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Writing Assignment Design Phase 1 - Final
Writing Assignment Design Phase 1 - Final
Writing Assignment Design Phase 1 - Final
Im feeling quite empowered as a teacher through the process of creating this assignment. I think its
something my students will enjoy doing, and something that will challenge them to think in new ways
about the stories they read and make up. I also hope it will give them confidence as writers, and the
pride that comes from creating something thats been difficult but worthwhile.
Having never created a handout before, this is the part of the assignment I was least confident in, and
Im still not positive Ive come up with something thats truly appropriate for a second-grader. I tried to
provide enough information without completely overwhelming him (and while still fulfilling the
requirements for this assignment). Hopefully, Ive achieved that balance. I would never have thought of
handing something like this out to homeschooled students; I typically just explain assignments verbally
and sit with them to answer questions through the process. Im surprised, then, to feel quite pleased
with my final product, which I think will help show the scope of the project and get them excited about
where were going. I think it will also be an opportunity to encourage some independence for my
second-grader, who will be able to look back through the directions and rubric on his own to make sure
hes on the right track (as opposed to just asking me).
Moving forward, my most pressing thought is that we need to get started as soon as possible, since
every lesson we do is limited by both attention spans and writing stamina. I do predict that well have to
backtrack at least once or twice in the process to revisit concepts and rework parts of our stories, and
since that backtracking is itself an important part of the process (though one I cant really plan for
chronologically), I want to allow enough stretch time to get the project done. I have started introducing
some terms and the concept of retelling a plot during our regular picture book reading, so at this point,
were technically in an extended Day 1-2 of the project.
I mention in my plan below the need to differentiate both expectations and instruction for my four-year-
old, but Im not sure whether Ive adequately explained what Ill do with him. Im fairly used to just
adjusting things as I go, and Ive never attempted to write down exactly how I modify content for him. I
did not create a separate rubric, because, as I explain below, I dont grade him at this age. I just want
him to have fun following along with the activity and achieving the goals explained in the assignment
portion. What Im wondering is this: Are the goals I have below a sufficient explanation of
differentiation? Do I need to create a separate rubric?
Your help has been a great source of encouragement these first six weeks of grad school, and Im so
grateful for it.
Taylor
2
Taylor Jackson
Dr. Hartman
ENED 683
8 October 2017
Rationale/Overview:
As a child, I loved creating story worlds, but I never really wrote fiction because I couldnt seem to
structure a plot on my own and was never formally taught how to do it. This is a valuable skill for young
writers, both in terms of writing ability and confidence-building. In my initial research, I was inspired by
the idea of having students first read picture books that exemplify certain basic story elements
(characters, setting, plot, sensory details, etc.), learning the terms associated with these elements, and
discussing them as a group to better understand them.
I plan to give a series of about twenty short lessons (no longer than 30 minutes each) over several weeks
to complete the assignment. Well start with reading picture books, and practicing retelling them, both
to get in the habit of telling stories aloud and to further explore the creation of plot. We will then
practice narrating picture books without words, allowing students to create a narrative and use the
literary terms we learned to discuss the stories. Next, we will spend some time exploring process writing
- freewriting, coming up with original ideas, organizing a plot structure, choosing a style for illustrations,
completing art activities as process work for setting and character details, discussing our work in a
writing group, and revising. Finally, we will each create finished picture books. I plan to
model/participate by creating my own story along with my students, and at least at this point, my plan is
to tell the story of this writing process in my book.
Context:
Ill be doing this creative writing assignment in a combined homeschool classroom with two male
students, though my rubric and handout are crafted for my older student (age 7, 2nd grade). For my
younger student (age 4, pre-K), I have a more basic set of goals, and I will differentiate the assignment
by helping with reading and writing (as he is not yet reading or writing on his own) and asking him much
more basic questions in group discussion. We read and discuss picture books continually, and I have
helped them write very short stories before, but this will be our first experience with process writing,
structuring a plot, editing our work, and using formal language to discuss stories. With that in mind, I
used backward design in creating the assignment, attempting to discern individual concepts and skills
that would be needed to create a final product and body of knowledge, then designing activities and
steps to get our group to those end goals.
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Reading Literature:
CCSS.ELA-Literacy.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.
CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or song.
CCSS.ELA-Literacy.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action.
CCSS.ELA-Literacy.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice
for each character when reading dialogue aloud.
CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
Writing:
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.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing.
students perspectives, I think, but I plan to keep it fun and engaging by stretching out the assignment,
allowing ample time to complete each step so no one part is overwhelming.
I know that, in particular, my four-year-old student may struggle with some of the more advanced
material were covering. I will definitely be cognizant of that, allowing breaks and making his questions
much more basic. I will help him with all writing and reading, jotting down what he narrates to me
during freewriting times, and being his voice when were sharing our writing out loud. I did not create
a separate rubric for him because I dont think its either necessary or appropriate to grade a four-
year-old, but I will feel the activity was successful if he participates in and enjoys the process.
Goals:
I created the goals and rubric included in the handout with my second-grader in mind, integrating
Common Core Standards and some concepts from class, like a writing group and process writing. I do
think my youngest student (whos in Pre-K) will be able to follow along, and have fun being a part of the
group and creating a story, but for him, my goals are much simpler.
Pre-K Goals:
o Begin to have a basic understanding of story elements like plot, characters, and setting
o Learn to share ideas and narrated writing in a writing group
o Work through process writing activities to narrate and revise a coherent story
o Narrate and illustrate a short picture book
o Have fun with writing
Resources/Works Cited:
English Language Arts Standards Reading Literature Grade 2. Common Core Standards Initiative,
2017, http://www.corestandards.org/ELA-Literacy/RL/2/.
Fink, Laura Storm. Lesson Plan: Using Picture Books to Teach Plot Development and Conflict
Resolution. NCTE, http://www.readwritethink.org/classroom-resources/lesson-plans/using-picture-
books-teach-b-803.html?tab=1#tabs.
Henry, Laurie et al. Creative Writing Through Wordless Picture Books. 14 April 2003. EBSCOhost,
http://files.eric.ed.gov/fulltext/ED477997.pdf.
Reese, Colleen. Story Development Using Wordless Picture Books. The Reading Teacher, vol. 50, no. 2,
October 1996, pp. 172-173. EBSCOhost, http://eds.b.ebscohost.com.ezproxy.gardner-
webb.edu/eds/pdfviewer/pdfviewer?vid=9&sid=99541c86-a332-4902-82d7-
cd3e98c3487f%40sessionmgr120.
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o You will create illustrations of some kind to go along with the plot of your story
(drawing, painting, collage, photography, etc). We will spend some time later discussing
reasons why you might choose one style of illustrations over another.
o You will create a final version of your book, with words and illustrations. Your final
story will need to be at least ten pages long, and we will create them on heavy paper.
Day 14-15 Over these two (or more) days, well create storyboards, planning what words and
images we want to have on each page.
Day 16-20 Over these last five (or more) days, well create final copies of our books, with
illustrations, and share our books with family and friends.
message, lesson, or
moral.
work.
I can actively
participate in a writing
group, sharing ideas
and giving positive
feedback to peers.
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.