Crafting True

Stories: Bend 3
Grade Three
English Language Arts
By Jeni Rawson
 Table of Contents

Unit Organizer Page 3

Unit Rationale Page 3
Critical Questions Page 3
GLOs and SLOs Page 3-4
Lesson Overview Calendar Page 5-8
Resources Page 9
Summary of Bend Three Sessions Page 10-11
Summative Assessment Page 12-16
Lesson Plan Page 17-19
“Monitoring My Process” Page 20
“My Writing Goals” Page 21

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Unit: Crafting True Stories: Bend III Teacher: Miss Rawson
Subject: English Language Arts Duration: 3.5 weeks
Grade: Three Class Size: 17 students
Rationale:
Students will be continuing through the Writer’s Workshop process in Crafting True
Stories. They will begin Bend III in which they will be asked to become their own “Job
Captains”. Students will learn to plan their own writing schedules and how to take the
writing process into their own hands. They will learn to become more self-directed
writers, in an effort to help them become co-constructors of their own learning.
Students will have already finished Bend I and Bend II, in which they learned Lucy
Calkins’ Writer’s Workshop writing process. Therefore, much of what we will be doing
will be practice from what they learned in those Bends, and learning how to go
through the process independently, rather than having the teacher tell them when to
start and stop various steps. Throughout the unit, mini-lessons will be used to teach
concepts like, capitalization, punctuation, and spelling. Students will incorporate
these concepts into their writing.
The main resource I will be using is Crafting True Stories by Lucy Calkins as part of her
Writer’s Workshop unit. I will be using her lessons to reinforce important components
of writing stories and teach students how to become an independent writer. By the
end of the unit, my goal is to have students recognize that they have a voice and an
important story to tell, as that is a lifelong lesson.
Lucy Calkins states, “We’ve found time and again that if students feel as if they are
the authors of their own writerly lives, they step into this role with enormous
seriousness.” The goal of teaching is to get students to a place where they no longer
need you. Teaching students to be independent writers and in control of their writing
experience is crucial to creating authentic and genuine writers.
My class has students with ASD, ADHD, and ESL. My goal is to frame this Bend in such
a way that students feel proud and responsible to be independent writers and that
they do take on this role with seriousness, as Calkins describes. That way, students
with ASD and ADHD will enjoy this unit and be more motivated to stay on task. My
ESL student will need differentiation to support her through this unit. Offering her a
scribe, one-on-one work, the support of a TA, and/or a computer to use a speech-to-
text option may help her achieve the same SLOs.

Critical Questions
Inquiry Question:
Why is it important to tell my story?

Essential Questions:
Why is it important to become independent writers?
Why are you choosing to tell a particular story?
What are you trying to tell your readers?
How do you want to make your readers feel?
Why are you sharing a particular story with your readers?

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 General and Specific Learning Outcomes
GLO 1: Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.
SLO 1.1.6: Set Goals – discuss areas of personal accomplishment as readers, writers
and illustrators

GLO 3: Students will listen, speak, read, write, view and represent to manage ideas
and information.
SLO 3.3.1: Organize Information – organize ideas and information, using a variety of
strategies, such as clustering, categorizing and sequencing
SLO 3.3.2: Organize information — draft ideas and information into short paragraphs,
with topic and supporting sentences

GLO 4: Students will listen, speak, read, write, view and represent to enhance the
clarity and artistry of communication.
SLO 4.1.1: Appraise own and others’ work — share own oral, print and other media
texts with others to identify strengths and ideas for improvement
SLO 4.1.2: Revise and edit — combine and rearrange existing information to
accommodate new ideas and information
SLO 4.2.11: Attend to capitalization and punctuation – identify commas, end
punctuations, apostrophes and quotation marks when reading, and use them to assist
comprehension

GLO 5: Students will listen, speak, read, write, view and represent to respect, support
and collaborate with others.
SLO 5.2.2: Cooperate with others — identify others who can provide assistance, and
seek their help in specific situations

