WRITER’S CRAFT LESSON PLAN

(Your Turn Lesson Model)

Teacher: Mathis Subject: Writing

Duration of Lesson: Day 1 of 3 Date: 3/16/17

1 hour and 15 minutes

ELA State Standards:

4.W.3 Write narratives to develop real or imagined experiences or events using effective
techniques, well chosen details, and well-structured event sequences.
4.W.3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:
b. orient the reader by establishing a situation and introducing a narrator and/or characters

Objective:
The student will orient the reader by introducing a character using a character snapshot.

*** It is important to note that students were introduced to narrative writing elements and
historical fiction prior to beginning these three writer’s craft lessons.

3 Day Writer’s Craft Plan:

Day 1: Beginnings- Character Snapshots
Day 2: Show, Don’t Tell- Emotions
Day 3: Show, Don’t Tell- Imagery

Materials: (Include mentor text and all other materials used in lesson)
● Snapshot Anchor Chart
● HF Writing Prompts Anchor Chart
● Mentor Text-​ Henry’s Freedom Box A True Story From the Underground Railroad ​Book
● Prewriting Narrative Graphic Organizer:
https://www.teacherspayteachers.com/Product/Fiction-Story-Planner-Graphic-Organizer-248407
● Writer’s Notebook
● Teacher Historical Fiction Writing Model
● Whiteboard
● The Writing Strategies Book​- By: Jennifer Savallo
● Mentor Texts​- By: Lynne Dorfman and Rose Cappelli

Activity: Procedures: ​(​step-by-step list of what you will say and do during the lesson.
Specify the opening and closure of the lesson)
1. Hook! To engage and 1. Teacher contrasts snapshot lead sentences with theme park
prepare students for commercials.
lesson TWS: “Our goal for today’s lesson is to practice developing bold
beginnings using character snapshots. It is like a commercial for a
theme park, like Dollywood or Disney World. Think about how the
creators of the commercial give you a​ ​brief snapshot using strong
descriptions of the park! The commercial uses strong descriptions to
grab viewers’ attention and draw them in.​ In the same way,​ a
snapshot is an effective way for writers to briefly introduce their
readers’ to the characters of a story. A writer should use good
descriptions of a character to hook the reader and draw them into the
story. ​The reader should be able to visualize, relate to, and judge a
character’s personality within the first few sentences of a narrative.”
2. Teacher input – 1. Introduce snapshots
Purpose/ Brainstorm TWS: “The purpose for today’s lesson is to learn how to draw the
(Anchor chart for reader in and make a connection with the audience. A good
specific craft beginning includes the following:
developed through the - creating the mood (emotional response of reader- how the
mentor task) reader feels about the writing) by establishing the setting
- introducing the character and showing his or her hopes,
thoughts, and feelings
- introducing the problem, goal, or direction of the story
- use of good descriptive words!!!
Today we are going to focus on using character snapshots to
establish a good beginning, or lead, for our personal narratives.”
2. Build Anchor Chart
a. TWS: “Let’s build our anchor chart so that we know what we
are looking for while we read our story.” (Teacher completes
anchor chart with class. )

b. TWS and record on anchor chart: “Character snapshots help

readers visualize the character, react to the character’s actions or
feelings, and make judgements about the character’s personality.
They are found in the introduction.”

c. TWS: “Now, let’s look at an example of a character snapshot. We

will continue to add examples of character snapshots throughout our
lesson today.” Teacher reads example from anchor chart. Teacher
asks the following questions:
a. How does this snapshot introduce the character?
b. How does the description help us visualize the character?
c. What do we learn about the character just by these few
sentences?
(Example used on anchor chart is from ​Mentor Text​ book By: Lynne
Dorfman and Rose Cappelli)

*** Teacher and students will continue to add to anchor chart

throughout the lesson.
 3. Introduce Mentor Text
TWS: “Now, we are going to look at the mentor text ​Henry’s
Freedom Box A True Story From the Underground Railroad​. Ellen
Levine, the author, uses character snapshot to establish the
character, Henry. This is a historical fiction book.”
4. Pre Reading Questions:
1. Just by reading the title, ​Henry’s Freedom Box A True Story
from the Underground Railroad​, what do you think this book
may be about? What time period is the story set in? (around
1850-1860)
2. Who can tell us what historical fiction is?
a. characters may be factual or fiction- in this case
Henry is factual
b. takes place in an actual time period- in this case
during the time of slavery
c. plot is a mixture of factual and fictional events
d. Conflict is real in this time period- Henry is separated
from his family which was common during the time
of slavery
3. What have we been studying in social studies that is
connected to the topic of this story?
a. Underground Railroad and Abolitionists= Harriet
Tubman, John Brown
5. Read mentor text
1. TWS: “As we read, focus on the the beginning. Notice how
the author introduces the character.”
1. Record examples from text on anchor chart.
a. Example character snapshot from mentor text:
i. Henry Brown wasn’t sure how old he was.
Henry was a slave. And slaves weren’t
allowed to know their birthdays. Henry and
his brothers and sisters worked in the big
house where the master lived. Henry’s
master had been good to Henry and his
family.
2. Reread first two pages of the text. Ask question:
a. Did the beginning/ lead make you want to keep
reading the text? Why?

