Setting Up a Study of Literature in an Elementary or ...

Setting Up a Study of Literature in an

Elementary or Middle School Classroom/

Mentor Texts in a Writing Workshop

The Process

Part I: Selection and Evaluation of Children’s Literature

Andrea Davis Pinkney author study:

1. Sit-In How Four Friends Stood Up By Sitting Down

- Sit-In tells the story of how four students initiated a sit-down strike to take a stand against

segregation. The story keeps the reader interested through its use of recipe language,

relating desegregation to a recipe, and simplifying the concept. This makes the story very

readable for young children. The story is also very relatable as it focuses on how African

Americans were denied simple things in life which everyone; even young children have

experienced (eating out at a diner). Pinkney gives a full representation of events. She

focuses on one specific event throughout the story, the sit-in in North Carolina, however,

she also describes the national impact this had and notes specific important historical dates.

Pinkney has also included a “Civil Rights Timeline”, more information on the four students

of the stories focus, and further reading suggestions at the end of the book, giving her the

right to write this particular story. Overall, this book can be described as a high-quality,

multicultural piece of children’s literature.

2. Ella Fitzgerald The Tale of a Vocal Virtuosa

- Andrea Davis Pinkney writes the story of Ella Fitzgerald, the Queen of Scat. The story

starts with Ella’s life as a child in Yonkers and takes us through her journey to becoming

the Queen of Scat. It is a very readable story. Pinkney captures the interest of the reader by

introducing the tale through a poem and keeps a rhyming rhythm to her text, which is quite

suitable for Ella’s story. Pinkney appears to have done her research and includes an

author’s note at the end with more facts about the life of Ella Fitzgerald. She has earned the

right to write this story and includes important historical dates within it. In addition to the

author’s note, there is also a note from the illustrator, Brian Pinkney. Brian explains that

the illustrations were inspired by works from Harlem Renaissance artists of the time that

the story took place. This added detail makes the story more realistic and interesting.

Overall, this book should be rated as a high-quality piece of children’s literature.

3. Sojourner Truth’s Step-Stomp Stride

- Sojourner Truth’s Step-Stomp Stride is the story of America’s great hero, Sojourner Truth.

The story tells of Sojourner’s early life as a slave, her escape and her incredible journey to

becoming the great lecturer and speaker of truth that she was. Andrea Davis Pinkney

describes Sojourners life in a realistic fashion. It is clear that Pinkney had done her research

on Sojourner’s life and background. There is even a section at the end where you can read

more about Sojourner Truth. Within this section there are suggestions for further reading.

Starting the story with Sojourners life as a child makes the book more relatable for

children, and more interesting. The book meets the high quality standard for its genre,

biography. The full story of Sojourners life is told. Important details of her life in slavery

and her escape are included. Important historical events are also included, and not left out,

such as in 1951, when Sojourner spoke at a women’s rights convention in Akron, Ohio.

The illustrations are also of high quality. They do not simply just color in the same face as

the white persons using black to depict African Americans, but instead, they depict

accurate facial structure to African Americans and show variation among people. There are

no stereotypes within the text or illustrations. Overall, this book should be rated as a high-

quality piece of children’s literature.

4. Bill Pickett Rodeo-Ridin’ Cowboy

- Bill Pickett Rodeo-Ridin’ Cowboy is the true story of Bill Pickett, an African American

cowboy who lived in the late 1800’s. The story is very realistic, since it is based on actual

events and people. Pinkney has included an acknowledgements section. Here, you can see

that she has done the research not only on Bill Pickett, but also on the area and time the

events took place (the black west). This adds to the realistic component of the story. In the

back of the book is also a section for suggested further readings and “more about black

cowboys.” So, yet again, Pinkney has shown she has the right to write. The illustrations

enhance the story of the Wild West. This is so as most of the illustrations have rugged,

rounded edges, suggesting pieces of burlap or cow hide.

5. Fishing Day

- Fishing Day is the simple story of a young African American girl and her mother on a day

out fishing. The story however, is not as simplistic as it seems. There is an undertone that

speaks to segregation and the Jim Crow laws. It is a realistic story as it is about a day out

fishing, which most everyone can relate to. It is also realistic in the sense that, at the time

the story is set in, there was segregation. Though segregation was the law, there were not

always signs for “white only” it every public area, as Pinkney explains in her author’s note.

