Behrendt Writing, pg.

Common Core Aligned Lesson Plan Cover Page

Student(s Name): M.C. Grade Level: 3rd grade Your Name: Erin Behrendt

COVER PAGE
LESSON ELEMENT:
POW + WWW What=2 How=2

Student Weaknesses and Concerns:

Name Skill and state How student performed What is the Goal or Benchmark for that
(% rank, accuracy, fluency) skill (How do typical students perform?)

On the Fall DIBELS/ DAZE Benchmark, the student Fall DAZE Benchmark score is 8 words correct in a
scored 0 words correct in a 3-minute timed sample. 3-minute timed sample.

On the 3rd Grade Fall Writing Prompt, the students 3rd Grade Fall Writing Prompt benchmark score is
overall score was 1.0/4.0 3.0/4.0, with a goal of 4.0 by Spring Writing Prompt
Content and Ideas: 1/4 (end of year)
Organization: 1/4
Style and Voice: 1/4
Conventions: 1/4

Given a picture prompt to write a narrative story, the Benchmark using the Narrative Writing Grade 3
student scored 9/20 points, or 45% using the Narrative Scale is 18/20 points and above, or 90%+.
Writing Grade 3 Scale.

Common Core Learning Standard(s) Addressed in lesson:

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.3.3.A Establish a situation and introduce a narrator and/or characters;

organize an event sequence that unfolds naturally.

Lesson Objective and Learning Targets:

Given a graphic organizer, the student will be able to write a narrative story that includes 5/7 text structure
elements, including the (1)character- who, (2)time- when, (3)setting- where, (4)what the character does,
(5)what happens next, (6)how the story ends, and (7)how the character feels.

Long Term Goal:

By June 2017, given a topic and/or picture, the student will write a narrative account including all seven
components of POW + WWW W2 H2 in 2 out of 3 trials as measured by student work samples.
 Behrendt Writing, pg. 2

Materials/Resources:

POW + WWW What=2 How=2 Anchor Chart

POW + WWW What=2 How=2 Graphic Organizer
Picture Prompts
(model and guided practice, collaborative practice, and independent practice)
Rocket Graphs
Lined Paper
Pencils

What will you use to establish and measure your students performance/product/process?

Pretest (Narrative Rocket) Skill Performance: 3/7 Narrative Elements

Posttest (Narrative Rocket) Skill Performance: 7/7 Narrative Elements

Students Name: M.C. Teachers Name: Erin Behrendt

What is the strategy that you are teaching? Narrative Writing- POW + WWW What=2 How=2
What is the mentor text that you are using? Because of Winn-Dixie By: Kate DiCamillo
What is the writing objective ?
Given a graphic organizer, the student will be able to write a narrative story that includes 5/7 text structure
elements, including the (1)character- who, (2)time- when, (3)setting- where, (4)what the character does,
(5)what happens next, (6)how the story ends, and (7)how the character feels.

Step 1. Today, we are going to talk about a strategy called POW + WWW What=2 How=2. This
Give the strategy strategy will help us become better writers by teaching us a trick to help us remember and
name. Obtain use the parts of a good story!
commitment to
use the strategy. At the end of last week, I had you do a writing sample using this picture [display picture].
I asked you to write a story about what you thought was happening in the picture. When I
scored the stories that you each came up with using this rocket chart, the class had an
average of including only 3 out of the 7 major parts of a good story. By learning this
strategy, we are going to improve our writing and our comprehension. Our goal is to write
a story that includes all seven parts of a good story!

Step 2. Remember last week when I was absent and you had a sub? The next day when I was
Use real-world back at school, I asked you to retell me the chapter in Because of Winn-Dixie that the sub
examples or read to you the day before. I asked you questions like Who was in this chapter? Where
metaphor to did it take place? What happened first, next, and last? How did the character (Opal) feel?
create context. Etc When I was asking you those questions, I was having you identify some of the seven
 Behrendt Writing, pg. 3

important components of a good narrative.

When I write a story, I use a similar strategy. I organize all of my thoughts using an
organizer to make sure I have all of the important components of a good story. I want to
make sure that my stories are enjoyable, interesting, and make sense, just like the exciting
chapter that we read in Because of Winn-Dixie. Our new strategy will show us how to
organize our thoughts and ideas so we can write great stories.