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 Week One: March 5-9
Monday Tuesday Wednesday
March 5 March 6 March 7
Introduce Bend 3 – Session 12
Mini Lesson: Becoming a Job
Captain and learning to write
independently.
Teaching Point: Writers
remember what they know
and they make a plan.
Writing: Students plan their
writing process via charts and
the writing process guide
sheet.
Conferring: Teach
independence. Redirect
questions so students answer
their questions themselves.
Share: Students look for
qualities of good writing in
their writing. Set goals.
*For more information on each session, see “Summary of Bend Three Sessions” on pages 10 and 11
Thursday
March 8
Punctuation
Mini Lesson: Different types of
punctuation (period, question
mark, exclamation point,
comma)
Activity: Red Light, Green
Light Punctuation Edition.
(Preferably in the gym,
students will line up to play
“Red Light, Green Light”). I will
say sentences and students
will have to perform an action
corresponding to that
sentence (period, question
mark, exclamation point).
Note: Check for punctuation in
tomorrow’s writing (i.e. when
conferring).
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 Week Two: March 12-16
Monday Tuesday Wednesday Thursday
March 12 March 13 March 14 March 15
Spelling Introduce Session 13 Capital Letters Continue Session 13
Read: The Word Collector by Mini Lesson: Revision happens Mini Lesson: When to use Mini Lesson: Review capital
Peter H. Reynolds. throughout the writing capital letters. letters. Remind students
Mini Lesson/Activity: process. Read: The Dark by Lemony about their spelling reference
Commonly misspelled words. Teaching Point: Writers try to Snicket – discuss when Snicket sheet.
Word hunt activity – Students remember the good qualities uses capital letters. Emphasize Writing: Students will edit
will go around the room, of writing and use those those moments when reading. their piece of writing so far,
hunting for words. They will be qualities as they revise, and Activity: Students will looking specifically for
asked to write the word down, continue to use them on other complete the “Capital Letter misspelled words and capital
and write a sentence. The pieces. Scoot” to get practice with letters. They will be
words that are scattered Writing: Students decide what identifying when to use capital encouraged to use the Capital
around will be words that they they need to work on and letters. Letter Anchor Chart and their
misspell in their writing. They continue working on their Note: Focus on spelling and spelling reference sheet.
will put that sheet in their piece. capital letters in their writing Conferring: Encourage
writing folders for reference. Conferring: Encourage throughout the rest of the students to edit each other’s
students to support each week. work to find misspelled words
other, collaborate, and and capitals.
brainstorm to help with
revision.
Share: Students will determine
if they’ve achieved their goal
or if they need to revise their
goal.

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 Week Three: March 19-23
Monday Tuesday Wednesday Thursday
March 19 March 20 March 21 March 22
Introduce Session 14 Continue Session 14 Setting & Dialogue Introduce Session 15
Mini Lesson: Drafting: Writing Read: What Do You Do With a Read: The Dark by Lemony Mini Lesson: Revision:
from inside a memory Problem? By Kobi Yamada – Snicket (again) Balancing Kinds of Details
Teaching Point: We all have discuss how Yamada relived a Mini Lesson: Note how Snicket Teaching Point: Writers
memories that are seared into memory to write this. balances the dialogue in the elaborate their stories, by
our memories forever. Mini Lesson: Assess where story with the setting and adding dialogue and actions,
Writing: Students visualize and each student is in their writing actions. It’s not all just thoughts, and setting details.
write about a recent memory. process by having them raise dialogue between Laszlo and Read/Revise: Students read
Students work on their drafts, their hand when I say each the Dark. drafts to a partner, who finds
reliving their writing. step. Review lesson on reliving Activity: Have students draw a areas that could use more
Conferring: Encourage a memory as we write. picture of the opening scene balance. Students check their
students who are at the same Activity: Students continue in of their story. Have them progress guide sheet to check
steps to support each other. their writing process. include every detail they can their progress & goals.
Teach to visualize the setting. Conferring: Check in with think of. Conferring: Meet with small
Share: In partners, students students who are farther back Conferring: Check that groups based on how far along
assess their goals. in the process to see if/why students are adding details. they are. Have them
they are stuck. Pair them up to What kinds of colours are in collaborate and share ideas.
help them move along in the the story? Ex. If it’s in a Share: Students highlight a
process. kitchen, what’s on the table? sentence they are proud of
Note: Focus on setting and and read it aloud.
dialogue in writing this week.

