Follow the Firefly

1. Students organize in small groups and experience a story about a firefly. Discuss the story and its main character.
2. Student groups create an original character and make a list of character attributes. In preparation for composing an original story, where their character is the main focus of the story, students talk about what they would like to have the character do in their story. List these contributions on easel paper or a classroom white board.
3. Students collaborate in the group setting to write a story focused on the character developed. Edit and revise as needed.
4. The students' stories will be bound into book form. This may be done by folding several sheets of paper in half and stapling at the fold. For scenes set at night, or in places like caves, students may glue black construction paper to their pages using Crayola® Glue Stick.
5. Students write their story in the books they have created. Illustrate each page using Crayola Colored Pencils.
6. Once the story has been written in the book and illustrated, use construction paper to create an illustration of the main character. Use Crayola Colored Pencils to color the front and back of the character on the construction paper. Cut out the character.
7. Students punch a hole in the top left corner of their books. Attach a piece of yarn, approximately six inches long, to the hole. To the other end of the yarn, attach the drawing of the main character using tape. The main character can be used to keep you place in the story or to follow along as you retell or read the story.
8. Remind students to create a cover and title page for their books. Identify authors, illustrators, copyright date, etc.

LA: Read with sufficient accuracy and fluency to support comprehension.

LA: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.

LA: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LA: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SCI: Ask questions about the natural and human-built worlds.

SCI: Offer causal explanations appropriate to level of scientific knowledge.

VA: Use visual structures of art to communicate ideas.

VA: Select and use subject matter, symbols, and ideas to communicate meaning.

Possible classroom resources include: The Very Lonely Firefly by Eric Carle; Ten Flashing Fireflies by Philemon Sturges; Fireflies, Fireflies, Light My Way by Jonathan London; Fireflies by Margaret Hall

Working in small groups, students investigate how a firefly creates its light. Students report on their findings in an electronic format and include downloaded digital photographs that they have taken or have found electronically.

Students, working in teams of two or small groups, compose an original story about a firefly or other original character that appears to have special qualities in nature. Students develop the story to the point where character traits can be envisioned by listeners, the setting can be identified, and the plot can be discussed. Students in the groups also develop original sketches of their character and scenes from the story.

If time permits, schedule a time when student groups can share their original stories with other classes.