Chapter Two and a Half

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This lesson was originally designed to use with 5th graders. Students will read Louise, The Adventures of a Chicken and notice the organizational patterns the author uses. They will then copy those patterns to write their own chapter for the story.

  • Read Louise, The Adventures of a Chicken (it is a bit of a longer read, so you may consider doing this on a seperate day)
  • Discuss with students what patterns they noticed in the story.
  • Explain to students that they will be writing their own chapter to add to this story. In order to ensure that their chapter sounds like it belongs in the story, their chapter should use all of the same patterns that are found in the other chapters.
  • Pass out the worksheet to students. On this page the story is written in three columns. Each chapter reads straight down one column. It has been organized with breaks so that students can see the different parts of the chapter, and compare them from chapter to chapter.
  • Notice the following patterns with students. As you discover patterns you may want to record them on a poster or the board.
  • Chapter titles all start with "Louise" and are short and simple.
  • The first sentences all build on the simple sentence "Louise longed for adventure"
  • The second sentences use a phrase about Louise leaving the hen house and then have some good descriptive detail.
  • The next section describes the setting, sets the stage for her next adventure, and ends with the sentence, "Here, at last, was true adventure."
  • The following section describes the problem and ends in mentioning her heart beating fast in her feathered breast.
  • The next section describes the solution and ends with Louise heading back to the farm.
  • The final sections, of the first 2 chapters, are almost the same. Discuss why the third chapter is different. (Because it is setting up the end of the story instead of another chapter.) This is why students will be writing chapter 2.5 and not chapter 4.
  • Remind students of their assignment, to write another chapter for this book, that follows the patterns the author used.
  • Start by having them brainstorm settings/situations for their chapter in a circle map. Give them some time to discuss and share ideas with each other.
  • Pass out the flow map to students.
  • Help them work through the process of filling in their flow map, being sure to follow all of the patterns that are in the original chapters.
  • Once students have a completed flow map, they are ready to start writing. (I like to check flow maps before we move on because good brainstorms lead to good stories and vic versa)
  • Once students have written their story, have them trade papers with a partner. If you have time, type up the list of patterns you found together as a class and have students use it as a checklist.
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