Fiction • Play

SETTING: a vineyard CHARACTERS: Narrator, Farmer,

Farmer’s Children,

Customer

NARRATOR: Once there was a farmer who had many children, but none

of them wanted to work in the farmer’s vineyard.

FARMER: Children, which of you will help me tend the soil for our grapevines?

CHILDREN: (improvising gestures to show refusal, such as shaking heads)

Not today, Father; we’ll help you tomorrow.

NARRATOR: Then the farmer had an idea.

FARMER: My children, it’s time to tell you a secret: there is a great treasure

hidden somewhere in our grapevines!

(The children grab imaginary hoes and dig busily all around the stage.)

NARRATOR: After several days had gone by, the children hadn’t found the

treasure, but all the soil was turned over—and that fall, the farmer had his

best crop ever.

CUSTOMER: Farmer, please sell me some more of your delicious grapes!

NARRATOR: Then the children understood that the treasure their father

had told them about was not gold, but the crop their work had produced.

And everyone agreed that the moral of this story is . . .

ALL: (in unison) Hard work yields its own treasure!

Farmer

Based on a Fable by Aesop

Theand His Children

Mondo Pathways to Writing 5 · 3 Chart A / Fiction / Play

PTW_TM_G5_03_play_final_2.indd 1

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World-famous percussionist Evelyn Glennie grew up on a Scottish farm. As a girl, she had perfect pitch. She could hear any tone, or pitch, and say its letter name. At age eight, she began playing piano. Around that time, however, she started to have trouble hearing. By age 12, she was almost completely deaf.Glennie read lips to understand what people said, but she was often frustrated by her hearing loss. Then a teacher at school encouraged her to experiment in the music room. Glennie tried putting her hands on the walls to feel a kettledrum’s vibrations. Later she said she recognized the drum’s notes “by associating where on my body I felt the sound with the sense of perfect pitch I had before losing my hearing.”

Soon Glennie became her school’s star percussionist. At 16, she was accepted by the Royal Academy of Music in London.

Today Glennie is a solo percussionist who performs around the world. During a performance, she might play bongos, cymbals, marimba, and a water gong. In all, Glennie owns more than 1,800 instruments!

y gound with the sense of perfecthearing.” g.

Nonfi ction • BiographyEvelyn Glennie: Feeling the BeatEvelyn Glennie: Feeling the Beat

The snare drum is Glennie’s favorite instrument. During a performance, she sometimes takes off her shoes to feel the vibrations better.

Mondo Pathways to Writing 4 · 7 Chart A / Nonfi ction / Biography

NOTE TO SEPARATOR:

World-famous percussionist Evelyn Glennie grew up on a Scottish farm. As a girl, she had perfect pitch. She could hear any tone, or pitch, and say its letter name. At age eight, she began playing piano. Around that time, however, she started to have trouble hearing. By age 12, she was almost completely deaf.Glennie read lips to understand what people said, but she was often frustrated by her hearing loss. Then a teacher at school encouraged her to experiment in the music room. Glennie tried putting her hands on the walls to feel a kettledrum’s vibrations. Later she said she recognized the drum’s notes “by associating where on my body I felt the sound with the sense of perfect pitch I had before losing my hearing.”

Soon Glennie became her school’s star percussionist. At 16, she was accepted by the Royal Academy of Music in London.

Today Glennie is a solo percussionist who performs around the world. During a performance, she might play bongos, cymbals, marimba, and a water gong. In all, Glennie owns more than 1,800 instruments!

y gound with the sense of perfecthearing.” g.

Nonfi ction • BiographyEvelyn Glennie: Feeling the BeatEvelyn Glennie: Feeling the Beat

The snare drum is Glennie’s favorite instrument. During a performance, she sometimes takes off her shoes to feel the vibrations better.

Mondo Pathways to Writing 4 · 7 Chart A / Nonfi ction / Biography

NOTE TO SEPARATOR:

Nonfiction • Report

We live in a plugged-in world, thanks to the energy that makes our lights shine and our computers run. But our energy use comes at a cost. Some sources of energy, such as fossil fuels from coal, natural gas, or oil, will eventually be used up. As our energy demands increase, people are trying to use more forms of renewable

energy that can be used again and again. The wind, the ocean,

and the sun are all sources of renewable energy.The sun produces solar energy. How does it work? The sun

constantly releases energy through nuclear reactions at its core.

This energy enters Earth’s atmosphere, providing heat and light.

