POW + WWW
With Transfer
Lesson 2
Lesson Overview
The POW + WWW, What=2, How=2 strategies will be reviewed. Students will examine a story that they had previously written and look for the number of story parts. This current progress for each student will be graphed and a goal set to get all 7story parts next time. Students will record their transfer efforts.
Student Objectives
Students will orally state where they transferred either POW or WWW and tell how they helped their partner. Students will identify parts in a story. Students will set a goal for writing stories with seven parts.
Materials
Mnemonic chart, additional story example (The Tiger’s Whiskers), a story previously written by each student, WWW graphic organizer, transfer charts, paper, pencils, scratch paper, student folders, story rocket graphs
Set the Context for Student Learning
- Give each student a piece of scratch paper. Ask them to write down POW - then ask them what it stands for. If students are having trouble remembering POW, practice it.
- Ask them to WWW, What=2, How=2 on the scratch paper. If a student has trouble, be supportive and prompt as needed.
- Now ask students what WWW, What=2, How=2 stands for. Alternate between the students so that every student has opportunity to answer.
- It is essential that each student memorize the reminder. If some students are having trouble with this, spend a few minutes practicing it (see practice cards). Tell the students you will test them on it each day to make sure they have it. Remind students that they can practice memorizing it.
- Ask them to WWW, What=2, How=2 on the scratch paper. If a student has trouble, be supportive and prompt as needed.
- Review the meaning of transfer briefly.
- Ask students to report back on using all or parts of POW and/or WWW in other classes or for other writing tasks. If necessary, brainstorm together again some classes or other writing tasks they could use both POW and WWW for, being sure to note that we should use POW with WWW whenever we use WWW. Other writing tasks could be: book reports, letters to friends, reports on special topics, writing for a school newsletter, writing about something that happened to you or a special event, and so on. Briefly remind the students that for some tasks, like writing a report, all part of the WWW trick might not be right to use – so what could we do? (Change WWW to fit the kind of report we need to write). Fill in the “I transferred my strategies and I helped my partner” chart. Star each recorded item.
- Ask students to report back on using all or parts of POW and/or WWW in other classes or for other writing tasks. If necessary, brainstorm together again some classes or other writing tasks they could use both POW and WWW for, being sure to note that we should use POW with WWW whenever we use WWW. Other writing tasks could be: book reports, letters to friends, reports on special topics, writing for a school newsletter, writing about something that happened to you or a special event, and so on. Briefly remind the students that for some tasks, like writing a report, all part of the WWW trick might not be right to use – so what could we do? (Change WWW to fit the kind of report we need to write). Fill in the “I transferred my strategies and I helped my partner” chart. Star each recorded item.
Develop the Strategy and Self-Regulation
Step One - Identify Story Parts
If necessary, go through one more story example (The Tiger's Whiskers) and have students verbally identify the story parts
Step Two – Establish Current Level of Performance
- Say, “Remember the story you wrote for me the other day?” Pass out student's previously written stories.
- Tell students to read their story and see which parts they have. (You need to have worked out ahead of time what parts they had and which ones they didn't have..
- Briefly note with students which parts they have and which they don't. As a group, briefly note common parts missing.
- Note also that even though we have a part, we might be able to make that part better next time- this makes our story more fun to write and more fun to read. Discuss examples of how they could do each using either their stories or Albert the Fish/Tiger’s Whiskers
- can have more than 1 character.
- can tell more about when and where
- can have more things happen (action).
- can tell more about characters' feelings.
- can have a neat ending.
- can use good word choice (e.g., color words) or “million dollar words”.
- can use an interesting first sentence.
- can have more than 1 character.
- Introduce story rockets graph; give each student a graph and have each student fill in the graph for the number of parts they had in their pretest story. Be very positive, remind them that you are just now learning the trick of writing good stories.
- Explain goal - to write better stories. Remind them that good stories: are fun for me to write and for others to read, have all 7 parts, that each part is well done, and that good stories make sense.
- Say, “Our goal is to have all of the parts and ‘better’ parts the next time we write a story.”
Wrap- Up
- Have students put papers from today's work in folders.
- Remind them that they will fill in the transfer chart again next time.
- Remind of POW and WWW, What=2, How =2 TEST again next time.
Evaluation
If students are still having trouble finding the 7 parts in the stories you have read, plan to read aloud another story at the beginning of the next lesson.
 John F. Kennedy Center |
Peabody College Columbia University University of Maryland |
 U.S. Dept. of Education |
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