3. Model (Building of 1. Introduce Writing Prompt

teacher’s writing
sample with student
input)
a. TWS: “ Tell a story about a fictional slave’s journey
to freedom on the underground railroad.”
b. TWS: “When brainstorming and writing your story,
think about some of the hardships that we discussed
in class that slaves actually faced at the time of the
underground railroad.”
i. Teacher quickly lists important elements of
historical fiction writing as a review.
(Students have already studied the elements
of historical fiction texts.)

c. TWS: “Write your ideas in your writer’s notebook.

You have 2 minutes... Now, let’s take 1 minute to
 share some of our ideas with each other. ”
i. Teacher records ideas on Historical Fiction
Narrative Prompts Anchor Chart to display in
writing center.
2. Complete Narrative GO for Mentor Text:
a. Teacher uses the following GO to show students the
story elements the author used from the mentor text
(on chart paper for display). (Students will complete
their own GO for their narratives.)
*** Students have already been exposed to narrative
writing and the prewriting process.
b. TWS: “We are going to complete this narrative
prewrite graphic organizer to see how the author
organized her thoughts for the story. It is important
to pay attention to the key elements that we find in
our mentor text because we are going to have to
include the same elements in our own historical
fiction narrative.”

(https://www.teacherspayteachers.com/Product/Fiction-Story
-Planner-Graphic-Organizer-248407)
3. Teacher models introduction for HF narrative using craft
taught.
a. Teacher writes historical fiction narrative introductory
paragraph on board.
b. Students identify the strong snapshot lead (using
example from anchor chart).
c. Students and teacher discuss what changes can be
made to make the character snapshot better.

Teacher Model: Introduction

Betsy could not stand the thought of leaving her family behind.
Betsy was a tall, slender girl with black hair and dark skin. She had a sweet
spirit and loving heart. Today, her heart was breaking into a million pieces
and anxiety consumed her body. She was alone in an unknown world with
no one to comfort her. Betsy was independent and strong for a nine year
old, but how would she ever survive the long, gruesome days in the field
and lonely, sleepless nights. What would she do without Momma, Papa, and
her sweet sister, Annie lying next to her in the slave cabin. ​Today, her fears
became a reality.

TWS: “Just by looking at our character snapshot from our model here, what
do we learn about Betsy? How does she feel? What is she about to face?
How does the author paint a picture for the reader?”
4. Shared/Guided
Practice – (Building on
sample with student
input)
5. Independent Practice –
(Students begin own
writing based on craft
developed through
mentor text)
1. Teacher guides students in crafting a lead using a
character or setting snapshot.
a. Turn-And-Talk: TWS: “Turn and talk with a partner
about a possible topic we can use to practice
crafting a good character snapshot lead.” Students
determine the topic.
b. Teacher and students work together to develop a
strong lead using a snapshot.
1. TWS: “Let’s reread the writing prompt together.” Students
and teacher read writing prompt aloud.
2. TWS: “Now, it is your turn to select a topic to write about
from your writer’s notebook that answers our writing prompt.
Remember our narrative essay elements discussed
yesterday as you begin pre writing and crafting a good
introduction. You will brainstorm and prepare to write your
narrative using the narrative prewrite GO I modeled for you
using our mentor text. After you complete your prewrite GO,
construct a strong beginning using a character snapshot.
You should begin crafting your introduction in your writer’s
notebook. Also, place your prewrite GO directly in front of
your draft, so that we can keep all of our materials together
for our essay.”
3. Teacher conducts writing conferences with students and
asks questions about their writing. Teacher monitors
progress and assists students when needed.

