Subject:WritingActivity:POWER+P,NarrativeWritingSetting:3rdGrade

GeneralEducation#ofStudents:22

StatementofObjective: Accommodations
*Observable/Measurable(A,B,C,D) Students will be able to write a one-paragraph narrative
*GLCE/IEP Write
piece regarding their favorite trip they have been on. This
piece will include: a topic sentence, 3 supporting learning
sentences, and a conclusion sentence. objectiveson
theboardand
CCSS.ELA-LITERACY.W.3.3 verballystate
Write narratives to develop real or imagined experiences them
or events using effective technique, descriptive details,
throughout
and clear event sequences.
thelesson
Materials: -Think Sheets (See Appendix)
*Preparedandorganized
-Document Camera
*Availableforall
-Powerpoint presentation/photos
-Laptop/Computer/Ipad with Microsoft word, Google
Docs, or Notes
Opening: Activate Prior Knowledge: Show students images of Speak
*Gainattention/motivate
Ireland/London trip to activate knowledge on taking a loudlyforall
*Activatepriorknowledge
~link/relate;assess;preparefornew great trip. Discuss what you did/saw on your trip. Allow tohear
learning(e.g.vocabulary) students to ask questions.
*Stategoals/setpurpose
~explaintask:why,what,how,andwhen Repeat
Prompt students: Close your eyes and think of the best
forstrategies questions
*Cleardirections trip or vacation you ever went on. Where did you go? Who
askedby
were you with? What exciting things did you do on that
trip? What was the weather like? Why was it special? students

Set Goal: Today we will write narrative stories about the

best trip weve ever been on. Explain to students that we
must use the POWER+P writing strategy to help us in
the writing process.
Presentation: Writein
Teacher: Explain to students that POWER + P stands for: large,blue
*Varietyoflearning(T/S,S/S,S/T)
Plan It print
*Organizationalframework
~construct,clarify,andlinkconceptsina Organize it Havethe
meaningfulcontext Write It
*Presentvisually,verbally,kinesthetically, document
Edit It
realworld(e.g.LESH) camera
*Modelandthinkaloudtomakevisible Revise It
zoomedinto
~languagepractices/processes Publish
~learningstrategiesandadaptations(how, ensureall
Display POWER+P Poster in a visible place.
whenandwhy) studentscan
~organization,relationships,andclues
*Transferofcontrol
see,move
~studentsexplain,justify,clarify,etc. students
*Cleardirections closerif
*Checkforunderstanding
~appropriatefeedback:praise,prompt needed
probe/question(inZPD)
~assess/errordrill
~monitorandadjustinstruction
Students:
*Participation
~overtandactive
~instructionaldialogue,thinkaloud,
explain,justify,evaluate,etc.

Brainstorm places that students have traveled using the

document camera and a piece of paper to create a list.
GuidedPractice: Explain to students that the P in Power means, Plan.
*Activityrelatedtopresentation/objectives
That means good writers make a plan for what they are
*Activestudentparticipation
~providerationaleforassignment writing about. This means we must ask ourselves Scaffolds
~multisensoryandrealworld questions like: (PlanThink
~instructionaldialogue What is my topic? Sheet,
*Transferofcontrol
~studentsexplain,justify,clarify,think Why am I writing this? (To explain/share a story Graphic
aloud about my favorite trip) Organizer,
*Checkforunderstanding What do I know about the topic?
~ensurehighsuccessrate writingcue
Who am I writing for? (My classmates/Teacher)
~appropriatefeedback:praise,prompt, card,Edit
probe/question(inZPD)
ThinkSheet,
IndividualPractice: Fill out Plan-Think-Sheet with students using your topic
~assess/errordrill of Ireland/London. EditorThink
~monitorandadjustinstruction Sheet,Revise
*Management/monitoring
~scan,circulate,assess,support,praise Explain to students the O in Power means Organize. SelfCheck
This means that good writers organize their writing. This List)
means that we must ask ourselves:
How should I organize my ideas? Modelhow
Explain that we can use an Organize-Think Sheet/Bubble tofillout
Map to help us organize our ideas. Fill out an example scaffolds
Bubble Map with students using your topic and things withstudents
brainstormed on Plan-Sheet: andcirculate
Explain that each bubble surrounding our
theroomto
topic/place should be a category. Explain that
assist
categories are a group of things that are related
or are similar. For example, food is a category,
individual
and we could group apples, chicken, carrots, and students
bread under the category of food.
From my story, places I visited were: Big Ben, The Forstudents
Queen of Englands Palace, The Cliffs of Moher, withwriting
Galway. These things could be categorized as difficulties,
places. chunkthe
Circulate room to assist students with category tasksor
formations (ex: Activities done on trip, places dictatefor
visited, people who accompanied you on the trip, themontheir
the weather on the trip, where you stayed (hotel,
 house, restaurants visited/food eaten etc.) graphic
organizers
Explain to students that the W in POWER means Write
It. Prompt&
Explain that we will be writing a one-paragraph piece and discusswith
will use the Hamburger Model (many students have
studentsto
seen/used this before, so provide a quick review):
helpwith
(1-2) Introduction Sentences=Top BUN
(1) Detailed sentence using category 1 from
category
bubble map information=LETTUCE formations
(1) Detailed sentence using category 2 from
bubble map information=TOMATO Have
(1) Detailed sentence using category 3 from hamburger
bubble map information=MEAT modeland
(1-2) Detailed concluding sentences, using its
category 4 information from bubble map=Bottom guidelines
BUN postedina
Voice (explain that we want to hear your visibleplace
personality throughout the story. Make it whenwriting
exciting!)
Provide students with a Lined Essay Sheet and Writing-
Cue Sheet and model how to use the Cue sheet as a
writing checklist with your own writing.
Forstudents
*See Cue Card to Aid Writing (in Appendix)
withphysical
Explain to students that the E in POWER means, " Edit writing
This means that good writers double-check their work. difficulties,
This means we must ask ourselves: highlightthe
What do I like best? (Mark with a star) linessothey
What do I need to change (mark with a ?) knowwhere
Did I talk about all of my 4 categories? towrite
Is it interesting? What words do I need to add to
make it interesting? Self
Did I capitalize and insert periods? (Circle) Evaluation
Did I spell words correctly (circle them) Checklists
Provide students with an Edit-Think Sheet and model how
to fill it out for another students writing. Editing at this Conference
age is difficult, so circulate the room to make sure withstudents
students are trying it correctly. Conference with individual onrevisions
students in order to help them successfully edit.