A lot of times it was just implied that blacks and whites had to be in separate spots. This

was true for the river upon which many people fished. This is what is going on in the story

Fishing Day. Because of this, many African Americans can relate to it and it is very

realistic in that sense. The illustrations enhance the undertone of segregation by boxing off

both the illustrations of Rennie and her mother (African Americans) and the Troops

(Caucasian). The two families are not pictured within the same illustration until the very

end of the story, which would suggest that segregation laws would soon end. The author’s

note at the end of the story suggests that Pinkney’s own experiences with segregation and

her knowledge on the subject give her the right to write this story.

6. Alvin Ailey

- Alvin Ailey by Andrea Davis Pinkney is based on the true life of Alvin Ailey. Alvin Ailey

was an African American man who inspired the dance world and influenced modern dance

with his wild and unusual moves. The story is very realistic, as it references actual events

in history as well as Alvin Ailey’s life. Pinkney has added an acknowledgements section as

well as an author’s note that states that she has done the research on the life of Alvin Ailey.

She states that the story is a biographical narrative history which is based on actual events,

adding that the people, places, dates, and dance numbers are real. Once again, Pinkney has

earned the right to write. The illustrations truly enhance the dance aspect of the story,

which is the bulk of it. Alvin Ailey had a huge impact on modern dance and the

illustrations show great movement of the characters. The use of curved lines enhances this

effect.

7. Mim’s Christmas Jam

- Mim’s Christmas Jam is the story of a family Christmas. The father in the story is a

construction worker working on the New York City subway system back in the early

1900’s. The story is very readable, following only a single day in the life of the family. The

focus is on Pap, the father, making it home for Christmas dinner after a long day’s work on

the subway system. Pinkney includes a section before the story begins where information

on the history behind the New York City subway system can be found. This additional

section being included shown that Pinkney has the right to write this particular story, as she

has done the needed research to make the story accurate and realistic to the times.

8. Duke Ellington

- Pinkney does a spectacular job telling the story of Duke Ellington in this book. She has

done the research on Duke Ellington and included additional information about his life at

the end of the story. There is also a bibliography and videography section included. The

story is of high quality for its genre, which is biography. It gives a full account and

representation of events. She tells of Duke’s life, from childhood on. This makes the story

very relatable to children. Children may see themselves in young Duke. As the story moves

on, historical markers in Duke’s life are told. Nothing is left out.

9. Boycott Blues How Rosa Parks Inspired a Nation

- Boycott Blues takes us through the Rosa Parks story, told by a blues playing dog. The story

is very readable, keeping the readers interested through its use of metaphor and jazzy text.

Writing in this way, shows that Pinkney wants her readers to feel a certain way when

reading the story. Reading like a blues song, the reader feels the struggle of African

Americans such as Rosa Parks and is able to relate better in this way. Pinkney is a very

credible author who has earned the right to write this story. She includes an author’s note at

the end of the story which shows that she has done her research. She also explains her

reasoning for using “a backdrop of blues music” to set the scene of the Montgomery Bus

Boycott. This story of Rosa Parks, unlike others, is of high quality for its genre and gives

readers a full representation of events that surrounded the bus boycott. It tells of how Rosa

took her seat one row behind the “whites only” section. Most narratives of these events

depict this in an inaccurate way. Pinkney’s version follows a more accurate series of events

which did occur. In addition, the story does not single out “heroes” of the bus boycott, but

instead tells the story of the African American unity and determination it took to end

segregation.

10. Peggony-Po A Whale of a Tale

- Andrea Davis Pinkney’s Peggony-Po is a tall tale about a boy carved from wood who saves

his town and many sailors on the ocean from a giant whale. It is a very cute and readable

story. Clearly targeted towards younger children who find tall tales fascinating. Although

the story is merely mythical, it is relatable to history. The author includes an additional

section at the end to explain the relation between the story and actual sailors in the 1800’s.

She explains that whales were feared by many sailors of the time. In addition, she relates

this tale to the time when African Americans were integrated into the whaling business,

referring to the sea as an “equalizer of men.” Pinkney also includes a glossary and

suggestions for further readings. Even though the story might be a tall tale of sorts, it is

clear that once again, Pinkney has done the research on the topic, giving her credibility and

the right to write of the story. I would say that for its genre, this is of very high quality. It is

a tall tale story, however, it is related to history and myth that sailors actually believed.