Scientists have created two ways to change solar energy into

thermal, or heat, energy. Solar cells change the sun’s energy

into electricity. The cells can be small enough to power a calculator

or grouped in panels to power a house. Solar power plants collect

solar heat using panels that reflect the heat onto pipes. The heat

changes a fluid in the pipes to steam. This steam powers a generator to make electricity.

SunHarnessing the

Mondo Pathways to Writing 5 · 12 Chart A / Nonfiction / ReportPTW_TM_G5_12_report_final.indd 1

4/28/11 1:27 PM

Nonfiction • Report

We live in a plugged-in world, thanks to the energy that makes our lights shine and our computers run. But our energy use comes at a cost. Some sources of energy, such as fossil fuels from coal, natural gas, or oil, will eventually be used up. As our energy demands increase, people are trying to use more forms of renewable

energy that can be used again and again. The wind, the ocean,

and the sun are all sources of renewable energy.The sun produces solar energy. How does it work? The sun

constantly releases energy through nuclear reactions at its core.

This energy enters Earth’s atmosphere, providing heat and light.

Scientists have created two ways to change solar energy into

thermal, or heat, energy. Solar cells change the sun’s energy

into electricity. The cells can be small enough to power a calculator

or grouped in panels to power a house. Solar power plants collect

solar heat using panels that reflect the heat onto pipes. The heat

changes a fluid in the pipes to steam. This steam powers a generator to make electricity.

SunHarnessing the

Mondo Pathways to Writing 5 · 12 Chart A / Nonfiction / ReportPTW_TM_G5_12_report_final.indd 1

4/28/11 1:27 PM

Poster F

Mondo Pathways to Writing 1•11 Poster F/Procedural

Revising TipsRevising a Procedure

Have I written about a procedure I know how to do? Have I included all of the tools, materials, or ingredients?

Have I included all of the steps? Did I write the steps in order? Is each step is clear and complete? Did I start some of my sentences with words such as fi rst, next, and fi nally? Did I add any pictures or diagrams to help my reader?

Am I happy with my work?

Now I am ready to read it to a friend.

Poster B

Deconstruction Organizer

Mondo Pathways to Writing 3•5 Poster B/Play

Let’s think about adding and omitting ideas.

How did the writer improve this play?

ROSA: (pointing over the railing) Look, Paolo. I think I see her!

PAOLO: Who? I see hungry seagulls. That’s it.

ROSA: No, look ! The Statue of Liberty is holding up her lantern for us.

PAOLO: Oh, I see her. I’m not so happy, though. I heard we can’t get

off this boat right away. We have to stand in a long line .

ROSA: I won’t have to. I’m in first class!

PAOLO: My family and I aren’t. We’re in steerage. We have to go

to Ellis Island. (coughing) Does that sound bad? Mama is

a little worried.

ROSA: Why?

Poster B

Scene 3 Setting:

Scene 1 Setting Events:

Characters Problem

Composing Organizer

Composing a Play Text Type:

Scene 2 Setting Events:

Events:

Solution

Characters:

Characters:

Characters:

Settings

Marsh HabitatsThis wood duck lives in a marsh. The marsh is its habitat. A habitat provides food, water, shelter, and space. Everything the wood duck needs is

found in its habitat.

The duck swims in the shallow water. It drinks the water and eats the grass that grows in the mud. food and water Tall grass and dead trees hide the duck and its nest. shelter They protect the duck from danger. There is plenty of space for the duck’s nest and for other wood ducks, too. space

food

shelter

water

space

Nonfi ction Report

Mondo Pathways to Writing Poster A/Nonfi ction/Report Text Sample Passage 1•9

Reports are true. They include information and important details about things in our world.

Writers tell their readers what the report is going to be about in the title and opening.

After creating a plan, writers collect and organize information about their topic when writing a report.

Fiction • Poem

I ’m a w

id

e h

an

dso

me

pa

rasol over your head

So c

ome

sett

le b

y m

e w

ith

yo

ur

fine picnic spread.

A l

au

gh

fil

ls

the

a

i r,

an

d som

etimes a sigh.

My

le

af l

un

gs

ab

s orb

th

em

fro

m

way up h

igh

.

Th

e w

ind

ru

s he

s b

y w

i th

a

bl u

s t

e r a

nd

ru s t

l e

An

d y

ou

pa

ck u

p y

ou

r th

ing

s to

ret

urn to

the bustle—

Th

at

ho

nk

ing

an

d b

l ari

ng,

th

e d

ash at high speed.

I’ll

wa

it f

or

you

he

re,

on the gree n

Netherm

e ad

.

