Brief Description

Students have been exposed to a variety of authors and writing styles throughout the semester. Additionally, we have examined the components needed to write creative stories and now they have the opportunity to create a story on their own. Students may have their stories published on the Internet if they have permission to do so. This lesson will vary in length depending on the individual writing styles, abilities, prompts used, and access to computers when it is time to submit stories. Six to ten one- hour lessons should provide adequate time. Lessons include time to web and plan ideas, draft(s), edit and revise, and typing the final copy for either the class or for submission to the Internet.

Standards and Frameworks

Technology Standards

• 1T-E1. Communicate about technology using developmentally appropriate and accurate terminology
• 1T-E2. Demonstrate increasingly sophisticated operation of technology components
• 3T-E1. Use formatting capabilities of technology tools for communicating and illustrating
• 3T-E3. Publish and present information using technology tools
• 4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom

• W-E1.Use correct spelling, punctuation, capitalization, grammar and usage, along with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks
• W-E2.Write a personal experience narrative or creative story that includes a plot and shows the reader what happens through well-developed characters, setting, dialog, and themes and uses figurative language, descriptive words and phrases

Academic

• Using the Kidspiration program, or alternative web designs, students will web their ideas. Their web should include story elements. (idea or title, characters, setting, beginning, middle, end, problem and a solution).
• Using a Word document, students will write, revise, and edit their own story.
• Students will self-edit using their six-traits rubric-see attached.

• Using Microsoft Word, students will write the final draft of their story, with minimal errors in formatting, spelling, and sentence formation.
• Using the Internet, students will access and read stories written by other children. Then, using a rubric-scoring sheet, students will assess the story they have read prior to writing their own and include a short narrative describing the strengths/weaknesses of the piece.

• Students will need to be able to type, edit and save work to their disk/server.
• Students will need to have appropriate permission to access the Internet and to publish their work following school/district guidelines.
• Students know how to send and receive e-mail at the teacher’s e-mail address.

Students may need their six traits writing rubric to assess their work
A thesaurus and dictionary may be helpful tools
Computer with Microsoft Word (or alternative word processing document) and access to the Internet
Kidspiration (or alternative) webbing program

Accommodations for Special Needs

Gifted students – This lesson allows students to be creative in their thinking as they create their own story. Extensions for advanced writers may involve writing to correlate with ongoing class-work or to meet other requirements such as Odyssey of the Mind or chronicles they are writing related to the Jason Project at http://www.jasonproject.org
 If they finish early, as some do, they may have the option of helping another student with the writing or technology process, or they may include illustrations with their story.

SEI (Sheltered English Immersion) students – students may be paired up with another student and write the story together.  They will be given the opportunity to read with someone else, as well as write with another student.  They should be given the opportunity to type some of the story from the rough draft, and learn how to save on a disk. Additionally, students may need to write in their home language during early drafts. They may also use recorders to tell their story prior to trying to write.

ADD/ADHD students – Break down the task. Have students write or draw parts of the story.  Students can use headphones to help block out distractions.  Instead of writing a rough draft students may want to tell it into a recorder first, then listen and write it down.

Special Education students – Break down the task. When writing the story, have the student list what happened first, second, third, or have them record it in a tape recorder and have one of the "computer-literate" students "transcribe" the story for their buddy.

Procedures

One site that is very user friendly is called Kids Space! This site accepts children stories in either their own original format or students may choose to select a Rebus style following a monthly form provided. In order to access this site, go to the web site below and follow teacher instructions:

http://www.kids-space.org/forms/story/formSC_original.html
http://www.kids-space.org/forms/story/formSC_month.html
 

1. Prior to the writing activity, examine the components of story by looking at a variety of examples from your classroom literature sets, myths or favorite authors.
2. Verify that all students have permission to access the Internet based on district guidelines
3. Three to five days before the lesson go to and submit the Class Story Entry Form at the URL above. Follow the teacher registration instructions. You will receive a password via e-mail within a few days under which you will submit your stories.
4. Before going to the computer lab, instruct students in Internet safety. Advise students Not to give out their own email addresses but to use a school or the teacher’s email account.


Student directions/procedures

1. Have students log onto www.kids-space.org/forms/story/formSC_month.html  (If this can be bookmarked on the computers prior to use it will greatly simplify matters). Have students access the Internet.
2. Have students enter their class password.
3. Students will name the icons presented in their monthly story.  They can choose any name for an icon.  Instruct the class that they will write a story using these icons.
4. Students who choose not to use the Rebus story form are encouraged to write their own narrative according to class theme or guidelines using Original story class form at KidsSpace. Submitting stories to school web page or alternative writing web pages may be pursued.
5. A rubric written specifically for this assignment and based on Six Traits of Writing is available at the following link- http://rubistar.4teachers.org/view_rubric.php3?id=514419
6. Students (following district guidelines) may send their story via e-mail to a friend or relative.

• Students will complete a story using the six traits writing rubric as an evaluation guide.

Teachers may create a slip of paper that looks like the one below (or create a stamp):

                Six-Trait Scoring Rubric
 
     Ideas    _______           Word Choice _______

     Organization  _______   Fluency          _______

     Voice   _______             Conventions _______

Students will submit their story to either our school web page for publication and/or to a dedicated student- publishing site such as www.kids-space.org/guide/storyH.html
Students will print a hard copy for the teacher and submit it to the writing basket.