Parts II and III: Reading Like a Writer

1. Sit-In How Four Friends Stood Up By Sitting Down

Author/ Book What Author

Actually Does

How It Helps Where Else

Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Sit-In

Highlights important

words and phrases that

are part of bigger

ideas.

Biographical

lines give the

quotes more

meaning.

Quotes give the

reader big ideas

to remember

about what was

important to the

person.

Doreen

Rappaport

Martin’s Big

Words

Big Words

Strategy

Andrea Davis

Pinkney –

Sit-In

“A doughnut

and coffee,

with cream on

the side.”

Uses a repeating line to

bring the reader…

Narrative

Refrain

Andrea Davis

Pinkney –

Sit-In

“Combine

black with

white to make

sweet justice.”

Uses a “recipe” to

show how integration

will work.

Recipe

Language

(Form of

Metaphor)

2. Ella Fitzgerald The Tale of a Vocal Virtuosa

Author/

Book

What Author Actually

Does


Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Ella

Fitzgerald

Splits the book into

“Tracks”

Creates a

smooth

transition

from one

scene to the

next for the

reader.

Alvin Ailey Moving On…

Andrea Davis

Pinkney –

Ella

Fitzgerald

Uses different font size and

style as well as line

direction to show voice.

Gives the

reader a sense

of feeling and

voice.

Jazz It Up!

(Form of

Onomatopoeia)

Andrea Davis

Pinkney –

Ella

Fitzgerald

“…they were

grits with

gravy – they

Makes comparison between

characters and a relatable

item.

Helps the

reader identify

with the

characters

better.

Andrea Davis

Pinkney –

Duke Ellington

“Fine-as-pie

good looks.”

Andrea Davis

Simile

brought out

the best in

each other.”

Pinkney –

Peggony-Po

“The boy was

as feisty as a

kettle of just-

caught fish.”

Andrea Davis

Pinkney –

Ella

Fitzgerald

Uses a poem to introduce

the story.

Let’s the

reader know

what to expect

from the

story, while

holding their

interest.

Poem Lead

Andrea Davis

Pinkney –

Ella

Fitzgerald

Uses comas often to show

the reader when to pause.

Sets the pace

for the reader.

Pause

3. Sojourner Truth’s Step-Stomp Stride

Author/ Book What Author Actually

Does


Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Sojourner

Truth’s Step-

Stomp Stride

Foreshadows that

Sojourner will do

something important by

talking about her “size-

twelve feet… and big-

soled shoes”

Let’s the reader

know that

something big

is going to

happen.

Big shoes to

fill

Andrea Davis

Pinkney –

Sojourner

Truth’s Step-

Stomp Stride

“Big. Black.

Beautiful. True.

Begins and ends the

story with the exact

same line.

Brings the

reader back to

the roots of the

story.

Loop

That was

Sojourner”

Andrea Davis

Pinkney –

Sojourner

Truth’s Step-

Stomp Stride

“Sojourner’s

step-stomp

stride.”

Uses a series of words

with the same initial

letter and sound.

Alliteration

Andrea Davis

Pinkney –

Sojourner

Truth’s Step-

Stomp Stride

Uses words to describe

sounds made by actions.

“An iron fist, smashing

the lies of the day. Bam!

Bam!”

Invites the

reader into the

story, as if they

were also

experiencing it

first-hand.

Onomatopoeia

4. Bill Pickett Rodeo-Ridin’ Cowboy


Does


Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Bill Pickett

Rodeo-Ridin’

Cowboy

“…he had to

wake when his

master said

wake, work

when his

master said

work, sleep

when his

Uses italics to show the

reader when to stress a

word.

Helps make the

points of the

story clearer.

Boycott Blues

“If you don’t,

we won’t.”

Duke Ellington

“…Duke

Ellington’s real

instrument

wasn’t his

piano at all –“

Give A Little

Oomph!

master said

sleep.”

5. Fishing Day


Does


Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Fishing Day



word.

Helps make the

points of the

story clearer.

Boycott Blues

“If you don’t,

we won’t.”

Duke Ellington

“…Duke

Ellington’s real

instrument

wasn’t his

piano at all –“

Give A Little

Oomph!

Andrea Davis

Pinkney –

Fishing Day

Uses quotations to

indicate when

characters are speaking.

Dialogue builds

the personality

of the

characters.