Pignut Hickory

Mondo Pathways to Writing 4 · 2 Chart A / Fiction / Poem

PTW_TM_G4_02_poem_final.indd 1

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Grades

By Carmel Crévola and Mark VineisGrades

www.mondopub.com

978-1-61736-434-1

Full-color text models and a variety of graphic organizers

support explicit teaching of each step of the writing process

on interactive whiteboard or LCD projector.

Detailed lesson plans provide easy-to-follow guidelines for a

total of eight shared or modeled writing sessions per plan.

Students learn specific writing strategies and writing process

steps while exploring a range of genres and text types.

Ideal for both whole class and small group instruction.

Lesson plans link to 6 Traits of Writing.

Grad

es 4 –5 Mod

eled an

d Sh

ared W

riting

Program

By Carmel Crévola

and Mark Vineis

www.mondopub.com

Chart CPrewriting and Drafting OrganizerPrewriting a Poem

Mondo Pathways to Writing 4 · 2 Chart C / Poem

Sensory Description Images in Your Mind

1. My eyes see . . . 1.

2. My ears hear . . . 2.

3. My nose smells . . . 3.

4. My skin feels . . . I feel . . . 4.

5. My tongue tastes . . . 5.

Drafting a Poem

Purpose Why am I writing a poem?

Audience Who will read my poem?

Topic What is my poem about?

Poetry FormWhat kind of poem will I write?

Interesting WordsWhat precise, colorful words are used?

Opening Lines

• myincrediblycomfybed

• concretepoem

—soft —fragrant—enveloping —soothing—cloudlike —feathery

• fourthgraders

• tocreateimages• toexpressthoughts,feelings,andsensations

fluffyfeatherpillowsoftdowncomforter

plumpasamarshmallowfeather-lightontopofme

surroundedwithsoftfeathers,likeabirdcoolsheets

citysoundsoutsidemywindowalarmclock

smoothsheetscozy,warm,safe

sirens,skateboards,talkingradiatorclankingandbubblingtimetogetup,NPRlavendersachetinsidemypillowcase relaxingaroma

Chart C

Prewriting Organizer

Prewriting a Myth

Mondo Pathways to Writing 4 · 1 Chart C / Myth

CharactersWhat special traits will these

characters have?

SettingWhere and when does my story

take place?

Where?

When?

What is the myth about? Possible titles

What is the story problem?

What problem will the character need

to solve?

What are some things the character

does to try to solve the problem?

AudienceWho will read my story?Purpose

Why am I writing this story?

• Coyote–easilybored,excitable,

overconfident

• Cloud–slow,quiet,smart

• outdoors• afruitorchard

• longago

• howCoyotelostaracewithCloudand

causedrain

• Coyoteneedstofindsomethingtodo.

• challengesCloudtoarace

• stopsforasnackinanorchard

andtakesanap

• losestheraceandcausesrain

• kidsatschool

• parents

• TheReasonforRain

• CloudandCoyote

2 Guidebook for Instruction

Program OverviewPathways to Writing features text models in a range of text types for use on interactive whiteboard or with an LCD projector. Teachers using overhead projectors can download and print all text models and graphic organizers from the CD-ROM and then photocopy them onto blank transparencies. In Part 1 of each lesson, students explore specific writing strategies and writing process steps through close examination of one of these text models. A selection of writing process organizers (also for use on interactive whiteboard or LCD projector) enables students to deconstruct, analyze, and participate in the shared composition of a text.

In Part 2, students move on to the creation of a complete shared composition, progressing through all steps of the writing process from prewriting to publishing to write a piece in one of the following text types:

Fiction NonfictionFantasy BiographyHistorical Fiction ExplanationLegend Personal NarrativeMystery PersuasiveMyth ProcedurePlay ReportPoem TransactionalRealistic Fiction Science Fiction

Pathways to Writing: 4–5 Modeled and Shared Writing Program is designed for explicit, whole-class writing instruction in Grades 4 and 5. It is an extension of the Pathways to Writing program for Grades K–3. Using the modeled and shared writing instructional strategies, teachers demonstrate, explicitly teach, and practice with students the specific stages of the writing process as well as the writing process as a whole. Students learn specific writing strategies that are required for creating texts in a variety of genres and text types.

World-famous percussionist Evelyn Glennie grew up on a Scottish farm. As a girl, she had perfect pitch. She could hear any tone, or pitch, and say its letter name. At age eight, she began playing piano. Around that time, however, she started to have trouble hearing. By age 12, she was almost completely deaf.Glennie read lips to understand what people said, but she was often frustrated by her hearing loss. Then a teacher at school encouraged her to experiment in the music room. Glennie tried putting her hands on the walls to feel a kettledrum’s vibrations. Later she said she recognized the drum’s notes “by associating where on my body I felt the sound with the sense of perfect pitch I had before losing my hearing.”

