POW + WWW: LESSON # 3 Instructor:____________

Students:___________________________________________________

Date: ______________________________________________________

Purpose: Review POW & Story Parts Reminder; Model; Record SIs

Objectives: review POW and story parts reminder; **reinforce transfer; model; and establish SIs

Materials needed: Mnemonic chart, WWW graphic organizer, paper, pencils, lined paper, student folders, practice picture: turtle, stories: Farmer's Story, How to Fool a Cat, self-instructions sheets, blank graph

_____I. 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 memorize these. If 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.

_____II. **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.

?!?!?! If either student is still having trouble finding the 7 parts as you read aloud, do another story out loud now. You can use either How to Fool A Cat (longer) or The Farmer's Story (shorter) - select the one you think is most appropriate. Write the story title here:____________________________

?!?!?! If necessary, do the other story above out loud to practice finding the 7 parts. Write the story title here:________________________________

_____III. Lay out a copy of the POW story parts reminder graphic organizer. Then explain: "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.

A. Look at practice picture: turtle. Explain to them things that you say to yourself when you want to think of good story ideas or parts. Be sure to say all 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.

B. Ask: 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, (eg., "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 (you can write them or they can). Leave sheet out.

_____IV. 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. Review - what should my goal be? I want to write a good story - a good story has all seven parts, makes sense, is fun for me to write and for others to read.

_____V. Model writing a story using POW and WWW.

A. Keep the POW and story parts graphic out; also the students' self-statements sheets

B. Model the entire process; writing an actual story as you go (using the practice picture) . (Please print so students can easily follow) You are to use problem definition, planning, COLOR WORDS, self-evaluation, and self-reinforcement self-statements as you go. 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:

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. Do be sure to add 1-2 more ideas and million dollar words not 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."

_____VI. 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.

_____VII. Graph this story - Ask students - does this story have all 7 parts - then fill in graph.

_____VIII. Lesson wrap-up:

A. Keep your story and graph.

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.