6. Assessment (formative I will assess students’ use of character snapshot as a lead for their
assessment) HF narratives. (Rubric attached)

7. Reflection (Invite Students will reflect on the craft studied today in our mentor text. The
students to reflect on student will discuss how character snapshots make for an excellent
strategy) lead in a narrative. The student will explain how the craft allows the
author to introduce the characters of the story.
8. Teacher Reflection As I created this lesson, I had to find a graphic organizer that
(writer/teacher) included all of the elements of a narrative to help students organize
their thoughts before drafting their narrative. I also tried to find a
powerful mentor text that exhibited not only the craft studied, but also
connected with other content areas. In particular, this mentor text
relates to our Social Studies unit about the Civil War. It is important
for students to make connections across content areas.
MAT Reflection The student will focus on orienting the reader using character
snapshots. By doing so, a writer develops a reliable relationship with
the reader and makes a good first impression. This craft will enhance
a student’s performance in writing by improving the introduction to
his or her story. A strong introduction will assist the writer in grabbing
the reader’s attention and familiarizing the reader with the characters
before delving into the story.
 Betsy’s Journey to Freedom

By: Mrs. Mathis

Betsy could not stand the thought of leaving her family behind. Betsy was a tall, slender girl with black hair
and dark skin. She had a sweet spirit and loving heart. Today, her heart was breaking into a million pieces and
anxiety consumed her body. She was alone in an unknown world with no one to comfort her. Betsy was independent
and strong for a nine year old, but how would she ever survive the long, gruesome days in the field and lonely,
sleepless nights. What would she do without Momma, Papa, and her sweet sister, Annie lying next to her in the
slave cabin. ​Today, her fears became a reality.
Betsy climbed up into the slave wagon. As she waved one last time to her beloved family, she could not
help but think about the wonderful times spent together.​ Betsy thought about all the nights she sat in her Papa’s lap
by the fire and listened to stories of when he was a young, slave boy. She imagined her Momma’s sweet voice while
working in the tobacco fields. Listening to her Momma sing made the miserable days of work much more bearable.
She giggled when she pictured Annie and her playing in the mud puddles after a long day of work. The two sisters
laughed, danced, and splashed in the mud puddles together. When they were finished playing, they looked as if they
had taken a mud bath. ​Momma would always say, “Girls, haven’t I told you that it is not lady like to get so dirty?
You better not do it again!” she and Annie knew Momma wasn’t serious just by the tone in her voice. Oh how Betsy
would miss her precious family! ​Tears rolled down her face like rain pouring from the sky. Betsy may never see her
family again.
When she arrived to Mr. Carter's plantation, Betsy felt miserable. ​The wearisome ride made Betsy feel sick.
Her head was throbbing, her eyelids felt like weights, and her body ached as if she had the flu.​ “Move quickly! Let’s
go,” yelled the plantation owner. Betsy jumped out of her seat feeling like she was going to vomit. ​She climbed out
of the wagon and walked towards the cabin that sat in the near distance on a hill.​ An old woman wearing a long
dress, a cream apron, and a mauve colored hat stopped her suddenly. Betsy jumped at the touch of the old lady’s
rough hand on her back. “Come this way, honey,” the lady whispered softly. ​Betsy felt tears well up in her eyes, but
surprisingly, her heart stopped racing and the shaking of her hands subsided.​ “My name is Ms. Carolyn. We will be
living in the same quarters. If you need anything, you just let me know, Sugar. Do not worry. Everything is gonna be
alright.” Ms. Carolyn assured her. Betsy had a feeling that Ms. Carolyn was gonna be her new best friend.
The next morning, Ms. Carolyn helped Betsy get ready for her first day in the fields. Ms. Carolyn worked
in the dining quarters. She prepared food for the master’s family. They ate breakfast together before reporting to
work. At lunch and dinner they met right outside of the slaves’ dining hall before grabbing their lunch so they could
always sit together. After dinner, Ms. Carolyn helped Betsy shower and put on her night gown. She even told her a
bedtime story before Betsy fell asleep every night. Bedtime was Betsy’s favorite time of the night, because she got
to spend time with Ms. Carolyn and pray her Momma, Papa, and sister. Betsy always looked forward to her time
with Ms. Carolyn. Overtime, the two developed a close bond.
As months passed, things got worse on the plantation. Ms. Carolyn could see Betsy’s body breaking down.
Betsy’s face sunk in, her ribs protruded from of her chest, and her arms and legs felt like bricks weighing her body
down. “We have got to get you out of here,” mumbled Ms. Carolyn. Betsy opened her eyes and saw Ms. Carolyn
standing over her. Ms. Carolyn slipped Betsy’s jacket over her long, dangling arms. “Keep quiet. We are walking to
the edge of the woods. A man is taking us to a friend’s house in Tennessee. Do not say a word,” explained Ms.
Betsy. ​The two quickly walked outside towards the black woods. Betsy felt blind. The woods looked like a black
hole that was going to swallow them. ​Betsy’s body shook and her knees trembled.​ Once they arrived at the edge of
the woods, they followed a man dressed in all black. The man in black lead them through the woods for what felt
like an eternity. They stopped every once in a while to take a sip of water and eat a small cracker or two. Ms.
Carolyn explained, “We are on the underground railroad, sugar. Do not be afraid. We are on our way to freedom.”
Betsy did not understand exactly what Ms. Carolyn meant by freedom, but she could tell by the sound of Ms.
Carolyn’s voice that it was something good, so she did not ask any questions. When morning came, they arrived at a
small house that sat in the woods. The man dressed in black knocked on the door. A tall, slender woman opened the
door. She said, “ well, hello there. Come on in. I have some hot grits on the fire and cider to drink. Your beds are
located outback in the shed. Come in and get freshened up. “Betsy and Ms. Carolyn followed the man in black
inside. They sat down and ate. Ms. Carolyn explained to Betsy that they were on the underground railroad, a route
that slaves followed north to reach freedom. For the first time in while, Betsy felt at peace. She thought about what it
meant to be free from slavery, and how she might even get to see her Momma, Papa, and Annie again one day. ​Just
the thought of it all made her heart smile.​ All she wanted to do was crawl in bed and sleep, and after breakfast, that
is exactly what Betsy did.
Night came quickly. Ms. Carolyn and Betsy prepared to leave the cabin. Again, Ms. Carolyn helped Betsy
put her jacket on, and they gathered their snacks. It was time to reach freedom, thought Betsy. The cycle continued
day after day. The trio would travel all night and stop at different houses to rest. One night, Betsy heard dogs
barking in the distance. ​She felt Ms. Carolyn, who was holding her hand, tense up. Instantly, Betsy started to tremor.
“Quick! Move behind this tree,” ordered the man dressed in black. Betsy did not know what was going on, but she
could tell it was bad. ​As the barks grew louder, she tightened her grip around Ms. Carolyn’s plump waist. ​“Keep still
sugar. Those dogs mean trouble. Where there are dogs, there are mean, white men. They try to catch slaves like you
and me on the underground railroad and ship us back to our master’s. Do not worry, sugar. We will be okay.”
exclaimed Ms. Carolyn. ​Betsy glanced up at Mrs. Carolyn and grinned.​ All of this was worth it for freedom, thought
Betsy. They sat and waited until the barks faded away. Then, they new it was safe to continue on their journey north.
The days turned into weeks, and the weeks turned into months. Betsy’s feet were shredded with blisters
from her worn shoes. Her legs were thin and bony from the hours of walking. Her clothes were worn to rags. ​The
journey was mentally and physically exhausting. Night after night, she heard dogs barking, white men conversing,
and horses running nearby. She grew immune to the anxious feelings she once had. She had nerves of steel, and Ms.
Carolyn continued to assure her that all of this would be worth it. “We do not have much longer, sugar. The journey
is almost over,” promised Ms. Carolyn.
One morning, Betsy saw a gigantic city. ​Her eyes lit up like stars in the night sky.​ She had never seen such
a sight. “We have arrived! This is freedom,” pronounced Ms. Carolyn. For the first time since Betsy left her Momma
and Papa, she was happy and content. The sun beamed down on her dark skin, and the smile on her face stretched
from ear to ear. She could not believe she was free. Free from the demands of slavery, free from the chains of
captivity, and free from the bonds of hopelessness. I may actually get to see my Momma, Papa, and Annie again,
thought Betsy. Betsy could not wait to begin her new life. “Thank you for the greatest gift anyone has ever given to
me, Ms. Carolyn,” cried Betsy. The two stood hand in hand with tears rolling down their dirty faces, in awe of the
city ahead. They had finally reached freedom.