Soon Glennie became her school’s star percussionist. At 16, she was accepted by the Royal Academy of Music in London.

Today Glennie is a solo percussionist who performs around the world. During a performance, she might play bongos, cymbals, marimba, and a water gong. In all, Glennie owns more than 1,800 instruments!

y gound with the sense of perfecthearing.” g.

Nonfi ction • BiographyEvelyn Glennie: Feeling the BeatEvelyn Glennie: Feeling the Beat

The snare drum is Glennie’s favorite instrument. During a performance, she sometimes takes off her shoes to feel the vibrations better.

Mondo Pathways to Writing 4 · 7 Chart A / Nonfi ction / Biography

NOTE TO SEPARATOR:

World-famous percussionist Evelyn Glennie grew up on a Scottish farm. As a girl, she had perfect pitch. She could hear any tone, or pitch, and say its letter name. At age eight, she began playing piano. Around that time, however, she started to have trouble hearing. By age 12, she was almost completely deaf.Glennie read lips to understand what people said, but she was often frustrated by her hearing loss. Then a teacher at school encouraged her to experiment in the music room. Glennie tried putting her hands on the walls to feel a kettledrum’s vibrations. Later she said she recognized the drum’s notes “by associating where on my body I felt the sound with the sense of perfect pitch I had before losing my hearing.”

Soon Glennie became her school’s star percussionist. At 16, she was accepted by the Royal Academy of Music in London.

Today Glennie is a solo percussionist who performs around the world. During a performance, she might play bongos, cymbals, marimba, and a water gong. In all, Glennie owns more than 1,800 instruments!

y gound with the sense of perfecthearing.” g.

Nonfi ction • BiographyEvelyn Glennie: Feeling the BeatEvelyn Glennie: Feeling the Beat

The snare drum is Glennie’s favorite instrument. During a performance, she sometimes takes off her shoes to feel the vibrations better.

Mondo Pathways to Writing 4 · 7 Chart A / Nonfi ction / Biography

NOTE TO SEPARATOR:

Nonfiction • Report

We live in a plugged-in world, thanks to the energy that makes our lights shine and our computers run. But our energy use comes at a cost. Some sources of energy, such as fossil fuels from coal, natural gas, or oil, will eventually be used up. As our energy demands increase, people are trying to use more forms of renewable

energy that can be used again and again. The wind, the ocean,

and the sun are all sources of renewable energy.The sun produces solar energy. How does it work? The sun

constantly releases energy through nuclear reactions at its core.

This energy enters Earth’s atmosphere, providing heat and light.

Scientists have created two ways to change solar energy into

thermal, or heat, energy. Solar cells change the sun’s energy

into electricity. The cells can be small enough to power a calculator

or grouped in panels to power a house. Solar power plants collect

solar heat using panels that reflect the heat onto pipes. The heat

changes a fluid in the pipes to steam. This steam powers a generator to make electricity.

SunHarnessing the

Mondo Pathways to Writing 5 · 12 Chart A / Nonfiction / ReportPTW_TM_G5_12_report_final.indd 1

4/28/11 1:27 PM

Nonfiction • Report

We live in a plugged-in world, thanks to the energy that makes our lights shine and our computers run. But our energy use comes at a cost. Some sources of energy, such as fossil fuels from coal, natural gas, or oil, will eventually be used up. As our energy demands increase, people are trying to use more forms of renewable

energy that can be used again and again. The wind, the ocean,

and the sun are all sources of renewable energy.The sun produces solar energy. How does it work? The sun

constantly releases energy through nuclear reactions at its core.

This energy enters Earth’s atmosphere, providing heat and light.

Scientists have created two ways to change solar energy into

thermal, or heat, energy. Solar cells change the sun’s energy

into electricity. The cells can be small enough to power a calculator

or grouped in panels to power a house. Solar power plants collect

solar heat using panels that reflect the heat onto pipes. The heat

changes a fluid in the pipes to steam. This steam powers a generator to make electricity.

SunHarnessing the

Mondo Pathways to Writing 5 · 12 Chart A / Nonfiction / ReportPTW_TM_G5_12_report_final.indd 1

4/28/11 1:27 PM

Editing Your Work Reread your work to be sure that your message is clear. Listen for your voice as you read the work. Use proofreading marks where you need to make corrections or changes. Check your conventions (spelling, punctuation, capitalization, grammar). Check your paragraphing. Reread once more.