This is what good writers do. Good writers write stories that are fun to read and
fun to write. Good stories make sense and have several parts.

Step 3 When we are writing narratives, we can use the strategy called POW + WWW What=2
Define the How=2.
strategy, how and
when it is used, This strategy helps us organize our thoughts and ideas before we write. When I use POW
and how it helps + WWW What=2 How=2, I have all of my ideas in one place and they are organized and
with reading labeled. This allows me to easily keep track and include all of my ideas when I am ready to
(what, how, when, begin drafting my story that has all seven components. Using this strategy helps me make
& why) sure that my story makes sense, and that it will be interesting to the audience who reads
my story!

It helps me write better because I am able to make sure I use all seven components of
good writing. This strategy helps me make sure that my story makes sense and is
interesting to people who read my story. This is what good writers do because they want
people to enjoy reading their books!

I use this strategy when I am making up bedtime stories for my nieces and nephews.
They love it when I make up fun stories for them when I come to visit. Using POW + WWW
What=2 How=2 helps me organize my thoughts and ideas to create a story that makes
sense and is interesting for them to listen to.

Step 4 Each letter in POW + WWW What=2 How=2 stands for a full word. It is an acronym to
Show & introduce help us remember each of the seven components of a great narrative.
students to the
scaffolds, I developed this anchor chart to help us remember what each letter in POW + WWW
touchstone, What=2 How=2 stands for. I also included a picture cue for each letter to help us
posters, remember what each stands for. This poster will help you remember to include each of
bookmarks, etc. the seven components so we can write narratives that make sense and are interesting to
our readers.

[Display anchor chart, reviewing one letter at a time]

*See materials for anchor chart: Appendix A

In our first acronym, POW, the P stands for Pick My Idea. This means we choose what
we are going to brainstorm and write about. The O stands for Organize My Notes. This
 Behrendt Writing, pg. 4

means we will use a graphic organizer to organize our thoughts and brainstorm ideas.
Finally, the W stands for Write the Story and Say More. This means you will take your
brainstorm and graphic organizer to help you write your narrative. So, POW means: Pick
my idea, Organize my notes, Write and say more. Lets repeat this together!

Now lets look at the WWW What=2 How=2 part of our strategy. This part of the strategy
is where we will organize our thoughts and ideas using this graphic organizer [display
graphic organizer example]. At the beginning of our lesson today, I said we will be learning
how to include the seven components of a good story. How many boxes does our
organizer have? Thats right! There are seven boxes! So do we think that each of these
boxes stands for one of the seven components? Yes! Now lets learn about each
component that we will include.

[Display Graphic organizer]

*See materials for graphic organizer: Appendix B
[Direct back to attention to anchor chart]

Lets go over what each of our letters stands for in WWW What=2 How=2. These can
help remind you the important components to includes when you are writing narrative
stories.

W-W-W
WHO is the character? [motion- circle face with hand while reading]
WHEN does the story take place? [motion- tap wrist with finger while reading]
WHERE does the story take place? [motion- jump once and point to ground while reading]

What=2
WHAT does the character do? (motion- how up one finger)
WHAT happens next? (motion- hold up two fingers)

How=2
HOW does the story end? (motion- hold up hand in stop motion)
HOW does the character feel? (motion- point to heart)

Now lets review all parts of WWW What=2 How=2 together. Lets read each part
together and do the motion while we are reading. Everyone stand up!

[Using anchor chart, point to each question and model motion that goes with question.
After reading and modeling, have students repeat question and motion back to teacher.]

Now I want you to turn to your whisper partner. Partner 1 will quiz Partner 2 on the parts
of WWW What=2 How=2. I want you to say what each part stands for and do the motions
we practiced. If your partner is having trouble with one of the parts, read them the
question from the anchor chart and do the motion, then have them repeat it to you. Once
Partner 1 is finished quizzing Partner 2, switch roles.

[Teacher walks around to monitor students quizzing each other]

 Behrendt Writing, pg. 5

Lets come back together as a group. Great job working with partners! I like how I saw
partners referencing the chart and using the motions to help remind partners when they
got stuck. Lets review as a group. Who can tell me and show me what the first W stands
for in WWW What=2 How=2?

[Repeat process for rest of WWW What=2 How=2. After student models to class, have rest
of students repeat and show back to student that modeled.]

