POW + TREE
With Transfer
Lesson 4
Lesson Overview
The students and the teacher will collaboratively write an opinion essay using the POW and TREE strategies.
Materials
Student folders, POW + TREE chart, TREE graphic organizers, self-instruction sheets, graphing charts, practice prompts, paper, and pencils
Student Objectives
The students will orally state the mnemonic for POW + TREE and what each letter stands for. The students will collaboratively write an opinion essay with the teacher. The students will identify orally parts of the essay that is written.
Set the Context for Student Learning
Ask the students to report back on using all or parts of POW or TREE in other classes or for other writing tasks. If necessary, brainstorm together some classes or other writing tasks they could use both POW and TREE for, being sure to note that we should use POW with TREE whenever we use TREE. Other ideas could be: letters to friends, reports on special topics, writing for a school newsletter, writing to a leader like the principal or the president, to convince them of what you believe in. Briefly note that for some tasks, all parts of the TREE trick might not be right to use - so what could we do? (Change TREE to fit the kind of paper we need to write; don’t use all of TREE if it doesn’t make sense). You fill in their “I transferred my strategies”chart and then ask them to report on helping their partner and fill in their “I helped my partner”chart. Put a star next to each thing you record.
Develop the Strategy and Self-Regulation
Step One - Collaborative Writing – Support it.
- Give each student a blank graphic organizer and ask each student to get out their self-statements list. Put out practice prompts: “summer” or “gum.” This time let the students lead as much as possible, but prompt and help as much as needed. Go through each of the following processes - students can share and use the same ideas, but each student should write their own opinion essay using their own notes:
- Say, “Remember that the first letter in POW is P - pick my idea.” Refer students to their self-statements for creativity or thinking free. Help each student decide what they believe and start to think of good reasons why.
- Say, “The second letter in POW is O- ORGANIZE my NOTES. I will use TREE to help me. I will use this page to make my notes and organize my notes.” Review - what should my goal be? To write better opinion essays. “Good opinion essays tell the reader what you believe, give at least three good reasons why, and have an ending sentence. Also, good opinion essays are fun for me to write and for others to read, and make sense.” After students have generated notes for all the essay parts say – “remember to look back at my notes and see if I can add more notes for my essay parts” - help them actually do this. Remind them also to look for more ideas for good word choice or million dollar words - help them do this.
- Say, “The last letter in POW is W - write and say more.” Encourage and remind the students to start by saying “What is it I have to do here? I have to write a good essay - a good essay has all the parts and makes sense.” I can write my essay and think of more good ideas or million dollar words as I write. Help students as much as they need to do this, but try to let them do as much as they can alone. Encourage them to use other self-statements of their choice while they write. If students do not finish writing today, they can continue at the next lesson.
Step Two – Graph the Essay
- Have each student graph their essay - Ask each student to determine- does their essay have at least 5 parts - then fill in graph. Reinforce them for reaching 5 or more.
Wrap- Up
- Have each student put their work and charts in their folder.
- Remind of POW and TREE test again next time.
- Remind the students that they will fill in the transfer chart again next time.
Evaluation
In the next lesson students will be weaned off the TREE graphic organizer. If you feel students are not ready to move on to writing with scratch paper for notes instead of the graphic organizer page, repeat lesson 4 with other practice prompts and go on to this lesson when they are ready. You can repeat lesson 4 more than once.
 John F. Kennedy Center |
Peabody College Columbia University University of Maryland |
 U.S. Dept. of Education |
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