Publishing Your Work Choose a format that fits your text type and audience. Consider a variety of options other than the usual. If you write by hand, be sure your writing is neat and evenly spaced. If you write on a computer, choose fonts that are appropriate for title, headings, or main text. For fiction, create illustrations that are appropriate to the text type and add to the story. For nonfiction, create diagrams, charts, or illustrations that clarify your information. Place them near the related text. Where possible, use photographs in nonfiction.

Number book pages. Include an illustrated cover, title page, contents page, and an About the Author page.

Mondo Pathways to Writing Grades 4 and 5 Editing & Publishing Pointers

Change to a capital letter Change to a lowercase letter Add period Add comma Add question mark Add apostrophe Add exclamation point Add quotation marks Add colon Start new paragraph No paragraph; run back Check spelling Transpose Delete, remove

Proofreading Marks

:’

PTW_Posters_G4_3R_FINAL.indd 1

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Mondo Pathways to Writing Grades 4 and 5 Drafting Pointers

General Reminders

Stop often and reread to be sure you’re on topic,

using your prewriting as a guide.

Be sure that the format and organizational structure

of your piece fit the text type.

Keep your audience and purpose for writing in mind as you draft.

If you are drafting by hand, write neatly on every other line.

Leave wide margins so you have room to revise.

If you are drafting on a computer, double-space your document,

create wide margins, and save often!

When you draft fiction, use concrete wording and sensory details.

When you draft nonfiction, use terms specific to your topic.

Vary sentence structures and beginnings as you write.

Signal a sequence of events with a variety of

transitional words and phrases.

Mechanics Use all available classroom spelling resources, including print

and online dictionaries and topic-specific word lists if appropriate.

Circle words you’re unsure of to check later. Remember: if you

can spell the beginning of a word, you can find it in a dictionary.

Choose the correct verb tense for your text type

(past, present, future) and keep it consistent.

Avoid unintentional sentence fragments by making

each sentence a complete thought.

Use correct punctuation, including quotation

marks for dialogue and quoted text.

Capitalize the first letter of every sentence

and indent each new paragraph.

PTW_Posters_G4_3R_FINAL.indd 2

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Teaching Focuses• Understand the specifi c

purpose and structure of historical fi ction

• Use a variety of characters beyond self in narrative and recount

Poster AText Sample Passage

Poster BDeconstruction

Organizer

Like most boys in the New England colonies, Henry had been looking forward to spring. Maple sugaring was hard work, but he loved camping out with his father and the other boys and fathers. The weather was just right—warm enough to make the sap run, but still cool at night. Early evenings they’d all sit around the fi re, telling stories of trapping and hunting, wolverines and wildcats. Henry was always sure he’d wake up to fi nd a wildcat’s glowing eyes fi xed on him in the middle of the night. The thought made him shiver—just a little.“Look for a maple tree that stands alone. The sap is sweeter,” instructed his father. And off they would go to fi nd the perfect tree, and make the perfect gouge so

that the sap would run free and sweet. Henry had no way of knowing that this year’s search would have to take place without his father.

Fiction Historical Fiction

Mondo Pathways to Writing Poster A/Fiction/Historical Fiction Text Sample Passage 3•2

Writers of historical fi ction create characters who behave just as people did at the chosen time in history.

Writers of historical fi ction place fi ctional characters into historically accurate settings.

Writers develop convincing storylines as they plan for historical fi ction.

Poster B

Purpose Audience

Title

Historical Facts Setting

Characters Plot Ideas

Planning Historical Fiction

Deconstruction Organizer

Mondo Pathways to Writing 3•2 Poster B/Historical Fiction

Why am I writing this story?

Who will read this story?

What title will I use?

Who are they? How will they look and behave?

What do I need to fi nd out about the time or event?

What will the setting be like?

What will I include in the story?

Poster B

Purpose Audience

Title

Historical Facts Setting

Characters Plot Ideas

Planning Historical Fiction

Deconstruction Organizer

Mondo Pathways to Writing 3•2 Poster B/Historical Fiction

Why am I writing this story? Class project

Who will read this story? Teacher Other students

What title will I use? Maple Sugaring Memories

Who are they? How will they look and behave?

- Henry - Henry’s father - Two other boys and their fathers

What do I need to fi nd out about the time or event?

- When

- What did people wear?

- How did they collect maple sugar?

