Writing Unit: Realistic Fiction

Writing Unit: Realistic Fiction Intended Grade Level: 3rd grade Teacher: Mariesa Jozwiak

Lesson Goals: Student writers will be able to: 1. provide a basic definition of the Realistic Fiction genre; 2. explain how the Memoir/Personal Narrative and Realistic Fiction genres are different; 3. use a picture prompt to create a realistic fiction character; 4. use the “Who…, Wants What…, But…, So…, Then…” organizational framework to sketch a Realistic Fiction story that includes a realistic character with a desire, an obstacle, and a resolution

I. Read The Old Woman Who Named Things by Cynthia Rylant  read to discover more about the choices Cynthia Rylant made regarding her characters

II. Explain & name the genre (Realistic Fiction) by asking student writers:  Was this a fiction or non-fiction piece? o fiction—probe into any incorrect answers by asking follow up questions that uncover the misunderstanding so that it can be corrected  What book that we know really well does this piece most remind you of? Why? o provide examples of realistic fiction, historical fiction, fantasy, and/or science fiction books that the group has shared previously o guide discussion to the understanding that The Old Woman Who Names Things is a made-up story, but it contains characters and situations that could happen.  Define the genre as Realistic Fiction.

III. Discuss one of the “tricky” parts of writing in this genre: creating a character that is realistic (but not you) involved in realistic situations (that aren’t just like yours) that are interesting (but not impossible)  provide examples from class that illustrate distinctions between the Memoir/Personal Narrative and Realistic Fiction genres

IV. Explain how to use picture prompts to create Realistic Fiction characters

V. Provide each student writer with a picture prompt of a child and instruct them to:  create a background for this character o have each student writer turn to his/her elbow partner and tell him/her about the character o volunteers share character sketches with the whole group  create a situation for this character o have each student use the . Who… . Wants What… . But… . So… . Then… organizational format to create a realistic situation for his/her character in Writer’s Notebook

VI. Sharing  share created situation with elbow partner  gather thoughts on the use of the picture prompt strategy  volunteers share Realistic Fiction situations with the whole group (with an emphasis on the Realistic Fiction nature of the situations created) o correct any misunderstandings evident in created situations (ie: students who created situations exactly like their own, or situations involving elements of fantasy)

VII. Discuss next steps  Provide “assignment” o “Now that you’re getting to know this character, keep him/her in your mind as you go about your day. Keep asking yourself what he/she would do in certain situations and why.” . Throughout the day, ask students how their characters would react during the activity at hand. (ie: “What would he/she be eating for lunch today? What would he/she play at recess? Where would he/she sit during read aloud? WHY??)

During subsequent Writing Workshops students could:  create entries in their Writer’s Notebooks featuring the character created during this lesson  create additional characters using new picture prompts o picture prompts representing different age groups could be introduced  create additional characters without using picture prompts