ERROR CORRECTION: Lets look at our chart for help! This W means and the motion
is Lets read it together doing the motion to help us remember this part!

S tep 5 Lets look at the chapter that we read today in Because of Winn-Dixie. I am going
Model the to reread the first page and see if the author included all of the parts in WWW
strategy using What=2 How=2. When you hear one of the parts in our strategy, I want you to give
a think-aloud me a thumb up.

#1- p.72 [Read 1st paragraph of ch.11]

I am stopping here because I heard some of the parts of WWW What=2 How=2. In
the first sentence of this paragraph, I heard when does the story take place. The
first sentence says, That night, there was a real bad thunderstorm. When does
the story take place? [do motion] The story takes place at night.
When: Writes at night on graphic organizer.

#2- p.72 [Read 2nd paragraph of ch.11]

I can also answer the questions who are the characters [do motion] and where
does it take place [do motion]. Who are the characters? I know Opal is the
character who is speaking or telling the story of what happened. I also remember
her saying Winn-Dixies name, so he is also a character. Where does the story take
place? When I read the sentence, Winn-Dixie was whining and butting his head
against the bedroom door, I was able to figure out that the story is taking place in
Opals trailer, specifically her bedroom.
Who: Writes Opal and Winn-Dixie on organizer.
Where: Writes: Trailer and Opals bedroom on organizer.

#3- p.73 [Reads 3rd paragraph of ch.11]

I heard some more of our story components. What do the characters do first [do
motion]? Winn-Dixie was crying and shaking when it would thunder. What
happened next [do motion]? Opal opens the door to let Winn-Dixie out of her
room, and he takes off running! How does the character feel [do motion]? Opal
said in the story, He was shaking and trembling so hard that it scared me. So how
does Opal fee? She feels scared.
What: Writes W.D. crying, shaking on organizer
What: Writes Opal open door and W.D running on organizer
How: Writes scared on organizer
 Behrendt Writing, pg. 6

We can see that our author, Kate DiCamillo, included most of the components of
WWW What=2 How=2 in this chapter. If we would have read until the end of the
chapter, we would have also been able to identify How does the story/ chapter
end?.

Now that we have learned all of the parts to our strategy POW + WWW What=2
How=2 and we identified these parts in our mentor text, I am going to model how
we can use this strategy to write our own narratives.

[Display graphic organizer and picture of two boys setting up a tent]

*See materials for graphic organizer Appendix B and picture Appendix C

First I am going to look at my picture. What is the first thing I need to do? [point to
P on anchor chart] I need to pick my idea! This means I need to look closely at the
picture and see what ideas I have.
Well I can see two boys and a tent. It looks like they are trying to set it up.
Maybe they are friends? Or boy scouts? I see that the sun is still up- I hope
they can get their tent ready by night time! Maybe that could be the
problem.. The boys are having trouble getting their tent to stay up.

Okay, I think I have some pretty good ideas for my story. Now I need to begin the
next part of my strategy. I have picked my idea, now I need to[point to O on
anchor chart] organize my thoughts! This means I need to use my graphic organizer
to answer my WWW What=2 How=2 questions. When I am filling out my organizer,
I am not going to write complete sentences, I will just write my ideas. I wont write
complete sentences until I begin to write my story.
I am going to start with my WWW boxes. Wow.. this is a lot of boxes to fill
in. I am going to take a deep breath and do each box one at a time. If I get
stuck, I can look at the anchor chart or the cuecard in my folder. I have
learned all of the parts and practiced them.. I know I can do this!
W- Who: Lets see...What is the first W in my strategy? Thats right! Who is
the character? [shows motion circling face while asking question]. I think
that these two boys are friends. I will say this boy is Billy, and this boy is his
best friend, Joe.
Writes Billy and his friend Joe on organizer.
W- When: Okay, I have my first box completed. That wasnt so bad. What
is the second W in my strategy? Where could I look if I wasnt sure? I could
check the anchor chart, or my cuecard. Oh I remember! When does the
story take place? [shows motion tapping wrist with finger while asking
question]. Well, I see that the sun is up so I think it is mid-afternoon. That
means it is probably after lunch time. I also noticed that the boys are in
shorts and t-shirts. That tells me that is it warm outside, so I am going to
say that it is a warm summer day.
Writes mid-afternoon and warm summer day on organizer.
W-Where: Now I am ready for the third W in my strategy. I remember this
 Behrendt Writing, pg. 7

