• Say, “The second letter in POW is O- ORGANIZE my NOTES. I will use my story parts reminder to help me. I will use this page to make my notes and organize my notes. Review - 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. After students have generated notes for all the story parts say – “Remember to look back at my notes and see if I can add more notes for my story parts” - help them actually do this if necessary. Remind them also to look for more ideas for good word choice or million dollar words - help them do this if necessary.
  

• Say, “The last letter in POW is W - Write and Say More.” Encourage and remind them to start by saying “What is it I have to do here? I have to write a good story - a good story has all 7 parts and makes sense.” I can write my story 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.
  

Lesson Overview

This is a repeat of Lesson 5 with a story starter. Students will be given the opportunity to practice transferring the strategy.

Student Objectives

Students will write the story part reminder and state orally what each reminder part represents. Students will write notes for the POW & WWW, What=2 and How=2 strategies on a blank sheet of paper. Students will transfer the strategy to a written story prompt.

Materials

Mnemonic chart, paper, pencils, lined paper, student folders, story starters: Rock & Cassie, self-instructions sheets, student graphs

• Test to see if the students remember POW and the story parts reminder: do it out loud to save time. It is essential that each student has memorized the strategy.
  
  
• Record and review transfer
  
  

Step One - Review Student Written Notes

• Remind the students that they won’t usually have a story parts reminder page with them when they have to write stories, so they can make their own notes on blank paper. If needed, help them how write down the reminder at the top of the page.
  

Step Two – Collaborative Writing/Support It

• Ask students to get out their self-statements list. Put out the story starters: Rock & Cassie the dog. Discuss - how is this different? Say, “What can we transfer - yes, POW + WWW still works!”
  
  
• This time, students should do as much as possible independently - help only if needed. Students make notes on the paper they filled in. Students should go through each of the following processes - each student can write their own story 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.
  

Step Three – Graph Performance

• Have each student read aloud and then graph their story - Ask each student to determine- does their story have all 7 parts - then fill in graph. Reinforce them for reaching 7.
  

• Have each student put their work and charts in their folder.
  
  
• Remind of POW and story parts reminder test again next time.
  
  
• Remind them that they will fill in the transfer chart again next time.
  
  
  

Repeat this lesson if students are not able to transfer the strategy independently.

John F. Kennedy Center

Vanderbilt University Peabody College Columbia University University of Maryland

U.S. Dept. of Education