Lesson Overview

The teacher will model using the POW + WWW strategies for writing a story. Self-instructions as a self-regulation procedure will be established.

Student Objectives

The students will write the story parts reminder from memory. The students will listen to a teacher modeled lesson. The students will write a list of things they say to themselves when writing..

Materials

Mnemonic chart, WWW graphic organizer, paper, pencils, lined paper, student folders, “turtle” practice picture, stories (Farmer’s Story, How to Fool a Cat), self-instructions sheets, blank graph

Step One - Find Story Parts.

• If students are still having trouble finding the 7 parts, do another story (How to Fool A Cat or The Farmer’s Story) out loud now.
  
  
• If necessary, do the other story above out loud to practice finding the 7 parts.
  
  

Step Two – Model POW

• Lay out a copy of the POW + WWW, What=2, How=2 graphic organizer. Then explain and say, “Remember that the first letter in POW is P - pick my idea. Today we are going to practice how to think of a good story idea and good story parts. To do this we have to be creative, we have to think free.”
  
  
• Say, “Look at the turtle practice picture.” Explain to the students the things that you say to yourself when you want to think of good story ideas or parts. Be sure to say each of these examples: "I have to let my mind be free." "Take my time, a good idea will come to me." "Think of new, fun ideas." "What ideas for parts do I see in this picture?" Explain: "The things you say to yourself help you to work." Note that it's not always necessary to think out loud, you can think these in your head.
  
  
• Ask the students, “ What things do each of you want to say to yourself to help you think of good story ideas and good parts?” Try to get 2 or 3 self-statements from each student. If students give you negative statements, (e.g., "I'm not good at ideas.") briefly discuss that there are some things we wouldn't want to say to ourselves because they may get in our way of doing a good job, and help them think of things to say that will help them work. Record the student's self-statements on their self-statements sheet. Leave sheet out.
  
  

Step Three – Model WWW, What=2, How=2

• Say, “The second letter in POW is O- ORGANIZE my NOTES. I am going to write a story today with your help - I will use my story parts reminder to help me. I will use this page to make my notes and organize my notes; you will do this too the next time you write a story.” Briefly review - point at - the 7 parts of a good story on the graphic. Say, “What should my goal be? I want to write a good story - a good story has all seven parts, makes sense, and is fun for me to write and for others to read.”
  
  

Step Four – Model Writing a Story

• Keep the POW + WWW, What=2, How=2 mnemonic chart and the students’ self-statements sheets out.
  
  
• Model the entire process; writing an actual story as you go (using the turtle practice picture). Use problem definition, planning, self-evaluation, and self-reinforcement self-statements as you go. Use “million dollar words,” “color words,” and “good word choice.” Follow the steps and statements below, filling in ad lib statements where indicated. Ask the students to help you with ideas, but be sure you are in charge of the process.
  
  
• Say, “What is it I have to do? I have to write a good story. A good story makes sense and has all 7 parts. Remember P in POW - pick my idea - let my mind be free.” (Pause) “Take my time, a good story idea and good parts will come to me.” (Pause)
  
  “Now I can do O in POW - Organize my Notes. I can write down story part ideas for each part. I can write ideas down in different parts of this page as I think of ideas (be sure to model moving out of order during your planning). What ideas do I see in this picture? (Now - talk out and fill in notes for who, when, where). For who I see ... For when I can write ... Let's see, for where- it's ... Good! I like these parts! Now I better figure out the 2 whats and 2 hows. Let my mind be free, think of new, fun ideas. (Now talk out and briefly write notes for the 2 whats and 2 hows - not in full sentences - use coping statements at least twice.) Let's see, for the story question of "what does the main character want to do" I think ... For the next what question, “what happens when she tries to do it" I think... I can add more action by writing about ... For the "ending" I can say ... For the "feeling" story part I can write about ... (After generating notes for all the story parts say - Now I can look back at my notes and see if I can add more notes for my story parts - actually do this - model it - use coping statements). I can also look for ideas for good word choice or million dollar words - do this.”
  
  “Now I can do W in POW - write and say more. I can write my story and think of more good ideas or million dollar words as I write.” Now - talk yourself through writing the story; the students can help. Use a clean piece of paper and print. Start by saying "How shall I start? I need to tell who, when, and where." Then pause and think, then write out sentences. Be sure to add 1-2 more ideas and million dollar words and note on your plan as you write. Don't hurry, but don't slow it down unnaturally. Also, at least 2 times, ask yourself, "Am I using good parts and, am I using all my parts so far?" Use coping statement. Also ask yourself, "Does my story make sense?" When story is done, say "Good work, I'm done. It'll be fun to share my story with others."
  
  

Step Five – Student Self-Statements

• Add to students' self-statements lists. Ask the students if they can remember: 1) the things you said to yourself to get started? 2) things you said while you worked (try to get some creativity statements, coping statements, statements about remembering the parts, and self-evaluation statements) 3) things you said to yourself when you finished. (Tell them if they can't remember and discuss each as you go). Make sure each student adds these to their list:
  

• What to say to get started. This must be along same lines as, "What is it I have to do, I have to write a good story with good parts, and with all 7 parts," but in students’ own words.
  
  
• Things to say while you work: self-evaluation, coping, self-reinforcement, and any others he/she likes (in students' own words).
  
  
• Things to say when you're finished (in students' own words).
  
  
• Note that we don't always have to think these things out loud; once we learn them we can think in our heads or whisper to ourselves.
  

Step Six - Model Graphing Success

• Graph the story written during the modeled lesson. Ask students, “Does this story have all 7 parts?” Fill in a blank story rockets graph. Self-reinforce yourself and the class for a job well-done.
  
  

Wrap- Up

• Have students put all work for the day in their folders.
  
  
• Remind the students that they will fill in the transfer chart again next time.
  
  
• Remind students of POW + WWW, What=2, How=2 test again next time.
  

Evaluation

John F. Kennedy Center

Vanderbilt University Peabody College Columbia University University of Maryland

U.S. Dept. of Education