What will the setting be like? - maple forest - camp site - campfire

- early spring

What will I include in the story? - camping out - searching for the best maple tree - wild animals - danger - father gets hurt

Session 1 Text Type and Process Review

Reviewing the Text Type

Set the poster kit on your easel so that students can clearly see the Text Sample Passage (Poster A). Explain that students will be asked to think about historical fi ction from the writer’s perspective.

Check students’ understanding of the features of historical fi ction by asking open-ended questions. Elicit responses from the group, and then read the text.What research do you think the author had to do before writing this piece? What features of historical fi ction can you fi nd? Do you think the setting is accurate for the time and place? How could we check on that?

Introducing the Writing Process Focus Using the Text Sample Passage, briefl y review the writing process by having students think about the steps this writer would have taken, from planning to publishing, to create the piece.

The Writing Process: Planning Historical Fiction

Mondo Pathways to Writing 3•2 Historical Fiction / Maple Sugaring Memories 1

Post

er K

it #

2, P

art

1M

od

eled

Wri

tin

g /

Sh

ared

Wri

tin

g

What might the writer have considered fi rst? How might he have thought about the characters he created? What special aspects of historical fi ction did the writer need to keep in mind? Now check students’ understanding of planning, the stage in which the writer thinks about the purpose, audience, topic, and text type of the piece.Let’s now think about the planning stage. What does the writer need to do at this stage? What are the important things a writer has to consider when planning specifi cally for historical fi ction?

Deconstructing the Writing Process Focus Arrange the poster kit so that the Text Sample Passage (Poster A) and the Deconstruction Organizer (Poster B) sit side by side. Be sure all students can see them clearly. Involve them in a discus-sion about the planning process for Maple Sugaring Memories. Record student responses onto the organizer.Let’s think about how the writer planned this passage. How might he have chosen a historical period to write about? Historical fi c-tion usually contains some nonfi ction characters. How did the writer plan the creation of characters for this historical fi ction passage? What else would have been important to consider?

6+1 Traits: Ideas

Nonfiction • Report

Mondo Pathways to Writing

Water World

Draw a picture of creatures

and plants living under

water. Then choose one

of them and write

a short report to go

with your illustration.

Teaching Focuses

• Use a variety of characters

beyond self in narrative

and recount

• Develop a topic or

storyline

Share

Characters in historical fi ction

are true to the time in history

in behavior, dress, attitudes,

and ideas.

Teacher Tip

Students need to understand

they may need to undertake

some research about the time,

place, and way of life of their

characters when writing

historical fi ction.

Poster C

Planning Organizer

Mondo Pathways to Writing 3•2 Poster C/Historical Fiction

Planning Historical Fiction

Poster C

Planning Organizer

PurposeAudience

Title

Historical Facts Setting

CharactersPlot Ideas

Why am I writing this story?Who will read this story?

What title will I use?

Who are they? How will they

look and behave?

What do I need to fi nd out

about the event?

What will the setting be like?

What will I include in the story?

Mondo Pathways to Writing 3•2 Poster C/Historical Fiction

Planning Historical Fiction

Poster C

Planning Organizer

PurposeAudience

Title

Historical Facts Setting

CharactersPlot Ideas

Why am I writing this story?

Entry for a writing competition

Who will read this story?

Judges (best pieces will be put

into a book.)

What title will I use?

Saving the Train

Express Train Rescue

Who are they? How will they

look and behave?

- Kate Shelley

- Sarah (Kate’s friend)

- station agent

- railway workers

What do I need to fi nd out

about the event?

- When

- Who was there?

- How did they check railroad

tracks at the time?

What will the setting be like?

- Kate’s house

- railway line

- bridge

- summer

- Iowa, 1881

What will I include in the story?

- workers checking railway line

- thunderstorm

- bridge collapse

- workers trapped

- express train coming

Session 2 Modeled Writing: Planning (Authorial)

Refl ecting on the Writing Process Focus

Revisit the planning stage of the writing process, referring

to the discussion from the previous session. If you wish,

refer also to the Deconstruction Organizer you completed.

Explain that you will be demonstrating how a writer plans

a piece of historical fi ction.

Yesterday we considered the planning process for Maple

Sugaring Memories. What did we decide the author had

done to plan this part of the story? Today I am going to

model how I might plan a story based on the account of

Kate Shelley, who saved an express train from disaster

back in 1881. I need to think about my purpose and my

audience, along with the features of historical fi ction.

Recording the Teacher’s Thoughts

Set the poster kit on your easel so that the Planning Organizer (Poster C) is

visible to all students. Begin to plan your piece, demonstrating how good

writers think about all aspects of the planning process. Record the plan onto

the Planning Organizer, modeling the types of questions writers ask themselves.