Explain to students that the R in POWER means "

Assist
Revise. This means that good writers make changes to studentswith
their pieces to make it the best it can me. This means we technologyas
must ask ourselves: needed
Did we make the changes given by editor?
Make it more interesting?
Read the draft at least two times?
Read it to another author?
Provide students with a Revise Self-Checklist and model
how to make revisions on your own writing. Make sure to
check off the revisions you made on your self-check list.
 Explain to students that the P in POWER + P means
Publish. This means that after we spend time crafting and
revising our pieces, we can publish them for all to see.
Students will publish their revised drafts using Microsoft
Word on the student laptops.

Closing:
*Adequatetime
Have students share their final writing pieces with a Assist
*Studentssummarizecontentand
accomplishments partner at the carpet. Invite a few to come to the authors studentsin
*Assess/identifynewgoals chair and read their stories to the whole class. readingtheir
*Linktofuturelearning
papersif
needed

Appendix

Plan Think Sheet

Name Date

TOPIC

WHO: Who am I writing for?

WHY: Why am I writing this?

WHAT: What do I know? (Brainstorm)
Name

Expert Organize Think Sheet

TOPIC
1. HowcanIgroupmyideasintocategories?
2. WhatcanIcallmycategories?
3. HowcanIorder&Sequencemyideas?
 WRITE FIRST DRAFT

Name Date

Title
 EDIT MY FIRST DRAFT

Name Date

ReadtoCheckYourInformation.Rereadmypaper.

WhatdoIlikebest?(Puta *bythepartsIlikebest)

Whatpartsarenotclear?(Puta?byunclearparts)

QuestionYourselftoCheckOrganization.DidI

Tellwhatwasbeingexplained? YES sortof NO

Use23categories? YES sortof NO

Nameeachcategoryclearly? YES sortof NO

Givedetailstoexplaineachcategory? YES sortof NO

MakeitInteresting? YES sortof NO

PlanRevision(Lookback).

WhatpartsdoIwanttochange?
 1.

2.

Writetwoormorequestionsformyeditor.

1.

2.









 Editor
EDITOR

Name Date

ReadtoCheckInformation.Rereadthepaper.

Whatsthepaperabout?

Whatdoyoulikebest?(Puta *bythepartsyoulikebest)

Whatpartsarenotclear?(Puta?byunclearparts)

QuestionYourselftoCheckOrganization.Didtheauthor

Tellwhatwasbeingexplained? YES sortof NO

Use23categories? YES sortof NO

Nameeachcategoryclearly? YES sortof NO

Givedetailstoexplaineachcategory? YES sortof NO

MakeitInteresting? YES sortof NO

PlanRevision(Lookback).

Whatpartswouldyouchange?

1.










 2.

Onethingthatwouldmakeitmoreinterestingis:

Self-Evaluation of Writing Process: Check-List

Plan
____Ivesaidwhomyaudienceis.
____IknowwhyImwritingthis(whoisgoingtoreadandforwhatpurpose)
____Ihavechosenatopictowriteaboutthatisimportanttomeandmyreader.
____Ihavebrainstormedalistofpossibletopicstowriteabout.
____Ihavebrainstormedalistofideasforthetopicofthispaper.

Organize
____Ihaveorganizedmybrainstormedideasincategoriesusingamap.
____Ihavenamedeachcategory.
____Ihavelisted23detailsineachcategory.
____Ihavesequencedmycategoriesinanorderthatmakessenseandwillinterestmy
readers.
____IhavenumberedmycategoriessoIknowwhichtowritefirst,second,third,andso
on.

Write
____Ihavestartedmypaperwithaclearintroductiontomytopic.
____Iusedallmycategories.
____Iintroducedeachcategorywithatopicsentence.
____Iincluded23detailsforeachcategory.
____Imademypaperinteresting
byaddinghumor,questions,dialogue,&exclamation
marks
____Iusedconclusionsentences.

Edit
____Ihavereadmypapertomyselfatleast2timestoseeifitmadesense.
____Iaskedanotherstudenttorereadmypaperandmakecomments.
____Ihaveeditedmypaperbyaddingnewinformation,newwords,orusingmore
excitingwords.
____Imadespellingchangesandproofedmystoryforspellingerrors.
____Imadepunctuation,capitalization,andparagraphchangestheeditorgaveme.

Revise
____Iwroteacleancopy
____Ireadmydraftatleasttwotimes
____Ireadmydraftto2otherpeople
____Ihavepublishedmypaperonthecomputer,typewriter,oronfancypaper.