May Second Grade Unit of Study Writing Book Reviews Duration 20 Days Goal of Unit: Students will write

te expressively and use writing to discover what they are thinking. Additional Goals of Unit: Writing Content Students will: Keep their writing focused on its purpose Clearly state an opinion or idea about the text Consider their audience for their work Organize their thoughts to support a statement Choose their words carefully to communicate their ideas Continue to develop their voice as a writer by trying to make the work engaging Use some elements of a book review Support their ideas with evidence from the text, using quotes appropriately Writing Conventions Students will: Spell frequently used words correctly Use resources to spell words correctly Use end punctuation, quotation marks, and capitalization properly Writing Habits Students will: Participate in class conversations Get to work quickly Manage their own writing tools and supplies Talk to one another about their writing Make use of a plan to write Work independently without needing teacher intervention to progress Read and reread their work often Revise their work Edit their work Community Students will Volunteer ideas, listen, and respond to others Work with a partner to develop and improve writing Show respect for all members of the community and their work, regardless of ability Writing Book Reviews

Express disagreement in a way that promotes conversation rather than shuts it down Ask for help when they encounter problems and offer to help classmates with problems

Possible Mentor Text for Unit: www.pbskids.org/readingrainbow/books www.spaghettibookclub.org www.cyberkids.com www.kidreviewer.com www.kidsfirst.org Prior to beginning of unit SW get a favorite book they have already read to begin their first review. Reading Rainbow videos include student created book reviews that writers can watch and listen to. When viewing point out review to students. Refer back to these reviews during unit of study. Print book reviews from website to use as mentor texts. Day One: Objective: Students will describe what makes their favorite books so good. HOTS: Knowledge T&SW create a list Things We Love About Books (refer to p 81 in Second Grade Writers). TW refer to favorite read aloud(s). TW model, using language from created list, how to reread and mark favorite parts with sticky notes. SW think about favorite book and tell a partner all the things they love about it. SW reread favorite book and flag important parts with sticky notes. Closure SW share favorite parts. Day Two: Objective: Students will express what book reviews have and dont have after reading mentor book reviews. HOTS: Comprehension SW read mentor book reviews with a partner noticing qualities that make a book review. TW lead discussion on what is included in a book review and create anchor chart (refer to p 87 in Second Grade Writers) TW introduce book review paper and use favorite read aloud to write title and author. SW begin to write a book review using favorite book Closure SW share one element they included in their book review and read sentence from writing. Day Three:

Writing Book Reviews

Objective: Students will infer the overall feeling the author is trying to convey. HOTS: Analysis TW show students past read alouds and class will discuss overall feeling they got from book. SW give text evidence to support feeling. TW model how to begin drafting review. SW continue to draft book reviews. Closure How is a book review different from giving a retelling of the story? Day Four: Objective: Students will analyze mentor reviews to choose a way to hook the reader in their own writing. HOTS: Analysis/Application TW read a bad and good review to compare different leads (focus on 2 types) SW analyze mentor book reviews to find different ways to begin. SW read lead sentence aloud. TW assist students in naming the type of lead and record an example on an anchor chart (see anchor chart at end of unit for example) T&SW add lead to class book review. SW reread writing to include an interesting lead. Closure SW read the ways they hooked the reader. Why is it important to hook the reader? Day Five: Objective: Students will develop the summary portion of the book review that has a balance of details. HOTS: Synthesis TW think aloud while reading the summary portion of mentor book reviews focusing on reactions (When I read this summary, I found out what happened in the end, so that doesnt make me want to read this book But this book review gave me an idea of the story) T&SW add summary to book review. SW reread and revise own book reviews to include a succinct summary. Closure TW select students to share summaries. Day Six: Objective: Students will revise their book review to include who the book was written for. HOTS: Evaluation TW display familiar read alouds (fiction and nonfiction) and do brief retell of each book. TW model how to think about characters and plot of a fiction story and infer who the audience would be. SW select one of the books to discuss with partner. SW discuss who the book was written for and how do you know. S&TW add who the audience is to class book review. Writing Book Reviews

SW reread and revise own book reviews to include audience. Closure Why is this important for you to write a review for a specific audience.

