The Mysteries of Harris Burdick

The Mysteries of Harris Burdick By Chris Van Allsburg 0-395-35393-9

Six Trait Writing Lesson: Ideas

Absolutely one of the best story leads, writing prompts, that has ever been created. This book leads creative writers down the road of imagination. In this book Chris Van Allsburg has taken a short mystery story and added his amazing black and white illustrations to a collection of story titles and one sentence story beginnings.

Once the 6 traits are explained, students can begin their writing practice be writing a completed version for one of these story prompts. The teacher can choose which illustrations to use or the student’s can choose which story lead and illustration is sparking their creativity.

Book Themes:  Mystery genre  Creative writing  Writing skill: story leads  Writing practice: Writing to a prompt

Writing Targets:  Uses pictures to express ideas in a four paragraph story  Combines picture details with an imaginative text  Creates a stand-alone text which expresses a clear message  Incorporates illustrated details into text as a method for giving the story line interest, depth, and meaning  Enhances the story lead with an effective story hook which catches the reader’s attention  Tells the mystery beyond the lead using a first person voice

Opening Lesson: Teacher Read To  During the initial 10 minute book talk, the teacher will introduce the concept of a story lead/prompt to the students  The teacher will read the mystery introduction and will share three of the story leads in order to set the stage for student inquiry  The teacher will open a writing discussion with, “What would you do if this package of story beginnings was delivered to you for completion?” Using a piece of chart paper, the teacher will write down student ideas by using the “K” column of a K-W-L chart  The teacher will model a Quick Write idea map for one of the story leads while discussing their “thought” processes a loud for the students  The students will write the title of their chosen story lead in the center of their paper, they will draw 5 lines out from the story title and label the web as follows: story hook – opening scene – beginning action – middle action scene – ending scene  The students will write their initial story ideas in the 5 areas of the story map during a 10 minute “quick write” session

Second Lesson: Story Hooks  During the initial 10 minute book talk, the teacher will reread the three story leads/prompts to the students after instructing the students to close their eyes and to listen to what the author is telling their imagination  The teacher will open a writing discussion with, “What did you hear from the author?” “What did your mind begin to do with the leads?” As the students discuss the opening leads, the teacher will write their responses in the “W” column of the K-W-L chart  Students will be asked to volunteer their previously written hooks from lesson one  The teacher will choose one of the shared student hooks and will model, a loud, how to edit and polish the hook in order to ignite a desire to read beyond the opening line  Students will edit and polish their previous hooks during their 10 minute “quick write” session

Third Lesson: Mystery Word Choices  During the initial 10 minute book talk, the teacher will reread the three story leads/prompts to the students after instructing the students to close their eyes and listen to what words the author chose to use that gave them a sense of a mystery unfolding  The teacher will open a writing discussion with, “What words did you hear that gave you a sense that you might be reading a mystery? As the students discuss the author’s word choices, the teacher will write the words on chart paper for a Mystery Word Wall  Students will share mystery nouns that the teacher will add to the Mystery Word Wall chart  The teacher will discuss the skill in finding just the right balance of adjectives that will “paint” a picture in a readers mind. The teacher will use a tri-fold writing template to model how to write beyond the nouns in a story. The three columns will be labeled as: Mystery Nouns – Adjective that describes the noun – Sensory adjectives  The students will choose 5-10 mystery nouns to work with for their 10 minute “quick write” session Fourth Lesson: Action Scenes with Smooth Transitions  During the initial 10 minute book talk, the teacher will model two versions of a four paragraph story that was prewritten for the first lesson’s Idea Map. Using colored pens for hi-lighting, the teacher will lead the writing discussion about why the first version does not have smooth transitions and too many action scenes.  Using the second version, the teacher will lead the discussion in why the transitions were re-written. How editing the “dead-wood” action scenes from the story, creates better imagery for the reader to follow the sequence of events in the mystery.  The students will use their Idea Maps to write the first draft of their Harris Burdick Mystery.

Fifth Lesson: Editing First Draft  During the initial 10 minutes, the teacher will review the editing of the first-to- second draft versions of yesterday’s story.  The teacher will lead students in the editing of their first drafts. Students will use yellow hi-lighters on the areas they feel worked well. The teacher will ask them to re-read their drafts for the following areas: opening hook – word choice/phrases – paragraph transitions – ending wrap up. (Students can use a red color pencil for circling areas that are needing more detail; use a purple colored pencil to place a question mark for those areas that are confusing; and a green colored pencil for those areas that should be “singled-line-crossed-out)  Students will spend the remainder of the time editing their first drafts  Homework: Rewrite the mystery (all work will be stapled together when turned in)

Follow-Up Lesson:  Teacher leads a writing debriefing using the “L” column of the K-W-L chart  Teacher could type up a few samples of smooth transitions (without student names) and discuss them with the class  Teacher could list effective mystery word choice/phrases for students to add to their copies of the word wall  Teacher could have students create a picture book with student illustrations for each paragraph