CRAFT STUDY:

THE LITTLE HOUSE

An Instructional Action Plan
Kate Waterman

University of New England
Possible Craft Elements Options for The
Little House by Virginia Lee Burton
Descriptive
Language
Effective Ending
Personification
Point of View

Print Features
Print Layout
Punctuation
Sequencing


The Plan
(small unit plan for Grade 2)
Day Agenda Craft Element Task
1 Introduce Book Discuss different
elements found in
story
Chart (whole group)
what each craft
element is
2 First Read Descriptive Language Picture/Description of
where you live
3 Close Read Point of View Use a story starter to
finish story from
different points of
view/group work
4 Re-read Points of
Interest
Personification Use task cards of
objects found within
storyexplain how
each object feels and
thinks from their place
in the story
The Plancont.
(small unit plan for Grade 2)
Day Agenda Craft Element Task
5

Re-read Points of
Interest

Layout/Punctuation
Print Features
Journal Prompt/Free
write using these
elements/share
6

Re-read Points of
Interest

Sequencing

Use pre-made
sequencing picture
cards to re-tell story in
own words

7

Go Over Ending/Find
out Why Its Effective

Effective Ending

Write a story of choice
by writing the ending
first/use many craft
elements

Daily Descriptions
Day 1 - Introduction
Show book
Discuss craft elements in book
Whole group to chart aspects of each of the eight craft
elements in book on carpet (this may take two days
depending on students background knowledge of craft
elements.)-use as anchor chart/reference in classroom
Explain to students that they need to keep an eye out
for these elements as I read
*possible: divide students into eight groups and have
each group take notes on examples they hear that relates
to their groups craft. Each group may present their
finding after they hear the story a couple of times. If
choosing to do this, the Introduction will most likely take
two days*




Daily Descriptions cont.
Day 2 Descriptive Language
Close read of story stopping to allow students to get a
good understanding of descriptive language; project
examples
Students will use craft resources to create a picture of
where they live
Once their picture is finished, they will draft a
description of this place using descriptive language to
describe their picture
Whole-group share




Daily Descriptions cont.
Day 3 Point of View
Go back to story proving examples of how The Little
House is a story told from the Houses POV
Invite students back to their seats and read a story
starter
Put students into groups and explain that they must
come up with the rest of the story (they may want to
act it out!) from another character or objects POV
once you pick a story starter for the students (there are
some great ones on-line!), you will be able to assign
characters or objects per group depending on
who/what is in the starter. (this will more than likely
take 2-3 days)
Each group will share with class




Daily Descriptions cont.
Day 4 Personification
Teacher will create laminated (if possible) cards with
objects found in the story on them
Have students work in pairs
Assign and object card to each pair of students.
Have students come up with and write down how that
object is feeling, possibly what they may be saying, at
a certain time in the story (this time/place will be seen
on the object card)
Share with whole class



Daily Descriptions cont.
Day 5 Layout/Print
Features/Punctuation
Students will have an opportunity to reflect on what
they have learned so far about craft elements
Students will use writing journals to free write about
whatever they want, but they must use the elements of
layout, print features and punctuation as described
(through example and teacher modeling) at the
beginning of the lesson
Teacher will look over journals and meet for writing
conferences; give feedback
*this may take 3 or more days*



Daily Descriptions cont.
Day 6 Sequencing
Students will use pre-made story cards to re-tell story
Whole class will get cards, go to front of room and talk
amongst themselves to put the story together
Teacher will monitor and help when needed

*this may work better in a few larger groups; both groups
could come together and put it all in order at the end*



Daily Descriptions cont.
Day 7 Effective Ending
Students will use the Writing Process to come up with
their own story
As a fun twist, have them write and ending first
(In reading several stories created by children, they get
tired of writing at the end and their ending is lacking or
dull. This part of the exercise may get them motivated to
write a really crafty story) *may work better for older
grades*
Teacher will provide support and feedback throughout
the process.
After a few days, students may share with the class of
they wish




Conclusion
Group discussion of what students have
learned
Teacher will go back and reinforce craft
elements in writing throughout the remainder
or school
References
Ehmann, Susan & Gayer, Kellyann. (2009). I can write
like that! A guide to mentor I can write like that! A
guide to mentor texts and crafts studies for writers
workshop, k-6. Newark, DE: International Reading
Association