Creating+a+Scene


 * Creating a Scene ** (NFMT p. 90)

“Creating a scene combines snapshots of character and setting and describes something that is happening.” (p. 75) “This technique helps writers synthesize the information they are researching and serves to draw the reader in for a closer look.” (p. 75-76)


 * Students will write a narrative on their research topic by embedding information into action.
 * Read p. 6-7 of //Lightning// by Stephen Kramer (551.5 KRA). Discuss what makes that an exciting beginning. (description, action, can picture, word choice)


 * Show students the difference between:

a. Antarctica is the coldest, windiest place on earth. b. Down at the very bottom of the world, there’s a huge island that’s almost completely covered in snow and ice. It’s called Antarctica, and it’s the coldest, windiest place on earth. The weather’s bad enough there in summer, but in winter, it’s really terrible. It’s hard to imagine anything actually living there. (//The Emperor’s Egg// by Martin Jenkins)


 * Share NFMT p. 90 (Model section) about frogs, showing the list of facts, then the scene created with those facts.
 * Read //I Can Read About Creatures of the Night// starting at the **__bat__** section (p. 10).
 * Students listen for facts about bats.
 * Students remember and share up to 5 facts to put under doc cam.
 * Have them use those facts to create a scene.
 * Share examples from past years.
 * Read //Bat Loves the Night// – Davies (E DAV) and discuss how the author uses her facts in many scenes with wonderful details and other facts in smaller print.
 * <span style="font-family: 'Cambria','serif'; font-size: 19px;">Try again with the **__moth__** section (p. 6).
 * <span style="font-family: 'Cambria','serif'; font-size: 19px;">Students share their lead that they like the best.

<span style="font-family: 'Cambria','serif'; font-size: 19px;">Do **Writing in Second Person** as the next lesson.