Creative Writing: What’s your Super Power?

Name: Alex Disabella Cooperating Teacher: Mrs. K

Date: July 26, 2018 Time: 8:30 a.m. – 9:30 a.m. Subject/Class/Period: Life
Skills

Specific Objectives to Meet Goals:

Students will to write a short story with the guidance of the teacher.
Students will work together to create this story.
Students will loosely follow the plot diagram using the five “w’s” and one “h” method.
Common Core Standard (General Objectives):
CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely
linked events, tell about the events in the order in which they occurred, and provide a reaction to
what happened.
CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide
some sense of closure.
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event
order, and provide a sense of closure.
CCSS.ELA-LITERACY.W.3.2. A
Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension.
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
Modifications:
 Each student will receive a handout/chart discussing the five “w’s” and one “h”. This will
help those students who need a supplement aspect to the lesson.
 We will also be watching a YouTube video about the 5 “w’s” – this is a song, which is
adheres to both visual and auditory needs.
 I will also create a bigger version of the story we are creating together in a book format
for the students to keep in the classroom. Again, this is a supplemental component that
makes the lesson more interactive for the student’s creative abilities, as well as provides
better guidance for visual learners.
 I will also be sure to speak clearly as we complete the lesson so that the students can
follow my motions and my voice; this will help to clarify the lesson and learning
techniques.
Materials Needed:
Laptop, story handouts, 5 “w’s” handout(s), big book, markers, pencils/pens, dictionary (If
students are unsure of the meaning of a word, we can pull out a dictionary to clarify.)
Procedure for the Lesson:
 Ask each student who their favorite superhero is the day before the lesson to create the
storybook template. I will also collect details about what kind of superhero story we are
creating.
 When students enter the classroom, they will each receive a copy of the superhero story
about our classroom.
o I did not specifically do this for this class, but it was an option I had created for
future use.
 I will then reveal the bigger version of the story that we will create together throughout
the lesson. (I will have previously created the structure of the book; students will help fill
in the text for each image.)
 First, I will ask each student what they want their superpower to be, seeing as the
superheroes the students have picked represent their own persons. (This was all done the
day prior to the actual lesson.)
 Next, I will ask the students the five “w’s” plus one “h” – who, what, when, where, why,
and how. This will help to structure our story in six main ideas. I will have these words
written out on the white board in a list formation so all students can see the information.
o Play the 5 W’s song: https://www.youtube.com/watch?v=vXWK1-L41f0
 I will also be guiding the students with follow-up questions to make sure the students
understand the questions I’m asking. We will keep track on the board.
 Story requirements include at least five characters (who) – 1 for each student. Teachers
can include themselves as well. There must be a setting (where/when), a conflict or a
problem (what), a motivation behind the conflict or problem (why), and a rising action
and a falling action (how).
  This story will include about five images – one for each plot point in the story. All other
story details will be added as we go. Essentially, this is a photo story with captions, but
we are modifying the template into a comic book type of story about the student’s
adventures in the classroom.
o We actually used a site called https://www.dckids.com/dc-super-
friends/htmlgame/name/super-hero-me to create superhero avatar characters for
the yearbook portion of the comic book we created.
 After we discuss the contents of our classroom story, we will transfer the information to
the big book. Students can keep track in their own copies if they would like.
 After we have finished, we will read the complete story, and the students will be able to
keep the big book in their superhero-themed classroom.

Academic Language:
 5 “W’s” and 1 “H”
 Conflict/problem
 Main ideas
Assessment Methods:
The assessment methods most appropriate for this type of lesson and classroom style is question
and answer and observation.
Evaluation of Field Experience Student’s Performance:
I had an amazing time teaching this lesson; however, it was very challenging to try and create a lesson
with the wide range in reading level that I had to work with. Another challenging factor was that I only
had about two days to lesson plan and prepare the big book. The result was worth all the stress in the
creating process. This group of five students exceeded all bounds and expectations and completed a
creative writing activity that they got to keep in their classroom. If I ever taught a lesson like this again, I
would budget my time a little better in the preparation stage. I also made a slideshow presentation of
the photos from my experience. The link is below. If it does not work, let me know, and I will resend it.

Photos: https://docs.google.com/presentation/d/1ujVeoykecAn1a-tJ-3AK-
_MLtMoyVfbKhCLkI0Fr50E/edit?usp=sharing