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 Week Four: March 26-30
Monday Tuesday Wednesday Thursday Friday
March 26 March 27 March 28 March 29 March 30
Punctuation Introduce Session 16 Finish Draft Create a Final Copy Good Friday. No school.
Read: Punctuation Mini Lesson: Commas Mini Lesson: Review as Mini Lesson: As a class, Spring Break starts.
Takes a Vacation by and quotation marks: a class, important create a check-list of
Robin Pulver – discuss punctuating dialogue components of story what a final copy looks
what happens and Teaching Point: Writers writing and revising. like. (Clean paper, title, *This unit is very
consequences occur use punctuation marks Use anchor charts and capital letters, flexible and if a student
when punctuation takes to capture characters’ guiding sheets. punctuation, spell has not finished their
a vacation exact words and how it Writing: Inform check, clear printing, final copy in class, they
Mini Lesson: Lesson on is said. students today is the etc.). can either make the
when to use commas Activity: Examine last day to finish the Writing: Allow students “Job Captain” decision
and quotation marks. passage from Karen draft of their story. time to write a good of finishing over the
Ask students what they Hesse’s Come On, Rain! Have them work on copy of their draft. break at home, or
know about other to learn the finishing the story and, Conferring: Check in finishing after the break
punctuation (periods, components of a when they feel they are with students to ensure when we start Bend IV.
question marks, quotation. Practice as a done, have them peer- they are following along
exclamation marks). class by “air-quoting” edit it with a partner. with the checklist.
Activity: Students will dialogue in the passage. Conferring: Check in Share: Have students
complete the “Dialogue Have students revise with students to ensure read their two favourite
Super Hero Race Game” and edit their work, they are constructively lines of their story
to practice the proper ensuring punctuation. contributing to the peer aloud.
ways to use commas Conferring: Teach the editing process.
and quotation marks. effect of exact words, Share: Have students
Note: Check over summarizing. compliment their
punctuation throughout partner in something

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writing this week. Edit Share: Share a student’s they think they did well
past writing. work that shows a clear, in their story.
powerful writing.

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 Resources
Crafting True Stories by Lucy Calkins
 This is the main resource for my unit. It provides lessons and activities that
teaches the process of writing through Lucy Calkin’s Writer’s Workshop. It
focuses on student’s writing stories from their memories and from their
hearts.

What Do You Do With an Idea? By Kobi Yamada

 A picture book about a child who has an idea show up one day and he can’t
get rid of it. He spends the book trying to figure out what to do with the idea.
 I chose this book in hopes to spark some motivation and to get my students
thinking about their own ideas and what to do with them. This would set up
the lesson as students are thinking of a variety of story ideas.

The Word Collector by Peter H. Reynolds

 A picture book about a child who collects words.
 This book has a huge vocabulary and focuses on words and the spelling of
them. This sets up the lesson to focus on words my students commonly
misspell.

The Dark by Lemony Snicket

 A picture book about a boy who is afraid of the dark, until he ventures to the
dark and becomes friends with it.
 Of course this book uses capital letters appropriately, so I will use it as an
example of capital letters.
 Snicket also exemplifies how to balance dialogue with setting and action. I will
use this book to show my students how to balance the two.

What Do You Do With a Problem? By Kobi Yamada

 A picture book about a child who has a problem and is unsure what to do with
it. He spends the book contemplating the different options he has.
 When writing this book, Yamada likely relived a time in his life when he had a
problem and was unsure what to do to remember his thoughts and feelings. I
will use this text as an example for my students to relive their memories to
write about their thoughts and feelings from a memory.

Punctuation Takes a Vacation by Robin Pulver

 A picture book about what happens when punctuation takes a vacation.
 I will use this book to teach students the importance of punctuation so that
they remember to use it in their own writing. It will also set up my lesson on
punctuation and when to use commas and quotations.