As I plan, I need to ask myself a number of questions: Who is my audience?

What is the purpose of my piece? What type of text am I writing? I’ll note

what information I need to research about the event or time period. What else

might I need to keep in mind? Yes, are my historical facts accurate? Do I know

enough about the way of life at that time to create realistic characters? Where

can I learn more?

2 Mondo Pathways to Writing 3•2 Historical Fiction / Maple Sugaring Memories

Having recorded the plan on the Planning Organizer, revisit the

important elements. Highlight how your thinking may change

from the original plan as you move into the composing process.

Looking at my completed plan, I need to check a number of

things: Have I considered my audience, purpose, and text type?

Do I have enough ideas to create my historical story? My char-

acters must match the time and place. How can I make my char-

acters authentic?

Refl ecting on the Modeled Writing

Process Focus

Encourage students to refl ect on how the planning process you

have modeled will assist them in creating believable characters

when they are writing independently.

When planning today, I had to think about the characters I wanted

to create. What things will you need to consider when planning

a historical story? How can these characters help you create a

convincing storyline? What do you need to do before you can

insert convincing fi ctional characters into a real time and place?

6+1 Traits: Ideas

Teaching Focuses

• Understand the specifi c

purpose and structure

of a mystery

• Attend to more complex

plot, structure, and

characterization

Poster B

Deconstruction Organizer

Planning a Mystery

Mondo Pathways to Writing 3•3 Poster B/Mystery

Composing a Mystery

Purpose:

Students

Victim:

Detective:

Setting:

Title:

Mystery:

Plot and Clue Ideas:Audience:

The Clue in the Disappearing Ink

Story for class book

Students

What is the mystery?

Bill’s new soccer ball has

disappeared from his locker

at school.

What clues will I give?

Note left in Bill’s locker

Note smells funny

Only parts of words can be read

What is the solution?

When the heat of the iron reveals more

of the hidden message, it helps put the

boys on the trail of the soccer ball.

How will I describe the

main characters?

• Bill – 8 years old, athletic, worried

• Manuel – 10 years old, smart, helpful

How will I describe the setting?

• Kitchen

• Table with a bowl of lemons,

empty bowl, paintbrush.

Bill

Manuel

Kitchen – Bill’s home

• Bill’s soccer ball is missing

• note

• disappearing ink

Missing soccer ball

6+1 Traits: Organization

Poster A

Text Sample Passage

Manuel studied the piece of paper that Bill had found

in his locker. He could only read a few words: Missing,

Ball, and See Again. The paper smelled funny.

“How can we fi gure out where my soccer ball is?”

Bill asked anxiously.

“I think we can decipher this note,” Manuel said.

“Sometimes people make disappearing ink out of lemon

juice. I’ll show you. Then we’ll test your note.”

He ripped a sheet of paper from his notebook and

squeezed some lemon juice into a bowl. He dipped

a paintbrush into the juice and wrote on the paper

with it. Then he heated up Bill’s mom’s iron.

“Why are you doing that?”

Bill asked.

“Watch,” Manuel said.

As he ironed the paper,

letters slowly appeared.

“There’s a chemical called

carbon in lemon juice,”

he explained. “It turns

dark when you heat it.”

“Cool! Let’s test the note

for clues!”

Fiction Mystery

Mondo Pathways to Writing Poster A/Fiction/Mystery Text Sample Passage 3•3

Writers describe

clues clearly when

creating a mystery.

Writers think about

addressing the reader as

they compose a mystery.

Mystery writers think about

having a problem for their

characters to solve.

Poster B

Deconstruction

Organizer

Poster B

Deconstruction Organizer

Planning a Mystery

Mondo Pathways to Writing 3•3 Poster B/Mystery

Composing a Mystery

Purpose:

Students

Victim:

Detective:

Setting:

Title:

Mystery:

Plot and Clue Ideas:Audience:

Session 1 Text Type and Process Review

Reviewing the Text Type

Place the Text Sample Passage (Poster A)

on your easel where all students can see

it clearly. Begin by explaining that they

will be thinking about a familiar text

type from a writer’s viewpoint.

Focus student thinking on the features of

a mystery through open-ended questions.

Gather responses and then read the text.

Let’s think about the features of a

mystery. What did the author have

to consider before writing this piece? As

I read the text, look for these features and then share your ideas with a partner.

Yes, clues are an important aspect of a mystery. What examples can you fi nd?

