ALEX Classroom Resource

  

The Houdini Box: What Did Houdini Hide? Writing Creative Endings

  Classroom Resource Information  

Title:

The Houdini Box: What Did Houdini Hide? Writing Creative Endings

URL:

http://readwritethink.org/classroom-resources/lesson-plans/houdini-what-houdini-hide-30878.html?tab=1#tabs

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

This lesson comprises five lessons that students love. During the first session, read aloud The Houdini Box by Brian Selznick to the class. Students then follow the steps of the writing process to create a new ending for this book. Students gain experience brainstorming, drafting, editing, and polishing their writing. Because their story endings must flow well with the rest of the book, students must understand what the book is about. The goal is for them to understand what they're reading and to demonstrate their knowledge of the book's content and their own creativity through a writing piece.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
1 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.1- Answer who, what, and where questions to demonstrate understanding of a story.


English Language Arts
ELA2015 (2015)
Grade: 3
5 ) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL.3.5]

English Language Arts
ELA2015 (2015)
Grade: 3
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts
ELA2015 (2015)
Grade: 3
25 ) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.3.4]

English Language Arts
ELA2015 (2015)
Grade: 3
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-3.) [W.3.5]

English Language Arts
ELA2015 (2015)
Grade: 3
30 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.3.10]

English Language Arts
ELA2015 (2015)
Grade: 3
31 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 3 topics and texts, building on others' ideas and expressing their own clearly. [SL.3.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.3.1a]

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.3.1b]

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL.3.1c]

d. Explain their own ideas and understanding in light of the discussion. [SL.3.1d]

Tags: brainstorming, Cube Creator, drafting, editing, Essay Map, The Houdini Box, writing
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Author: Cassie Raulston