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 Super Brief Summary of Bend Three Sessions
Session Twelve
Mini Lesson: Becoming one’s own job captain. Learning to write independently.
Teaching Point: Writers think back over everything they know how to do and they
make a work plan for their writing. Using charts and your own writing can help remind
you of what you know how to do.
Activity: Students plan their writing process via the writing process guide sheet.
Conferring: Teach independence. Turn questions around so students answer their
own questions themselves and are making their own decisions about their writing.
Share: Students examine their work for examples of qualities of good writing from
class chart. Students will work with partners to set goals for their writing. Encourage
students to use the classroom charts as they write.
Session Thirteen
Mini Lesson: Revision happens throughout the writing process
Teaching Point: Writers try to remember the good qualities of writing when they’re
revising one piece, so that they remember to use those qualities when writing
another piece. Writers will pause after they’ve written a bit to ask, “Does this show
everything I know?” and then they revise.
Activity: Have students decide what they want to work on today, using their chart as
a guide. Send students off to work in chunks (those revising yesterday’s piece, start
writing. Those writing a new piece, keeping in mind the qualities of good writing, start
writing, etc.) Students will continue their writing process, going at their own pace.
Conferring: Encourage students who are at the same steps to support each other and
remind each other of what they already know about this step. Teach students to
visualize the setting of their story (keeping in mind the setting at the beginning of the
story). Suggest they sketch it out.
Share: Students will examine their work and discuss with a partner to see if they’ve
achieved the goal, or are on tract to achieve the goal, that they set yesterday.
Session Fourteen
Mini Lesson: Drafting: Writing from Inside a Memory
Teaching Point: We all have memories that are seared into our memories forever.
Activity: Just for practice, have students close their eyes and visual a recent memory.
Ask them to play it like a movie in their head. Then write it down, just as they lived it.
Once they’ve done that, students can get to work on their own drafts, keeping mind
to relive their writing. If they need to revise some of their previous work, they can do
that. But they should have a number of seed ideas by now to choose from.
Conferring: Check where the students are at in the process. Compliment them on
something in their work and then offer something that they can work on. Remind
students that deadlines are a part of every writer’s life and we have a deadline next
week. Ask students to look at the “Monitoring My Process” guide sheet and
determine where they are at in the process and what they need to do to further
themselves along.

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Share: Set more goals. Look over past writing with a partner and set goals on things
you want to remember for your next piece, or things you want to improve on.
Session Fifteen
Mini Lesson: Revision: Balancing Kinds of Details
Teaching Point: Writers elaborate their stories, not only by adding dialogue, but by
adding actions, thoughts, and setting details.
Activity: In pairs, have students take turns reading their drafts to each other. Have the
other partner find areas that could use more “balance” (ex. if there’s too much
dialogue, add more actions or setting). Have students check their “Monitoring My
Process” guide sheet to remind themselves what they need to work on and to
remember their goals.
Conferring: Meet with small groups, based on where they are at in the process. Have
students work together to help push them along the process. Re-teach strategies if
necessary.
Share: Have students highlight a sentence or two that they are proud of. Have
students read their sentence out loud to the class.
Session Sixteen
Mini Lesson: Commas and Quotation Marks: Punctuating Dialogue
Teaching Point: Writers use punctuation marks to capture characters exact words and
how it is said.
Activity: As a class, look at passage from Karen Hesse’s Come On, Rain!, to notice that
the dialogue begins with a capital, ends with punctuation, and the words and
punctuation are surrounded with quotation marks. This shows, not only what is being
said, but how it is being said. Practice as a class by reading part of a story and “air-
quoting” the beginning and ending of dialogue. Have students go back to revise and
edit their pieces.
Conferring: Look for students summarizing rather than using dialogue and encourage
them to elaborate their story by adding exact words. Using exact words helps writers
to live inside the memory. Check for proper punctuation.
Share: Share a student’s work that shows a decision they made that led to clearer,
more powerful writing. Celebrate it.

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 Assessment
Pre-Assessment
I will look through their writing notebooks From Grade Two
prior to the first lesson to get a sense of
their writing and where they are at. I will
look at their “Narrative Writing
Checklists” to understand their sense of
self-assessment.
Through class discussion, I will
formatively assess students by asking
them questions about Writer’s Workshop
and the process they’ve gone through
prior to my arrival.
Examples:
 What Third-Grade notebook
writers do and don’t do
 Ways to find ideas for true stories
 What to do when you run out of
gas as a writer
 To Write a True Story Anchor
Chart
o Make a mental movie
o Find focused ideas
o Remember self-
assessments and goals
o Rehearse for your writing
o Try different leads
o Write a flash draft
o Revise
o Develop heart
o Bring out the internal story
 Show, don’t tell
Understandings
Students will understand…
 A variety of strategies to use when
writing
 Writing should come from the
heart and be personal
 Writing is a process
 Stories that have a voice are what
reach out to readers
 They have an important story that
only they can tell
Prior Understandings
 1.1.4: use a variety of forms of
oral, print and other media texts
to organize and give meaning to
experiences, ideas and
information
 1.1.6: recognize and talk about
developing abilities as readers,
writers and illustrators
 1.2.2: record ideas and
information in ways that make
sense
 2.1.1: use knowledge of how oral
and written language is used in a
variety of contexts to construct
and confirm meaning
 2.1.3: use knowledge of the
organizational structure of print
and stories, such as book covers,
titles, pictures, and typical
beginnings, to construct and
confirm meaning
Where does this lead?
From Grade Four
 1.1.3: share personal responses to
1.1.6: identify areas of personal
accomplishment and areas for
enhancement in language
learning and use
 2.1.1: use ideas and concepts,
developed through personal
interests, experiences and
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 Goals can help you achieve big
tasks
 Setting goals can help motivate
discussion, to understand new
ideas and information
 2.4.1: use a variety of strategies
for generating and organizing
ideas and experiences in oral,
print and other media texts
 2.4.3: produce oral, print and
other media texts that follow a
logical sequence, and
demonstrate clear relationships
between character and plot
 2.4.4: produce narratives that
describe experiences and reflect
personal responses
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 Assessments
Learning Title Checklists Anecdotal Red Light… Scoot Self-Assessment Draft Final Copy
Outcomes Type Formative Formative Formative Formative Summative Summative Summative
Weighting 0% 0% 0% 0% 20% 40% 40%
1.1.6: discuss areas of
personal accomplishment as   
readers, writers & illustrators
3.3.1: organize ideas &
information, using a variety
of strategies, such as    
clustering, categorizing &
sequencing
3.3.2: draft ideas &
information into short
  