Introducing the Writing Process Focus

Use the Text Sample Passage to briefl y review the writing process from planning

to publishing from the writer’s perspective.

The Writing Process: Composing a Mystery

Mondo Pathways to Writing 3•3 Mystery / The Clue in the Disappearing Ink 1

Post

er K

it #

3, P

art

1

Mo

del

ed W

riti

ng

/ S

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Thinking as writers, what did the author do when creating this

text? Yes, he would have thought carefully about the characters

and the mystery to be solved. Share with your partner some-

thing else the author would have done.

Now check students’ understanding of composing, where

writers think about the order of their ideas and select words

to express them.

What does the author need to do when composing? Yes, the order

of ideas is an important part of composing. What else?

Deconstructing the Writing Process Focus

Confi gure the poster kit so that the Text Sample Passage (Poster A)

and the Deconstruction Organizer (Poster B) sit side by side on

your easel, where all students can see them clearly.

Foster a discussion on the aspects of the composing process that

the writer might have followed as he planned The Clue in the

Disappearing Ink.

I like your thinking about the composing process. Let’s record

your ideas on the organizer. What did this author have to think

about during the composing stage? Why will the setting be

important?

Fiction • Play Mondo Pathways to Writing

Eureka!Choose and research a famous inventor. Write a short play that ends when the inventor successfully invents his or her most famous invention.

Nonfiction • ReportMondo Pathways to Writing

Some Day

Think about jobs

that grown-ups do.

Which job would

you like to do?

Draw a picture.

Write about that job.

Nonfiction • ReportMondo Pathways to Writing

I Love Bugs!Choose a bug. Draw a picture of it. Then write some facts about it.

Grades

By Carmel Crévola and Mark Vineis

Marsh HabitatsThis wood duck lives in a marsh. The marsh is its habitat. A habitat provides food, water, shelter, and space. Everything the wood duck needs is

found in its habitat.

The duck swims in the shallow water. It drinks the water and eats the grass that grows in the mud. food and water Tall grass and dead trees hide the duck and its nest. shelter They protect the duck from danger. There is plenty of space for the duck’s nest and for other wood ducks, too. space

food

shelter

water

space

Nonfi ction Report

Mondo Pathways to Writing Poster A/Nonfi ction/Report Text Sample Passage 1•9

Reports are true. They include information and important details about things in our world.

Writers tell their readers what the report is going to be about in the title and opening.

After creating a plan, writers collect and organize information about their topic when writing a report.

Welcome to Pathways to Writing 3

In addition to focus-based lesson plans, the program includes a selection of writing task cards for use in centers or during independent writing time. Students are encouraged to further explore the various text types through engaging prompts and writing ideas that may draw on their personal experience and prior knowledge, but which may also expand their horizons by requiring interviews, simple research, or fact-gathering of another sort.

For teachers who currently use another writing program, Pathways to Writing works perfectly as a supplemental collection of writing samples, lessons, and ideas for modeled and shared writing instruction. Although designed for whole-class use, the Pathways text models and writing process organizers are easily adapted to small-group instruction with students for whom assessment has highlighted a specific writing strategy as the next area of learning need. All of the organizers appear in the lesson plans as reproducible masters, which may be useful in guided writing instruction or for independent writing.

Pathways to Writing can also be used as a complement to the reading of specific text types in Mondo’s Bookshop Reading Program and Now I Get It! K–5 Comprehension Strategies for Fiction and Nonfiction, further emphasizing the reciprocal nature of reading and writing. Rather than dealing with extended texts, the text models provide “snapshots” of text types, which facilitates the flexibility of the writing instruction. The shorter text models ensure that teachers have ample time to thoroughly work through the teaching focus and allow students to attend to specific elements of the selection.

Program ComponentsBoth Pathways to Writing for Grades 4–5 grade-level kits include the following:

d 12 text models for interactive whiteboard or LCD projector

d 48 graphic organizers (4 per text model) for interactive whiteboard or LCD projector

d 12 two-part lesson plans that include reproducible masters of the graphic organizers

d Text-specific Revising Rubrics

d 100 writing tasks on laminated two-sided cards in a reusable storage box

d Full-color Drafting Pointers poster

d Full-color Editing & Publishing Pointers poster

d CD-ROM and LCD projector applications d 3-ring storage binder for lesson plans,

teacher guide, and CD-ROM

The 12 text models are evenly divided between fiction and nonfiction, and are linked to each grade-level curriculum through both text type (e.g., historical fiction, persuasive text) and through nonfiction topics in science and social studies. This further supports seamless integra-tion of Pathways to Writing into the existing curriculum.