Day Seven: Objective: Students will analyze own book review to determine necessary parts of a book review using anchor chart. HOTS: Analysis TW display enlarged mentor book review (good and bad). TW model how to reread and refer to anchor chart. SW turn and talk to finish reviewing mentor text. S&TW discuss. SW analyze own book review with partner using anchor chart. Closure How did working with a partner help you when analyzing own book review? Day Eight: Objective: Students will create a good lead using questioning, a quote, title or setting. HOTS: Application TW review 2 previously taught leads. SW analyze more mentor book reviews to find different ways to begin. SW read lead sentence aloud. TW assist students in naming the type of lead and record an example on an anchor chart (see anchor chart at end of unit for example) T&SW add lead to class book review. SW reread writing to include an interesting lead. Closure SW share the ways they hooked the reader. Day Nine: Objective: Students will create a strong ending using your opinion, giving a recommendation, telling an interesting fact, or making a surprising statement. HOTS: Application TW read a bad and good review to compare different endings. SW analyze mentor book reviews to find different ways to end. SW read endings aloud. TW assist students in naming the type of ending and record an example on an anchor chart (see anchor chart at end of unit for example) T&SW add endings to class book review. SW reread writing to include a strong ending. Closure SW read the ways they ended. Why is it important end strong? Day Ten: Objective: Students will give strong evidence from the text to support their opinion. HOTS: Synthesis S&TW reread class book review to find the opinion, then find strong evidence to support the opinion. SW turn and talk to discuss what evidence from the text or illustrations is needed to support the opinion.

Writing Book Reviews

S&TW discuss where to put the evidence to keep fluency of review. SW share own review to determine missing evidence. SW add missing evidence. Closure SW share opinion and one piece of evidence found.

Day Eleven: Objective: Students will generate ideas for writing by creating a list of restaurants, movies, games/video games, and places to shop. HOTS: Knowledge SW quickly list restaurants, movies, games/video games, and places to shop. TW relate writing book reviews to other types of reviews. SW select one thing from list and quick write good and bad things about it. SW share selection and opinions. Closure Are there any connections between book reviews and other types of reviews? Day Twelve: Objective: Students will use knowledge of book reviews to create an anchor chart for structure of review for restaurants, movies, games/video games, and places to shop. HOTS: Synthesis TW create a 4 square chart labeled with each type of review. TW choose restaurant, read the review, and model thinking aloud about what was included in the review. TW list on anchor chart (example: eating area, cleanliness, prices, quality of food, etc.) SW work in groups to read other reviews and generate ideas for the chart. SW create a chart based on type of review they have read together. SW share with class. Closure - How do these reviews compare to book reviews? Day Thirteen: Objective: Students will draft their own choice of a review. HOTS: Application TW review anchor chart created in yesterdays lesson. TW share own model of review, thinking aloud drawing connections between a book review and this new review. SW turn and talk about connections between book reviews and new reviews. SW draft reviews. Closure: TW find good examples of student work to share aloud. Day Fourteen: Objective: Students will use a strong persuasive voice by using comparison to convey their true opinion. HOTS: Analysis

Writing Book Reviews

TW remind students of connections (T-S, T-T, T-W) and comparison used in nonfiction text and relate it to lesson objective. TW will use old mentor text, photographs and names of restaurants, video games, etc to have students think about comparisons. TW display anchor chart of comparisons (p61) to help students know what language to use (use Reading Rainbow video for sample book reviews that include comparative language). TW model using own review deciding where to insert comparison statement (lead or closing) TW add comparison to Good Leads anchor chart. SW add comparison statement to writing. Closure: SW share their statement and where they placed statement it.

Day Fifteen: Objective: Students will compare own review to mentor review using revision checklist with a partner. (*this may last 2 days) HOTS: Evaluation TW display revision checklist and student work to model how to use the checklist. SW work with a partner to use revision checklist on another writing sample. T&SW discuss ways to make writing better. SW work with partner and use revision checklist on each others writing. SW make revisions to own writing. Closure: What revisions did you make? Day Sixteen: Objective: Students will edit writing for capitalization of proper nouns. HOTS: Analysis TW use letter review and student checklist to check for conventions. T&SW read aloud the review pausing to think and check off conventions of review. SW use checklist independently and with a partner to edit writing. Closure How did the checklist help you? Day Seventeen - Twenty: Objective: Students will publish writing. (Teacher choice: computer, newsletter, wiki, etc.) HOTS: Evaluation Mini-Lesson will be dependent on type of publication

Writing Book Reviews