paragraphs, with topic &
supporting sentences
4.1.1: share own oral, print &
other media texts with others 
  
to identify strengths & ideas
for improvement
4.1.2: combine & rearrange
existing information to
  
accommodate new ideas &
information
4.2.11: identify commas, end
punctuations, apostrophes &
 
quotation marks when   
reading, & use them to assist
comprehension

15
5.2.2: identify others who can
provide assistance, & seek    
their help in specific situations

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Assessment Tool Overview
Assessment Assessment
Assessment Assessment
Brief Description FOR
AS Learning OF Learning
Tool Learning
Students will Narrative Writing
Checklists from Lucy Calkins that
helps them track their progress
Narrative and remember the steps of the
Writing writing process. I will check in with  
Checklists students and periodically check
their checklists to ensure they are
staying on track and understanding
the writing process.
As I conference with students and
check in with them, as well as,
during class discussion, I will be
keeping anecdotal notes to keep
Anecdotal Notes track of what students have an 
understanding on and what they
need more practice on. I will form
conferences and mini lessons to
suit their individual needs.
After teaching about punctuation
(period, exclamation marks, and
question marks) we will play a
game, just like Red Light, Green
Red Light, Green Light where they have to perform
Light an action to correspond with

Punctuation punctuation after a sentence. I will
Game make mental notes (and anecdotal
notes as soon as possible) to note
students who have a grasp on
punctuation and who may need
more practice.
I did not include the Word Hunt in
the above chart because it does
not hit any of my main SLOs but it
does hit SLO 4.2.4 (which I’m
Word Hunt 
keeping in mind throughout the
unit). Students will be getting extra
practice with commonly
misspelled words by finding words

17
 around the room and spelling
them out correctly.

Students will participate in a scoot

where they search for sentences
Capital Letter
and they have to correct the 
Scoot
sentences with proper capital
letters and punctuation.
Students will be asked to complete
a self-assessment when they are
finished their final copy. This will
determine how they found the
writing process, if they achieved
Self-Assessment   
their goals that they set
throughout the unit, and if they
understand that writing is a
process that requires multiple
revisions.
Throughout the entire unit,
students will be working on drafts
of stories. They will be planning,
organizing, revising, and writing. I
will be formatively assessing these
drafts everyday but I will take
Draft them in at the end of the unit to   
assess their writing skills. I will ask
them to complete a self-
assessment on how they think
they did throughout the process.
This will be in conjunction with the
Final Copy.
Once students have completed
their draft of their story, they will
be asked to write a final copy in
which they pay close attention to
Final Copy   
punctuation, capital letters, and
having a strong voice in the story.
They will complete a self-
assessment (same as the draft).