one! Where does the story take place? [shows motion of jumping once and
pointing at ground while asking question]. I wonder if the picture has any
clues. I can tell that the boys are outside, but I cant tell where. I will use my
imagination. I am going to say that this story is taking place in Billys
backyard.
Writes Billys backyard on organizer.
W-What: Great- I already have half of my organizer filled in! I can do this!
Now I am on my first What. What does the character want to do first?
[shows motion of holding up one finger while asking question]. Well, It
looks like the boys are trying to set up a tent in the backyard, but they are
having trouble. Maybe they are missing pieces, so the tent wont stay up? If
they are missing pieces, the tent would keep falling apart and they would
not be able to stay the night in it.
Writes setting up tent, missing pieces, and falling apart on
organizer.
Do you notice how I have been encouraging myself while I have
been filling in my organizer? This helps me stay positive and be
proud of my accomplishments!

[Move to guided practice for remainder of organizer]

Step 6. Now I want you to help me think of ideas for the rest of my organizer. Lets work
Provide Guided together to fill in the rest of the organizer, then we will turn our thoughts into sentences
Writing practice in for our story.
small group. W- What: We finished with the first what, now we need our second what. Who
remembers our second what? Turn and tell your whisper partner. [Have students
respond chorally] What does the character do next? [shows motion of holding up
two fingers while asking question]. I said in my first what that Billy and Joe
couldnt get the tent to stay up because they were missing pieces, so what do we
think they will do about this? Hmm lets think.. I wonder what they could do?
[Call on students for ideas] Thats a great idea! Maybe Billy will find a rope and tie
the top of the tent to a tree! That way if they cant find the missing pieces, they
can still stay the night in their tent. I like how you used to clues in the picture to
help you think of ideas. You noticed trees near the boys and saw a rope in Billys
hand, so he could solve the problem that way!
Calls students up to write Billy gets rope and ties to tree on organizer.
H-How: Wow, we are almost finished with our organizer! We are doing a great
job! Now we are on the How=2 part of our strategy. What is the first how? Turn
and tell your whisper partner. [Have students respond chorally]. Thats right! How
does the story end? I want you to turn and talk to your partner about how you
think this story could end. [Monitor student discussions] Alright, I heard some
great ideas that partners were sharing. Can I get volunteers to share out with the
group on their ideas? [Call on students to share]. We have some great ideas on
how the story should end! Remember when we end our story, we want to wrap
up what the characters have been doing. So we have decided from all of our ideas
 Behrendt Writing, pg. 8

is that our story will end with the tent staying up. Billy and Joe will then play
games and stay the night/ have a sleepover in their tent.
Calls students up to write tent stays up, play games, and stay night in
tent on organizer.
Remember that I am only writing down my thoughts on my organizer, not
complete sentences.
H-How: Now we are ready for our last box in our organizer! We have done a
great job! Our last box says how. We need to answer what question? Turn and
tell your whisper partner. [Have students respond chorally]. Thats right! How
does the character feel? [shows motion of pointing to heart while asking
question]. So how do we think Billy and Joe feel at the end of our story? I want
you to turn and discuss with your whisper partner. [Monitor student discussions]. I
heard some great ideas while you were discussing with your partners! I heard MS
tell KS that she thinks the characters feel excited to sleep outside in the tents. I
also heard AG tell OB that he thinks the characters feel proud of themselves for
solving the problem and fixing the tent.
Calls students up to write excited to sleep in tent and proud for fixing
tent on organizer.
Wow! We have really worked hard on our organizer! Lets record how many story
parts we have used on our rockets. Did we include who? Yes, so I can fill in my
first part on my rocket. Did we include when?.. [Repeat for all seven
components/ parts of organizer, filling in rocket for each part] Great job! We
included all seven steps, so we were able to fill in all seven parts of our rocket!

We are almost done with POW! We picked our idea and organized our thoughts. Now we
need the W part, write the story. I am going to use the notes I wrote on my organizer to
help me write complete sentences for my story. When I use the notes from my organizer, I
will put a check next to it so I know it has been included.

