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This may be later in the day, another day, etc.
2. Ask students to think about the story, then using the two main characters, write a story using one of the following and at least 5 of the new words:
a. Different point-of-view (spider, fly, etc.)
b. Alternative ending
3. Give students some basic directions; 5 paragraphs maximum, then give time to write, walk around classroom to assist in writing, etc.
4. Either have students read their stories to class members, or review separately. Assessment will be based on rubric:
a. Composition -- grammar, spelling, conventions
b. Ability to tell a logical story
c. Use of at least 5 of the new words
d. Sense, organization, creativity.
Analysis -- This is a simple way to use a text to teach grammar, composition, vocabulary, organization, empathy, and ask for imaginative alterations. The assessments were simple and flowed into the following categories:
A. Could the students find the basic POV and theme (Overall story, Spider, Fly)
B. Vocabulary focus
C. Storyline, logic, composition and creative focus.
The assessment was based on regular and integral association with the individual learner and groups. It required that the instructor visit each student, offer suggestions...
The results showed that over 85% of the students knew 80% or more of the new vocabulary, and almost 100% were able to complete the POV graphic. 95% completed the story, used at least 5 new words, and had a fairly logical and sensical story. The breakdown came when assessing the conventions -- composition, grammar, spelling, etc.: 20% had 0-1 mistakes; 46% had 2-3 mistakes; 25% had 4-5 mistakes, and 8% had over 5 mistakes.
Clearly, we need to spend more time working on basic sentence structure, spelling, and punctuation. Errors were mostly in capitalization and comma usage, so that would be the first focus. To improve both the lesson and the assessment, it would be necessary to review basic conventions of writing. To further improve this lesson and to review more information, I would use the new vocabulary words and "review" grammar, punctuation and sentence structure through example, worksheet, and then reassess.
SOURCE:
Howitt, M., DiTerlizzi, T. (2002). The Spider and the Fly. New York: Simon and Schuster
Main Idea (center); Spider's POV, the Fly's POV
SOURCE:
Howitt, M., DiTerlizzi, T. (2002). The Spider and the Fly. New York: Simon and Schuster
Main Idea (center); Spider's POV, the Fly's POV
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