This is the second lesson in my 'Introduction to 2nd Grade Writing. In the last lesson, Waldo Says 'Where's Writing?', students looked for writing examples and learned that there are some different kinds of writing. I used the words 'narrative', 'informative' and 'persuasive' so the students had exposure to these terms. I also set up collaboration as a strategy and we created a 'Group Rules poster' that we will use throughout the year. The students are excited about writing now and ready to write!
In this lesson, I am guiding students toward writing. I show several different website creations as examples of writing to show just a few of the MANY MANY ways you can write on the web. Remind students that writing means not only sentences... pictures, words, letters... those are all kinds of writing!
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words.
**Websites are included in the PPT if you choose to create a sample as you teach, but that is very time consuming. I chose to make them ahead of time and just show what I created. I would encourage you to personalize these screenshots on the powerpoint to current topics your kids are studying - weather? history? science? You could link these to a science or social studies topic!!
Explain the task
Students are focusing on a topic and strengthening writing by following the writing process, including planning, revising, deicing and publishing with digital tools. (W.2.5) This focus on digital publishing and the use of writing process is a key shift in the Common Core State Standards toward process writing, explicitly teaching the process of writing through practice and guidance and support from adults and peers. As students use these digital tools to produce and publish writing and collaborate with peers, they are using technology to create novel pieces and interact collaboratively with peers and adults. (W.2.6)
Model the writing process
I was going to originally have the students create a story-comic, but when I demonstrated the story maker program and story-comic to my students, they were so enthralled with the storymaker, I switched gears. The website is REALLY easy to use and I liked the color and silly characters. Best of all.... there was no login required. When the kids are done with their creations, I had them make a screenshot of their best scene and print those. Be sure to print enough for all of the kids in the group! You may want to see about having them save the stories to print or look at home. They LOVED this program.
Explain the task
Monitor as they work
Students are writing narratives to recount a short sequence of events including details to describe actions, thoughts and feelings. (W.2.3). They are writing these stories to develop imagined events using effective techniques, well chosen details and well structured event sequences. I expect active participation from all students in the collaborative groups in the use of digital tools to create writing samples.
Discuss the ideas
Here's an animated student story that shows how the movie looks when its made. The students can click on characters to make them show emotion, move and interact.
As students recount their stories with relevant descriptive details, they are speaking audibly in coherent sentences and presenting the word so that listeners an follow the story. (SL.2.4) Following the shift in teaching practices from the Common Core State Standards, I have created a carefully structured situations so students can practice speaking and listening skills in groups and then share their stories with the class.
Scaffolding and Special Education This lesson could be easily scaffolded for lower and higher level readers/writers.
This lesson could be used for writers who struggle. The collaboration and group work is GREAT because they can freely share ideas and share the burden of forming complete sentences and getting words on 'paper' (or the screen). It is also good for them to hear the modeling of the average and above average writers.
For students who have strong writing skills, the website offers the opportunity to write longer sentences with more complex vocabulary. However, just because you have strong writers, does not mean they excel at brainstorming or organization. The collaboration with mixed groups will afford all of the kids to share their talents, whether they be typing, organizing, ideas, sentence fluency, or creativity!!