[Write story together on document camera, asking students to help fill in transitions and
linking words.]
*See materials for completed story Appendix D

GUIDING QUESTIONS:
How can I make this a complete sentence?
Are there any thoughts or ideas I can combine or put together to make a longer
sentence?
How can I make this sentence more interesting? Is there a million dollar word I
could include?
Have I included everything from this section of my organizer? Does it make
sense?

Now that we have our story completed, I am going to read it aloud to you. For each part
of the story you hear, I want you to show me the motion. What will you do when you hear
who the character is? What will you do when you hear when the story takes place? Where
the story takes place?
 Behrendt Writing, pg. 9

[Read story to students, monitoring motions and providing corrections]

Great job! We included all seven components in our story!

Step 7. We have already done a lot of practice with our new strategy, POW + WWW What=2,
Provide How=2. I have modeled the strategy for you and we have worked on it together. Now I am
Collaborative going to have you work with your whisper partner to write a story together using a new
Writing picture back at your desks. You will both have your own organizers and you will both write
your own copy of the story. Do one box at a time. While you are working with your
partner, remember it is okay to have different ideas. I want you to discuss your ideas with
your partner before writing them down, just like we did when we worked together on our
first story.

After you are finished with all parts of the organizer, I want you to write your stories.
Once you are both finished, I would like partner 1 to read their story to partner 2. Then
partner 2 will read their story to partner 1.

Remember while you are working with your partner to use the anchor chart and your
cuecards if you get stuck. Remember the motions we have learned to help us remember
all of the parts for our new strategy!
*See materials for cuecard Appendix E

[Display picture on document camera, pass out graphic organizers]

*See materials for collaborative practice picture, Appendix F

You may go back to your seats and begin working with your whisper partner. Remember
to POW! Pick your idea, Organize your thoughts, then Write your story.

[Monitor students while they work with partners]- See Step 9.

Great job working together with your partners. I like how I heard groups sharing ideas
and explaining their thoughts and ideas. Lets come back together as a whole groups to
review our organizers and share stories. While volunteers are sharing stories, I want the
rest of us to show the motions when we hear one of the WWW What=2 How=2 parts in
the story. We will graph progress on the rockets when we hear each part to see how many
parts have been included.

[Teacher calls on volunteers to share stories and graph progress on rockets]

*See materials for graphic organizer and story, Appendix G

Step 8. We have had a lot of practice using our new strategy- POW + WWW What=2 How=2! You
Independent watched me write my story, we wrote a story as a class, and you worked with a partner to
Writing create a story! Now I would like you to write you own story using your graphic organizer. I
will give you this paper with four pictures to choose from. Cut out the picture you will
write your story on and begin to fill out your graphic organizer. If you need help, check
your cue card or our anchor chart to see if it can help you. If you still are unsure, quietly
raise your hand and I will come assist you.
 Behrendt Writing, pg. 10

Remember to POW! Pick your idea, Organize your thoughts, then Write your story.

[Teacher passes out graphic organizer and picture sheet]

[Students work independently]
*See materials for picture prompts Appendix H
*See materials for finished graphic organizer and writing Appendix I

Step 9. Monitor Performance and Provide Support:

Error Correction At the beginning of each writing lesson, we will review WWW What=2, How=2 by
reading the questions chorally as a whole group and doing the motions for each
question.
If it is observed that several students are struggling with the strategy, I will pull the
students together and rehearse components, providing additional guided practice
of POW + WWW What=2, How=2.
During the first few writing lessons when students are still learning POW + WWW
What=2 How=2, I will have students check their graphic organizers with me before
they start drafting their writing. I will have short conferences with individual
students to make sure they are on the right track with their writing.
While students are working with partners and independently, I will walk around
the room to monitor students and assess understanding. If students are
struggling, I will refer them to their individual cuecards or the anchor chart. If
students continue to struggle, I will pull a small group and do a reteach lesson on
the specific skill.

Step 10 Students will use rocket ship print-outs to graph performance for each story they write.
Encourage This will provide a visual way for students to check their work to make sure they are
Self-Regulation including all seven components of the strategy. It will also be very motivating for them to
see how much they are accomplishing. Students can also self-regulate by using the
motions that go along with the anchor chart and cuecard to help them remember each
part of the strategy. Throughout the lesson, students will be encouraged to use the
following self-statements, which will be posted for student reference.