Quotations -

Dialogue

6. Alvin Ailey


Does


Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Alvin Ailey

Transitions from one

setting to the next by

making the story appear

to have “chapters”.

Creates a

smooth

transition from

setting to

setting.

Ella Fitzgerald Moving On…

Andrea Davis

Pinkney –

Alvin Ailey



word.

Helps make the

points of the

story clearer.

Boycott Blues

“If you don’t,

we won’t.”

Bill Pickett

Rodeo-Ridin’

Cowboy

“…he had to

wake when his

Give A Little

Oomph!

master said

wake, work

when his

master said

work, sleep

when his

master said

sleep.”

7. Mim’s Christmas Jam


Does


Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Mim’s

Christmas Jam

Moves the piece from

start to finish hour by

hour.

Helps the reader

understand how

a character

(pap) is

developed

throughout a

story.

In A Day’s

Work

Andrea Davis

Pinkney –

Mim’s

Christmas Jam

Tone of parts of the

story is somewhat

musical (sing-song).

“Keep drillin’, keep

poundin’, keep pickin’

and haulin’… keep

blastin’, keep loadin’,

keep sweatin’, keep

crawlin’!”

Moves the story

along with more

interest. Sets a

mood for the

story.

Sing Along

8. Duke Ellington


Does


Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Duke Ellington

“He was a

smooth-talkin’,

slick-steppin’,

piano-playin’

Lists more than one way

to describe something.

Gives the reader

a more detailed,

complete

picture of what

is being

described.

Judith Viorst

Alexander and

the Terrible,

Horrible, No

Good, Very

Bad Day.

The WHOLE

Picture

kid.”

Andrea Davis

Pinkney –

Duke Ellington

“Fine-as-pie

good looks.”

“…spicier than

a pot of

jambalaya.”

Describes the character

by relating his looks to

pie.

Helps the reader

visualize the

characters.

Andrea Davis

Pinkney –

Ella Fitzgerald

“…they were

grits with gravy

– they brought

out the best in

each other.”

Andrea Davis

Pinkney –

Peggony-Po

“The boy was

as feisty as a

kettle of just-

caught fish.”

Simile

Andrea Davis

Pinkney –

Duke Ellington

“…Duke

Ellington’s real

instrument

wasn’t his

piano at all –“



word.

Helps make the

points of the

story clearer.

Boycott Blues

“If you don’t,

we won’t.”

Bill Pickett

Rodeo-Ridin’

Cowboy

“…he had to

wake when his

master said

wake, work

when his

master said

work, sleep

when his

master said

sleep.”

Give A Little

Oomph!

9. Boycott Blues How Rosa Parks Inspired a Nation


Does


Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Boycott Blues

“peck, peck,

peck”

Draws a comparison

between a serious issue

and a relatable thing.

Metaphor.

Helps the reader

relate to the

issue.

Metaphor

Andrea Davis

Pinkney –

Boycott Blues

“Walked to

church, we

did.”

Restates points with

emphasis.

Let’s the reader

know what is

important.

Oh Yes We

Did!

Andrea Davis

Pinkney –

Boycott Blues

“If you don’t,

we won’t.”



word.

Helps make the

points of the

story clearer.

Duke Ellington

“…Duke

Ellington’s real

instrument

wasn’t his

piano at all –“

Bill Pickett

Rodeo-Ridin’

Cowboy

“…he had to

wake when his

master said

wake, work

when his

master said

work, sleep

when his

master said

sleep.”

Give A Little

Oomph!

Andrea Davis

Pinkney –

Boycott Blues

Uses a “blues backdrop”

to describe the setting of

the Montgomery Bus

Boycott.

Helps the reader

identify the

feelings of the

characters and

the times.

I’ve got a

feeling

Andrea Davis

Pinkney –

Boycott Blues

Begins the story with a

poem.

Let’s the reader

know what to

expect from the

story, while

Andrea Davis

Pinkney –

Ella Fitzgerald

Poem Lead

holding their

interest.

Andrea Davis

Pinkney –

Boycott Blues

Story is told from the

point of view of a hound

dog.

Gives the story

intrigue while

also implying

some metaphor.

Interesting

Point

10. Peggony-Po A Whale of a Tale


Does


Have We Seen

It?

What Can We

Call It?