Key:
Yellow= Character Snapshot
Blue= emotions
Purple= imagery

Historical Fiction Writer’s Craft Rubric

Name: _________________________________

25 15 10 0

Introduction to Narrative has a Narrative has a clear Narrative has an There is no

Historical Fiction strong introduction. introduction. unclear introduction or use
Narrative: Writer uses a Narrative uses a introduction. There of character
Character descriptive character snapshot. is some evidence of snapshot in the
Snapshots character snapshot an attempt at a narrative.
to introduce the character snapshot.
character(s).

Writer’s Craft: Writer employs Writer employs Writer employs a Writer employs no
Show, Not Just Tell numerous examples some examples of few examples of examples of
of imagery and imagery and imagery and imagery and
emotion to enhance emotion to enhance emotion to enhance emotion to enhance
narrative. narrative. narrative. narrative.
Conclusion The narrative has a The narrative has an The narrative has an The narrative has no
strong conclusion to appropriate unclear conclusion. conclusion.
wrap up the story conclusion.
for the audience.

Grammar/ The narrative is The narrative is The narrative shows The narrative is not
Structure clearly organized organized from some evidence of organized in a
from beginning, beginning, middle, organization, but is logical order. There
middle, and end. and end. There are not clear. There are are countless errors
Student effectively some errors, but do frequent errors that that prevent
moves from one not impede distract reader. comprehension of
event to the next. comprehension. the text.
There are minimal
conventional errors.

Score: ___________________/ 100