Self-Statements:
What do I need to do? I need to write a good story with all seven parts.
I need to concentrate and think of what I need to do.
Am I using all of my parts? I can check myself by
I need to think of a plan. First I will.. Next I will
Dont worry, I can do this! I know the steps.
I am getting better at this! It feels easier now that I know how to use the
strategies.
Wow! I am proud of my hard work!

Step 11. Strategy Follow-Up:

Rehearse and Great job learning the strategy POW + WWW What=2, How=2! Everyone worked very
Summarize hard to learn all of the parts needed to make a great narrative story. You watched me
 Behrendt Writing, pg. 11

Strategy model the strategy, we worked together on the strategy, you worked with a partner on
the strategy, and finally you worked on the strategy on your own to complete a graphic
organizer and write your own narrative. This strategy helped us write stories that fun to
write and fun for others to read. It also helped us write stories that made sense and had
several parts.

Strategy Memorization:
Lets review the parts of POW + WWW What=2, How=2 together. Who remembers what
the P stands for? Who remembers what the O stands for? Who remembers what the W
stands for? Great job! Lets repeat those together. Remember if we get stuck, we can
always use our anchor chart or cue card to help us.
[Teacher calls on student for answer, then has all students repeat. For the WWW What=2
How=2 part, the teacher will follow the same process, but have students show the motion
that goes along with each question.]

Review the Strategy Steps:

The steps for using the strategy are Pick your idea, Organize your thoughts, and Write
your story. First, we look at our picture prompt and pick our idea. When do we use the
graphic organizer? Thats right, we use it when we organize our thoughts. When we use
the graphic organizer, we answer the WWW What=2 How=2 questions. Finally, we use our
graphic organizer to write our story.

Review When the Strategy Can Be Used:

Remember, we can use this strategy anytime we are writing a narrative story.

Step 12. Students will complete POW + WWW What=2 How=2 graphic organizers and use them to
Progress write 2-3 stories each week. Students will record how many steps they included in each
Monitoring Plan story on their individual rocket charts. I will collect the stories and rockets weekly to
monitor progress and update the class average.
 Behrendt Writing, pg. 12

Data Results/Lesson Outcomes:

Pretest (Narrative Rocket) Skill Performance: 3/7 Narrative Elements

Posttest (Narrative Rocket) Skill Performance: 7/7 Narrative Elements

Pretest Writing:
 Behrendt Writing, pg. 13

Posttest Writing:
 Behrendt Writing, pg. 14

Narrative Rubric and Rocket Progress Monitoring:

Behrendt Writing, pg. 15
 Behrendt Writing, pg. 16

Evidence-Based Practices in Lesson:

Pretest
Prepare students for the strategy
o Tell what, how, when and why
o Activate background knowledge
o Use a metaphor
o Discuss the what, how, when, and why
Modeling and Thinking-Aloud
o Present mentor texts (discuss)
o Present posters, scaffolds, cuecards, rubrics, organizers
o Write-aloud and think-aloud
Guided Practice
o Share the thinking
o Write-aloud and think-aloud
o Shared writing
o Turn-and-talk
Collaborative and Partner Practice
Independent Practice
Progress Monitoring

Narrative Reflection:

I really enjoyed teaching the POW + WWW What=2 How=2 strategy to my student. Before this lesson,

my student really struggled writing stories that made sense and were enjoyable to read. Although it seemed

like a lot for her to memorize at first, I think pairing each part of the mnemonic with a motion really helped

her learn each part of the strategy in a short amount of time. I am so glad I chose to teach this strategy to my

student. The data and evidence show that her writing improved and she is able to identify all seven parts of a

good story. I will definitely continue to teach this strategy in the future!

The data and evidence from the lesson shows that the student did learn the strategy of POW + WWW

What=2 How=2. Throughout the lesson, the student completed what was asked of her. The student appeared

confident and eager to learn about the new writing strategy. She participated throughout all steps of the

lesson and was highly engaged. During the collaborative practice portion of the lesson, the student was highly

engaged and collaborated with her partner to discuss ideas and complete a graphic organizer and writing

sample based on the picture prompt. The student was also observed several times recalling all seven parts of

the strategy, using the motions that go with each letter of the mnemonic as support. During the independent
 Behrendt Writing, pg. 17

practice portion of the lesson, the student was able to independently complete her graphic organizer using a

picture prompt of her choice. The student then successfully used her graphic organizer to write a story

containing all seven of the components in the strategy WWW What=2, How=2. The students independent

story made sense and was enjoyable to read. She even went back after she was finished drafting to double

check to make sure she included all seven components so that she was able to fill in all seven parts of her

rocket, which shows that she was motivated to give her best effort.