Andrea Davis

Pinkney –

Peggony-Po

“Begins with a

whale, ends

with a whale,

and has a

whole lot of

whale in its

middle.”

Leads with what to

expect in beginning

middle and end of the

story.

Let’s the reader

know up-front

what the story

may contain.

Beginning.

Middle, End

Andrea Davis

Pinkney –

Peggony-Po

“He ate

anything that

got in his way.”

Uses exaggerated

language to describe

events.

Hyperbole

Andrea Davis

Pinkney –

Peggony-Po

Before beginning the

story she has a quote.

Sparks the

readers’

interest.

Quote lead

Andrea Davis

Pinkney –

Makes comparison

between characters and

Helps the reader

identify with

Andrea Davis

Pinkney –

Simile

Peggony-Po

“The boy was

as feisty as a

kettle of just-

caught fish.”

a relatable item. the characters

better.

Duke Ellington

“Fine-as-pie

good looks.”

Andrea Davis

Pinkney –

Ella Fitzgerald

“…they were

grits with gravy

– they brought

out the best in

each other.”

Andrea Davis

Pinkney –

Peggony-Po

Uses back and forth

dialogue throughout.

Develops the

characters

through their

own language.

Back and

Forth

Part IV: Establish Hypothetical Context and Plan Mini Lessons

Context: The grade level for these mini lessons is Fifth grade. These lessons are all to help

develop the students as writers through a writer’s workshop. No technologies such as computers

are to be used with any of the writing in the writer’s workshop. The purpose is for students to

cultivate their creativity and imagination. Students should also be able to go back and reflect on

entries as well as edit them. Keeping track of the original wording students use in their writing

and not erasing is also important for students to reflect on their growth as writers.

“Assume that the classroom demographics are typical of many of today’s schools – meaning, a

student body that represents diversity on many levels, including racial, ethnic, gender, religious,

political, socio-economic, and linguistic diversity as well as diversity regarding student

intellectual strengths and learning needs.”

I imagine myself teaching in Michigan, ideally in the Ann Arbor area. I expect my fifth grade

classroom to have a little diversity and perhaps even some special education students.

Three of the lessons included build upon one another; however, the other two lessons do not.

There is a specific order that I have thought about teaching them in. They may span a total of one

month.

Order:

1. The Whole Picture: enhancing a character

2. Simile: building on the whole picture – enhancing a character

3. Dialogue – Quotations: building a character even further

4. Onomatopoeia

5. Recipe Language: most complex strategy, put in place last

The Lesson: The WHOLE Picture – Craft: Listing multiple ways to describe a person or place

Mentor Text: Duke Ellington

CONNECT

Students learn why today’s instruction is

important to them as writers and how the

lesson relates to their prior work. The teaching

point is stated.

Yesterday, I had everyone write in their

writer’s notebook about a special person or

thing. I bet many of you described this person

or thing in many different ways, using many

nouns. Now, it’s time that we look at some of

the characteristics of this person or thing that

makes them special and combine them in a

way that makes them really stand out. So,

today, I want to show you how the author we

have been studying does just that to develop

and describe her characters.

TEACH

The teacher shows the students how writers go

about doing whatever is being taught. We may

teach by demonstrating (modeling how and

when writers use this strategy or concept in

their work rather than simply telling what

writers do); explaining and showing an

example; involving the class in a shared

inquiry; or taking them through guided

practice.

Remember yesterday when we read the book,

Duke Ellington by Andrea Davis Pinkney. You

may still have a good picture of Duke in your

minds from the way he was described and

characterized in the story. Pinkney was able to

provide such vivid descriptions that remain in

our minds via a writing strategy. She listed

more than one way to describe Duke in one

sentence.

“He was a smooth-talkin’, slick-steppin’,

piano-playin’ kid.”

This gives the readers of the story a more

detailed, complete picture of the character.

Here’s an example of what I mean…

I wrote about my mom the other day. If I were

to choose three ways to describe her I would

say she is intelligent, strong minded, and self-

sufficient. So, I may add somewhere in my

introduction to the story about my mom that;

She is an intelligent, strong-minded, self-

sufficient woman.

ACTIVE ENGAGEMENT

After we teach something, students are given a

Let’s all look back at our entries from

yesterday and list three ways we can describe

chance to quickly practice what has just been

taught or to share noticing’s about the

demonstration in order to understand a kind of

thinking about writing that they can try in their

own work.

the person or thing we wrote about.

