked doc)
Nasreen’s Secret School *
Rain School (available as part of G3M1U1) *
Waiting for Biblioburro (available as part of G3M1U1) *
*Each pair will view one book at a time. So, you’ll need copies of each text equal to ⅙ of the number of students in your class.

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NEWCOMER/EMERGING: Provide word list or picture cutouts of relevant terms related to text structure that students can place into corresponding columns on their handout.
EXPANDING: This lesson is designed for students at this level.
BRIDGING: In the exit ticket (bottom box of back side of handout), challenge students to use at least 3 domain-specific vocabulary terms related to children’s literature, i.e. plot, obstacle, breakthrough.

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Preparing the Learner

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5 minutes

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Do-Now:

Imagine telling the story of the lost children of Sudan to a 5-year-old family member. Write: What is one important idea you’d want them to know?

“The most important thing to know about the lost children of Sudan is. . .”

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Language Target:

I can describe common elements and text structures of narratives and specifically of children’s picture books. (ELD.PII.1 Text Structure)

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You will need...

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Handout
Pencil
Optional: Highlighter

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Access to Text

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10 minutes

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Today we will preview the structure of children’s picture books.

This will help us prepare to write our own children’s stories at the end of the unit.

Turn and talk: What do you know about children’s picture books? What makes them different from novels we read now?

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Prepare for the End of Unit Assessment

Assignment: Throughout this unit, you have been planning a narrative for third-grade elementary school students telling the story of a Lost Boy or Lost Girl of Sudan and using information from A Long Walk to Water and the informational texts you have read throughout this module. Be sure to write the story in a way that displays key habits of character for the character in your story.

Questions to discuss with a partner:

What will you need to turn in? What type of writing?
What will be the subject of your story? Who or what will it be about?
Find the term “habits of character.” Why is the term important in this unit? What does it mean?

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Let’s look at some key vocabulary for this unit.

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Narrative	Structure	Picture Book	Novel
A genre (type) of writing that tells a story with events that unfold.	How writing is organized. For example, the order of events or actions characters take in a story.	A genre (type) of writing meant for children. This genre tells a short story about real or fictional events. There are usually pictures to help understand the words.	A genre (type) of writing that tells a narrative story about realistic or fictional events. Novels are usually long with few pictures.

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Notice/Wonder

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For each children’s picture book, take notes about:

key ideas (notice),
How this story is different from a novel we read in 7th grade, i.e., A Long Walk to Water
any questions you have (wonder).

Use the handout to take notes.

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Exploring Children’s Picture Books

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Titles:	Nasreen’s Secret School	Rain School	Waiting for Biblioburro
I notice. . .
How it’s different from a YA Novel:
I wonder. . .

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Summarize Noticing & Wondering

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Look back at your note catcher. Think about all three stories.

What stood out?

What are you left wondering?

Tell your partner. Be ready to share with the class.

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Language Discovery

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0 minutes

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Analyze Structure

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Look at your note catcher again. This time, highlight or underline anything that help answer these questions:

What was the structure (organization) of the story?
Was there a clear order of events? Cause and effect?
What was the theme or message? What did the author want you to learn from the story?
How did the author make the characters interesting?
Did the author use any juicy words or phrases?

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Analyze Structure

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Now, talk with a partner about these questions.

What was the structure (organization) of the story?
Was there a clear order of events? Cause and effect?
What was the theme or message? What did the author want you to learn from the story?
How did the author make the characters interesting?
Did the author use any juicy words or phrases?

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Analyze Structure

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On the back side of your note catcher, write down any key ideas you’ve learned about how authors use structure, a message, characters, and juicy words or phrases to create their narrative stories for children’s picture books.

To simplify this task, give examples from just one of the stories.

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Exploring Children’s Picture Books

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Title:
Structure (order of events, cause & effect)	Message (what author wants you to learn)	Characters (how author made them interesting)	Juicy words or phrases

The most important thing to remember about writing children’s picture books is. . .

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Let’s hear some of your ideas!

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Title:
Structure (order of events, cause & effect)	Message (what author wants you to learn)	Characters (how author made them interesting)	Juicy words or phrases

The most important thing to remember about writing children’s picture books is. . .

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Language Practice

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5 minutes

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Structure & Language in Children’s Picture Books

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Each book is unique. But many authors use a structure like this to build an interesting story. Think about what you noticed about the structure of children’s books. Did our books use an order of events like this? Or a different structure? Tell your partner.

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Language Application

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5 minutes

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Key Learning: Children’s Picture Book Langauge & Structure

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Finally, record the one key idea you want to remember about how to write the narrative for a picture book. Write 1-2 sentences at the bottom of your note catcher.

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Exploring Children’s Picture Books

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Title:
Structure (order of events, cause & effect)	Message (what author wants you to learn)	Characters (how author made them interesting)	Juicy words or phrases

The most important thing to remember about writing children’s picture books is. . .

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Reflect on Learning

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5 minutes

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Look at the sentences you wrote. Did you meet the language targets today?

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Language Targets:

I can describe common elements and text structures of narratives and specifically of children’s picture books. (ELD.PII.1 Text Structure)

Turn to a partner to discuss how you met the targets or what you could work on.

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Please consider filling out our Designated ELD for EL Ed Lesson Feedback Form

Your experience and input help us improve the lessons, units and modules as teacher developers and Central Office leads work to provide a Designated ELD program that is fully aligned to the CA ELA/ELD Framework. Thank you!

Link to the form is here

Thank you!

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Materials

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5 minutes

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Exploring Children’s Picture Books

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Titles:	Nasreen’s Secret School	Rain School	Waiting for Biblioburro
I notice. . .
How it’s different from a YA Novel:
I wonder. . .

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Exploring Children’s Picture Books

Title:
Structure (order of events, cause & effect)	Message (what author wants you to learn)	Characters (how author made them interesting)	Juicy words or phrases

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