While I feel that the lesson was successful in introducing the strategy POW + WWW What=2 How=2, I

feel that the student could use more instruction on word choice. To improve the lesson or learning outcome, I

would focus more on using interesting vocabulary, or million dollar words. I also noticed that my student

had a difficult time adding more details other than what was written on her graphic organizer when it came to

writing her story. I think additional instruction and guided practice on how to transfer information from the

graphic organizer to the written story, and how to add more details not written on the organizer, would be

beneficial for my student.

Overall, think that breaking this lesson into two days would be very helpful. I felt very rushed to get all

of the lesson parts completed in one day. When I introduce this strategy next year, I will plan to break it into

smaller parts across more than one day, which will allow me to focus more on word choice and also provide

additional guided practice on how to use the graphic organizers to write a story.
 Behrendt Writing, pg. 18

Appendix A: Anchor Chart

 Behrendt Writing, pg. 19

Appendix B: Graphic Organizer (model and guided practice)

Appendix C: Picture Prompt (model and guided practice)

 Behrendt Writing, pg. 20

Appendix D: Finished Story (model and guided practice)

Appendix E: Cuecard
 Behrendt Writing, pg. 21

Appendix F: Picture Prompt (collaborative practice)

Appendix G: Graphic Organizer and Story (collaborative practice)

 Behrendt Writing, pg. 22

Appendix H: Picture Prompt Options (independent practice)

Appendix I: Graphic Organizer and Story (independent practice)

Behrendt Writing, pg. 23
 Behrendt Writing, pg. 24

Student Name: Erin Behrendt Rubric for Assignment 2

1. Intervention Plan 1: Writing 55 points possible

Components of the Comprehension Comp Writing Your Points Points Possible

/Writing Intervention Plan - Mark
Lesson Type in right column

State objectives (e.g., Given what materials, conditions, or 3

instructions) . What students will be able to do given
what materials/ prompts. and at what criterion level

Materials (mentor texts, posters, bookmarks, cuecards, 3

think-sheets, etc.)

Body of the Lesson 3

1. Pretest; Name Strategy; and Obtain Commitment
Teacher names strategy; shares results of performance; and
communicates goal]

2. Use real-world example or metaphor to create context 2

and introduce strategy

3. Define the Skill/strategy Teacher describes What, How, 5

When and Why (Explains what is the skill/strategy, why it is
important, and when to use it)

4. Introduce and Model the scaffolds. Teacher introduces 5

the scaffolds (poster, bookmark, cuecard) and explains the
strategy steps on the poster, etc. (examples included)

5. Model the Strategy: I Do It (Modeling) Lesson contains 6

script that shows explicit and clear teacher modeling, e.g.,
exactly what teacher says, shows, does. Teacher models and
thinks-aloud as s/he performs the strategy steps. Provides
insight into his/her thinking and explains what, how, and
why for the strategy steps.

6. Guided Practice with Teacher (Repeated Practice): We Do 6

It/Do it with me Lesson provides script that shows how
teacher invites students to perform the strategy; script
shows active participation, student explanation, and
frequent rehearsal by the students with teacher feedback.
 Behrendt Writing, pg. 25

7 Collaborative Practice with others Do it with others 5

(peers): Lesson contains teacher instructions for the
collaborative practice; students read-aloud and think aloud;
turn-and-talk; pair-share-compare as they apply strategy in
collaboration with a peer or graoup. Students debrief with
the teacher and group in this step as they are called on to
explain their thinking, strategy use, and process.

8. Independent Practice Teacher explains and provides for 2

opportunities for students to apply the strategy on their own
with teacher feedback and error drill

9. Error Correction Provide error drill on missed concepts 3

(describe this component in the plan label as such)

10. Summarize the Strategy and Strategy Memorization. 2

Review strategy steps and provide strategy memorization
and rehearsal. Review what, how, when, and why.

11. Discuss and Obtain Commitment to Transfer the strategy 1

to other areas

12. Specify Plan for Progress Monitoring Probes and system 4

to monitor progress

Evaluation and Reflection on the Lesson 5

Total Points 55