Once everyone has their list, we will combine

the items and make on detailed sentence to

describe them.

LINK

The teacher reiterates what has just been

taught, adding it to student’s growing

repertoire. Students are reminded that today’s

lesson pertains not only to today, but to every

day and to strengthen their writing for the

specific unit inquiry.

In your future writings I want all of you to use

this strategy if it is applicable. If you are ever

writing about someone, you can incorporate

this so that your readers have a better

understanding of the person you are writing

about.

The Lesson: Simile

Craft: Make comparison between characters and a relatable item.

Mentor Text: Ella Fitzgerald

CONNECT




point is stated.

Yesterday, we learned how to look at some of

the characteristics of this person or thing that

makes them special and combine them in a

way that makes them really stand out.

Today, we are going to build off of this

strategy and learn about another way to

enhance the image of a character or person you

write about. This second strategy involves

making comparisons between the person and a

relatable item. Today, I want to show you how

the author we have been studying does just that

to develop and describe her characters.

TEACH









practice.


Ella Fitzgerald. Andrea Davis Pinkney used a

writing technique called simile when she

described the relationship between Ella and .

She stated that “…they were grits with gravy –

they brought out the best in each other.”

This image helps the reader understand

personality traits better and can really enhance

the character.


Mrs. Smith across the hall is always making

sure everyone else in the hallways is happy and

has all the materials they need for the day. She

is very sweet and polite that way. So, if I were

to write about her I may choose to say that

Mrs. Smith is as sweet as the icing on a

cupcake.

ACTIVE ENGAGEMENT






own work.

Now, I want you guys to try this. Everyone

think of a person to describe. When you have

that person in your mind, quietly talk to them

as if they were here. Tell them some of their

personality traits and try to make a comparison

between those traits and a relatable item, Like I

just did with Mrs. Smith and the cupcake.

LINK







If you are ever writing about someone, you can

incorporate this so that your readers have a

better understanding of the person you are

writing about.

The Lesson: Using quotations

Craft: Dialogue

Mentor Text: Fishing Day

CONNECT




point is stated.

We have been learning a lot about some

strategies that can enhance the personality of

the people/ characters we write about. Today,

we are going to build upon those even further

by adding dialogue to our writing. That is what

the people say.

TEACH









practice.


Fishing Day. Andrea Davis Pinkney uses a lot

of conversation between characters. She

indicates that one of the characters is talking by

her use of quotations. (Point out what

quotations look like in the text.)

Let me show you what I mean…

(Engages class in short conversation.) Ok, now

let’s go through what was said, but I am going

to tell it as a story and write it up on the board.

I asked Anna what is your favorite thing about

the school day? Anna replied I like recess and

reading time the best.

Let’s review what I just wrote. As I read the

sentences aloud, I want everyone to tell me

when I what I am about to read was something

either myself or Anna said. (When students tell

you, stop and make quotation marks around the

sentence.)

ACTIVE ENGAGEMENT






own work.

Now, I want everyone to try it. Turn to a

partner and have a short conversation. Then, I

want you to write about the conversation in

your writers notebooks, using quotations when

necessary.

LINK







Using dialogue in your writing is a great way

to develop a characters personality. We can all

use this strategy in future writings to enhance

our characters.

The Lesson: Onomatopoeia

Craft: Using sound words to enhance stories.

Mentor Text: Sojourner Truth’s Step-Stomp Stride

CONNECT




point is stated.

We have been writing quite a bit in our writers’

notebooks and learning of strategies to make

our stories more interesting for our readers.

Yesterday everyone should have written about

some type of event in their lives. Now, we are

going to take those stories and learn how we

can invite the reader in as if they were also

there experiencing it with you.

TEACH









practice.


Sojourner Truth’s Step-Stomp Stride

by Andrea Davis Pinkney. Pinkney did

something in her writing that really made the

story real for us. She used sound words to

bring the story to life. Let’s look back at what

exactly it was she did… “An iron fist,

smashing the lies of the day. Bam! Bam!”

Now, I am going to show you how to do this. I

want everyone to be very silent for the next

minute.

Now, listen, as I describe that last minute.

We sat in silence, staring and waiting to find

out what was going to happen next. It seemed

like the longest minute ever. Tick-Toc, Tick-

Toc, went the clock. I counted each and every

Tick-Toc of the clock to pass the time.

