POW + WWW: LESSON # 2 Instructor:_____________

Students:______________________________________________________

Date: _________________________________________________________

Purpose: Review POW &Story Parts and Reminder, Look at Current Writing Behavior

Objectives: review POW and story parts reminder; **reinforce transfer, and graph pretest story

Materials needed: Mnemonic chart and additional story examples (The Tiger's Whiskers), WWW graphic organizer, paper, pencils, scratch paper, student folders, student graphs

_____I. Test to see if the students remember POW and the story parts reminder.

A. Give each student a piece of scratch paper. Ask them to write down POW - then ask them what it stands for, and **why it is important (good writers use it often when they write, for many kinds of writing). If students have trouble remembering POW, practice it.

B. Ask them to write out the story parts reminder on the scratch paper. Each should write: W-W-W; What = 2; How = 2. If a student has trouble, be supportive and prompt as needed.

C. Now ask students what each part of the story part reminder stands for. Alternate between the students so that each student has opportunity to answer several times.

D. It is essential that each student memorize the reminder. If some students are having trouble with this, spend a few minutes practicing it. 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.

_____II. If necessary, go through one more story example (The Tiger's Whiskers) and have students verbally identify the story parts.

_____III. **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 them that for some tasks, like writing a report, all parts 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). 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.

_____IV. Remember the story you wrote for me the other day? Give out student's pretest stories (or a copy).

A. 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)

B. Briefly note with each student which parts they have and which they don't. As a group, briefly note common parts missing.

C. 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 of the following, 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 use color words*

- can have more things happen (action).

- can tell more about characters' feelings.

- can have a neat ending.

- can use good word choice, or "million dollar words".

- can use an interesting first sentence

_____V. Introduce graph; give each student a graph sheet - 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.

A. 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.

B. Our goal is to have all of the parts and "better" parts the next time we write a story.

_____VI. Lesson wrap-up:

A. Put papers from today's work in folders and collect their folders. Teacher keeps the pretest story.

B. Remind of POW and story parts reminder test again next time.

C. **Remind them that they will fill in the transfer chart again next time.

D. If either student is 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.