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 Introduction of Bend Three
Teacher Name Miss Rawson Date March 7, 2018
Subject Area English Language Arts Grade Three
Session 12 – Becoming a Job
Topic Time 30 minutes
Captain

GLO 1: Students will listen, speak, read, write, view and represent
General Learner to explore thoughts, ideas, feelings and experiences.
Outcome(s) GLO 3: Students will listen, speak, read, write, view and represent
Taken from Alberta to manage ideas and information.
Program of Studies GLO 5: Students will listen, speak, read, write, view and represent
to respect, support and collaborate with others.
SLO 1.1.6: Set Goals – discuss areas of personal accomplishment as
readers, writers and illustrators
Specific Learner SLO 3.3.1: Organize Information – organize ideas and information,
Outcome(s) using a variety of strategies, such as clustering, categorizing and
Taken from Alberta
Program of Studies sequencing
SLO 5.2.2: Cooperate with others — identify others who can
provide assistance, and seek their help in specific situations
Students will learn how to guide their own learning.
Learning Students will learn independence and that they are able to often
Objectives answer their own questions.
What do you want your
students to learn? Students will learn how to organize their thoughts and ideas and
how to create a plan.
I will have conferences with my students to see how their planning
is going and to see what goals they have set for themselves. I will
Assessment ask them what plans they have to achieve those goals. I will make
How will you know your
students have learned? anecdotal notes as I meet with my students, noting their goals,
organizational skills, and how they are working with others and if
they are making an attempt to become an independent writer.
 My clipboard
 My anecdotal notes
 Lucy Calkins’ Crafting True Stories
 Goal Sheets
Materials  Students’ writing notebooks (should already have these)
What resources will you
need?  Students’ writing folders (should already have these)
 Narrative Writing Checklist (should be in their folders)
 Writer’s Workshop Anchor Charts (should already be done
and hung up in the class)
 Monitoring My Progress Sheets (to be handed out)

19
 Discuss with the class: Up until now, students have been going
through the writing process in sync but for this unit, students will
be learning to “become their own job captains” and will be able to
move at their own pace. We will be writing a whole new story, and
it is up the students to determine their plan and pacing. Students
should use the charts and past writing to help determine what
they need to do. Emphasize that students need to make wise
decisions as a Job Captain about the process of their writing.
Review: What are some qualities of good writing?
 Show, don’t tell
 Describes actions that took place, uses dialogue, describes
what we saw, smelled, tasted, or felt, describes images
around the storyteller
Introduction
 Ideas are focused and important
(10 minutes)
 Write a lot of entries
 Try different leads
Present “Monitoring My Progress” Sheet. The sheet is used to help
students monitor themselves and keep track of their progress.
To get a sense of what students’ plans are, ask for a thumbs up
signal if they are going to be doing: using the “Finding Ideas for
True Stories” anchor chart, using the “What Hesse Did to Make Her
Storytelling Voice So Good in Come On, Rain!” anchor chart, or
using the “Narrative Writing Checklist”. Once students have
signaled, ask students to think of a goal and write it on their Goal
Sheet. Ask students to share their goal and strategies with a
partner. Remind students that they will be making their own
decisions based on their writing needs.
Allow students to begin writing at their own pace and using the
strategies of their choosing. Monitor their use of anchor charts
around the room, their writing process guide sheet, and narrative
writing checklist.
Body Conference with students. Focus on teaching independence. Invite
(15 minutes) children to identify and solve their own problems. Keep a copy of
“Monitoring My Progress” sheet to help students find where they
are and what they need to do. Encourage students to continue
working – writing is a long process. If students say that they are
done, encourage them to go back and see if there is something
that they can improve on or revise. Or if they can think of other
seed ideas. The more writing the better.
Closure Ask students to look for qualities of good writing in their own
(5 minutes) writing and underline it.

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 Ask students to determine whether or not they achieved their goal
today (it is okay if not, goals take time). IF they feel they’ve
achieved their goal, ask them to place a checkmark by it.
Ask students to work with a partner to come up with another goal
for next time on their Goal Sheet and place it in their folder.
Allow students to use a scribe.
Allow students to use a laptop with text-to-speech or just to type
out their story.
If a student has difficulty staying on track or getting started, meet
Differentiation
with them early in the class to help them pick one thing to start on
or to work on. Check in on them periodically.
Students may also draw pictures to help set up and visualize their
story.

Reflection

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Name:_______________

To Write a True Story: Monitoring My Process

Find focused story ideas and write entries.

For each make mental movies, tell bit by bit.

Remember goals.

Choose one to develop.

Rehearse ‘seed idea.’

 Storytelling
 Leads

Booklet? Notebook paper?

Flash draft with paragraphs.

Revise
 Emulate other authors
 Develop heart
 Bring out internal story

Edit
 Spelling
 Punctuation

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Name:______________

My Writing Goals
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