ACTIVE ENGAGEMENT






own work.

Now, let’s all think back to what we wrote

about yesterday. Turn to a partner and think-

pair-share about some of the sounds that may

enhance your story.

LINK







In your writer’s notebooks today, I want you

all to enhance your stories further by adding

sound words to invite the reader in.

The Lesson: Recipe Language – pulling out important components to form a recipe for a topic.

Craft: using minimal words, while still making sense

Mentor Text: Sit-In

CONNECT




point is stated.

You have been writing a lot in your writing

notebooks about topics that are important to

you. Some of you chose to write about family,

while others wrote of friendship. Writing about

important topics is a useful seed strategy to

pull ideas from. Now it’s time that we look

back at those stories and pull from them the

heart of the topic. Right now, the stories we

have written are just that – stories.

So, today I want to show you how the author

we are studying pull out the main concept or

topic of the story and uses components of it to

form a recipe.

TEACH





Sit-In by Andrea Davis Pinkney. You may

recall how her story was tied strongly to food.

It also ended with a recipe for integration. She






practice.

wrote about the laws “recipe” for segregation

as well. “Do not combine white people with

black people. Segregation was a bitter mix.”

She contradicted that by writing, “A new brew

called integration… Combine black with white

to make sweet justice.” She was able to pull

the important aspects of the topic of integration

and simplify the topic in recipe form.

The simplified, minimal word recipe for

integration helps Pinkney as a writer because

she can help readers connect to and understand

the sometimes complex topic she is writing

about.


I wrote about school in my writer’s notebook

yesterday. Let me read what I wrote for you…

Now, what are some things that I may pull

from the story to write my recipe for school?

Well, every school needs teachers to teach,

students or children to learn, books to read, etc.

Combine all these things with a dash of fun

and you have the typical classroom or school.

ACTIVE ENGAGEMENT






own work.

Now, I’d like you to think of some topic that is

especially important to you. Turn to your

partner and think, pair, share.

(Example topics may include; friendship,

family, love, school, kindness, etc…)

When you have your favorite topic picked out

start thinking and writing down what aspects or

components make the concept work and hold it

together.

LINK







Today when you are writing in your writers

notebooks, I want you to think about what

important thing underlays your story. Once you

have picked this out you can revise your stories

to include recipe language for that topic and

end them with a new recipe.

Part V: Reflection Notes

I thought a lot about the books I wanted to incorporate in this project. I had originally wished to

do a genre study; however, time became an issue. I chose instead to do an author study as I had

learned that there were a few authors whom are notably good at writing multicultural children’s

narratives. Additionally, I had seen a few of Andrea Davis Pinkney’s books in class and knew

she was one of these good authors. Two of her books in particular really drew me to this author

study on Pinkney, Duke Ellington and Ella Fitzgerald. I liked these books because I personally

enjoy these musical artists and music of their time. Incorporating them in this project really made

the project a lot of fun for me.

At the start of this project I knew that it was one that would require time to finish. I did not

however anticipate how much work it would be. By this, I mean that I had not considered the

amount of writing strategies an author may use within one children’s narrative. It astonished me

how many strategies one book could have and how each one really enhanced the story for the

readers. At times, I thought that I had found all the strategies that a book used in its writing, then

would read the book again and find many more. I am sure that within all ten of the books which I

studied for this project there are still some strategies that I have not picked out. Analyzing all

these texts for writing style and strategy showed me how much creativity is put into quality

writing that is often over-looked. This is a really important thing in my opinion. I think that a

version of this very project would really show elementary and middle school students a great

deal about what writers do to make the story interesting and really come alive for the reader’s

enjoyment. If we can teach students at a young age to read like a writer, then the possibilities for

their future writing would be endless. Students would be able to see strategies within a mentor

text, recognize them as useful, and could apply them to their own work.

I had a huge variety of strategies to choose from to form my mini lessons on. Pinkney uses a lot

of strategies that I found interesting, such as the blues backdrop strategy. I wanted to use some of

her more interesting and fun strategies to build my mini lessons off of. Therefore, I decided not

to have strategies that built off each other to form one final product, but rather have five

strategies that were somewhat separate. Because of this, I decided that the mini lessons would

need to be aimed at a higher elementary grade level, such as fifth.

Setting Up a Study of Literature in an Elementary or ...

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