EDN301 Part 3 Lesson Design Creative Writing-Second Grade

Author: Cynthia Willard 06/12/2009 03:43:00 PM EDT

Subject(s): Language Arts (English)

Topic or Unit of Study: Creative Writing

Grade/Level: 2

Goal/Objective: Given writing paper, pencils, erasers, and various story writing
aides, the student will create a story in writing. The story must
include a topic, introduction, body and conclusion utilizing good
sentence structure, punctuation, capitalization and spelling.
Summary: Performance:
The student will employ problem solving skills to create and write a
story on a given topic on writing paper provided to him/her.
Internal conditions:
The student should:
1) Understand how sentences are written with capitals and
punctuation
2) Understand how to use descriptive words in their sentences
3) Understand how paragraphs are formed and why
4) Understand what a topic sentence is
5) Understand that there are three main parts to a story;
introduction, body and ending.
External Conditions:
1) The students will be presented with the task of analyzing and
identifying components of sample stories. They will do this so that
they can complete the objective of creating and writing their own
unique story.
2) The students will be provided with a review activity to help them
recall the correct conventions of written language. After the review
we will discuss the basic components of a good story. The students
will then use what they've learned and apply it to the creation of
their own story. During the process they will be utilizing some story
writing aides to help them organize their story ideas. I will walk
from student to student to observe their progress in completing
these. I will ask questions regarding why they chose what they
wrote first, next after that and last. This will give me an idea of
how they are using their problem solving skills to accomplish the
objective. My questions about, and observations of their story
aides will help me determine which students are having difficulties
with the project and assist them in meeting the objectives on their
own.
3) Observing the students at work writing their stories utilizing the
story aides, will allow me to see how they are progressing and
provide feedback. They also will be given a writing checklist that
 they can look at to assess their own story. I can provide individual
guidance for those having problems with the assignment. Students
that are doing well will also get feedback so that they know they're
proceeding correctly.
4) Each student will share their first story draft with a peer. They
will be able to discuss how they made their topic choice and why
they were interested in it.
5) The student will be provided opportunities to write other stories
from topics brainstormed in class or on the interactive story
database.
6) The students will work in groups to create a story using shared
writing techniques.
Activities and Setting: Gain Attention:
a) The desks are divided into four groups. There will be copies of
old magazines on each table, enough so that every child gets one.
b) Have the child look through the magazine for interesting
pictures. Direct them to cut out pictures that catch their eye, or
make them want to learn more about the story behind them.
c) Have the student glue the picture they have chosen to an index
card that is provided to them.The back of the index card will have
some question prompts such as "What is happening in the
picture?,Where is this picture taking place?" (Attachment 1)
d) Model the procedure first by selecting one index card and
picture and begin writing the story on the overhead projector,
refering to the question prompts on the back of the card and using
descriptive words.
e) After you have modeled the procedure have the students begin
writing their own stories utilizing the index card prompts and their
pictures.(At this point ideas are more important than spelling and
grammar)
f) When students have finished have them read their stories to
their groups.
Recall Prerequisites:
The students will remain in groups. The students need to recall the
parts of a story including introduction, body and conclusion.
a) You will provide them a "story organizer". (Attachment 2)
Review the organizer which includes memory joggers on what to
include in the various sections of a good story.
b) Have an ideas box on the whiteboard to provide some sample
story ideas(Attachment 3)
c) Each student is asked to select a topic for the story .They are
given a clean piece of writing paper and a pencil. Don't have them
put their names on the paper.
d) Give the direction to write the introduction to the story or the
story beginning. The characters' names should not be those of
 students in the class, and gorey plots are not allowed. Give 5
minutes and have them write as much of the story as they can.
e) At the end of the five minutes have the students pass their
paper to another student in a given order(At least two students
away from them)
f) Have the students read the story that has been started and
continue it for the next 5 minutes. Remind them that they are
developing the body of the story.
g) At the end of another 5 minutes, again have the students pass
the papers in the same pattern as before.
h) The students now read their new story, keeping in mind that
they will be writing the conclusion. Again allow 5 minutes for
writing.(Learning condition met:2,5,6)
i) Pass the story for the fourth time and have the student read it
aloud to the class.
Attachments
External Conditions Met: 2,5,6
Materials and Time: Materials and time:
Index cards with preprinted questions
magazines Scissors
Glue Stick
Pencils and Paper
Copies of story organizer for each student
Whiteboard and dry erase marker
Overhead projector
5 minutes to find desk and set up for class
10 minutes to look through magazines;pick out picture and attach
to index card
10 minutes for teacher to model procedure
25 minutes to compose story and read to their group
5 minutes to review story organizer
25 minutes to write a shared story and read aloud to their groups
Attachments:

1. Idea Board.docx

2. Index Card Questions.docx

3. Story Organizer.docx

Activities and Setting: Day 2

I will read a short story to the students gotten from
HighlightsKids.com that will also be on the overhead projector.
 (This will allow students that are not that fluent in reading English
to keep up). I will ask the students to analyze the story and tell me
what part of the story is the introduction and why; what is included
in the body of this story;and what is the conclusion of the story
and why.(learning condition met: 1) I will tell them that we are
doing this to prepare for our objective of creating a written story of
their own.
External Condition Met: 1
Materials and Time: Materials:
Overhead projector
Transparency of story
Marker
Time:
10 minutes
Activities and Setting: 1) During computer time students will be given the opportunity to
visit an interactive web site that helps them write an interactive
creative story. This will allow the visual and action oriented learner
to utilize their skills.
2) We will have a brief review of the story structure and I will
provide students with copies of blank story organizers (Attachment
2) and story character sheets(Attachment 4) that will help them
direct their thinking when they are writing their stories.
Providing Learning Guidance:
The students will be given time to brainstorm ideas for their stories
about an animal of their choice. They will then proceed to populate
their story organizer and character sheets with the ideas for their
story. This will give me time to walk from desk to desk to observe
how they are doing, answer any questions and provide guidance to
students having a difficult time.(Learning condition met: 2 and 3)
External Learning Condition Met: 2 and 3
Materials and Time: Materials and Time:
Copies for every student:
Story Organizers
Story Character sheets
Blank pieces of writing paper
pencils
computers
web site
30 minutes computer lab time
20 minutes for completing story organizer and character sheet
Attachments:
 1. Story Character.docx

2. Story Organizer.docx

1. hyperstudio.com

Activities and Setting: Day 3

Elicit Performance
For additional practice,students will be provided a short story to
read from HighlightsKids.com. I will have a copy of the student
organizer outlined on the whiteboard. The students will work in
groups to populate their assigned section of the organizer. They
will come up to the board in their group and fill in the appropriate
section of the organizer based on the content of the story I handed
out. They will be able to explain to the class why that part of the
story was included in that particular section of the organizer , and
what made this particular story interesting or
exciting.(Introduction, Body,Conclusion)(Learning Condition Met
1and 6)
Provide Feedback:
I will be able to observe each of the students as they work through
the story stucture exercise and will be able to provide feedback. If
there are mistakes they can be pointed out and have the class
make suggestions on how to correct them. This is also a time to
point out what is correct and reinforce their understanding of story
structure.(Learning Condition Met:3)
External Conditions Met: 1,2,3,6
Materials and Time: Materials:
White board
Dry erase markers
Copies of sample story for each student
Copy of story organizer for each group
Time:
10 minutes to get into groups and read story
15 minutes to complete story stucture handout
5 minutes for group to populate white board with appropriate info
5 to 10 minutes for review and feedback
Activities and Setting: Day 4
The teacher will briefly discuss topics,introductions,body and
conclusions of stories.
a) The student will choose a topic for their story. In this case it is
an animal.
b) The students will have time to do some research on the animal
 in computer lab using the software program Encarta Encyclopedia.
Remind the students this is just background information, they will
be writing a story with their animal as the main character, not a
report on the animal. They can use the story idea handout to
capture some ideas.(Attachment 5)
c) The students will begin a rough draft of their story using the
story organizer(attachment 2) and story character
sheets(attachment 4) to guide them. They will write on every other
line of the paper for ease in revising or editing. (Learning
Conditions Met: 1,2,3)
Day 5
I will go over a revision checklist that the student and their peers
will utilize to edit their story when it is finished.(Attachment 6)
a) The students review their story draft utilizing the revision
checklist
b) They then read their rough draft to another student who is
finished. That student then gives suggestions using the revision
checklist (Learning Condition Met: 4)
c) Students make corrections as needed and hand their draft to
the teacher.
d) The teacher checks edited stories for errors and hands paper
back to student with feedback.
e) Students write the final draft in their best handwriting. They can
draw an illustration for their story if they are finished and want
extra credit.
f) They will hand in the final draft to the teacher for review and
assessment.
External Conditions Met: 1,2,3,4
Materials and Time: Materials:
Computers
Copies of story idea sheets
Copies of story organizer
Copies of story character
Lined paper
Copies of revision checklist
pencils
Crayons and poster paper for illustrations
Time:
5 minutes to explain what is expected
20 minutes computer lab time
30 minutes to complete rough draft
 10 minutes for student and peer editing
15 minutes to complete final draft
Attachments:

1. Revision Checklist.docx

2. Story Character.docx

3. Story Ideas.docx

4. Story Organizer.docx

1. encartaencyclopedia.com

Activities and Setting: Retention:

Every month have the students write a story in computer lab using
the database program Hyperstudio or any other interactive story
programs.
Have an author day when students read aloud the story they have
written that is their favorite. Each student could sit in the special
author chair that is used to share stories throughout the
year.(Learning Condition Met:5)
Transfer:
You can encourage the children to submit their story to the
magazine HighlightsKids.com or other childrens magazines.
Getting published helps a child feel that writing is something he or
she can do successfully.
External Conditions Met: 5
Materials and Time: Materials:
Computer
paper and pencil
Time:
Variable
Standards:
NC- North Carolina Standard Course of Study
• Subject : Computer/Technology Skills (2006)
• Grade : Grade 2
• Competency Goal : COMPETENCY GOAL 2: The learner will demonstrate
knowledge and skills in the use of computer and other technologies.
Objective : 2.02 Use prepared electronic database (e.g., automated
circulation, CD-ROM encyclopedias, NC Wise OWL) as a class/group activity to
conduct keyword search/filters to meet information needs. 2

• Subject : English Language Arts

• Grade : Second Grade
Second grade students use the listening, speaking, and reading foundational skills
they have developed to extend their understanding of written language and their
skills in using written language. They need to read a wider variety of texts that
require strategies and skills with more complex vocabulary and ideas. These
students need to be able to write sentences to express multiple ideas about a
topic. Second grade students will:

• Use acquired concepts and metacognitive skills to read and write more
 independently.
• Comprehend and respond to texts using multiple skills and strategies.
• Extend vocabulary skills to use oral and written communication
effectively.
• Use reading and listening, speaking and writing, and media and
technology resources to accomplish a purpose

• Goal 4: The learner will apply strategies and skills to create oral, written, and
visual texts
Standard 4.06 : Plan and make judgments about what to include in
written products (e.g., narratives of personal experiences, creative stories,
skits based on familiar stories and/or experiences)

• Standard 4.07 : Compose first drafts using an appropriate writing process

Benchmark or Practice : planning and drafting

Benchmark or Practice : rereading for meaning

Benchmark or Practice : revising to clarify and refine writing with

guided discussion

Standard 4.08 : Write structured, informative presentations and

narratives when given help with organization

Standard 4.09 : Use media and technology to enhance the presentation of

information to an audience for a specific purpose

Assessment/Rubrics: The student will be graded using the attached rubric. The grading
criteria is as follows:
30-40 points= Excellent
20-30 points=Satisfactory
20 or below=Unsatisfactory

1. Creative writing

Sample Student Products:

1. ScoringCriteriaProject3.docx

Author’s Comments and

Reflection:

1. ReferencesProject3.docx