Story plan problem resolution



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Date18.09.2018
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  • Welcome
  • to
  • HCCMS
  • Learning Focused
  • Training
  • B
  • A
  • M
  • ackground
  • Knowledge
  • ctive
  • Learning
  • etacognition
  • Graphic
  • and
  • Pictorial
  • Organizers
  • Character
  • Setting
  • Problem
  • Events
  • Resolution
  • About the Story
  • Characters
  • Setting
  • Summarize what happens at the beginning.
  • Summarize what happens in the middle.
  • Summarize the ending..
  • Story Map
  • Characters
  • Setting
  • What is the main problem
  • How is the problem solved?
  • Story Title
  • Summarizing
  • The first thing that happens is...
  • After that...
  • Another important event is...
  • Right before the problem was solved...
  • Then...
  • Finally...
  • Problem Analysis
  • People/Agencies
  • Involved
  • Problem
  • Setting
  • Events
  • Solution/
  • Resolution
  • Consequences to the solution of the problem
  • Teacher
  • Modeling
  • You as the teacher greatly influence whether or not your students will take responsibility for organizing their learning.
  • You must be the model from whom your students learn how to use these Strategies.
  • Concept
  • Mapping
  • A concrete representation of the relationship among words and concepts.
  • A diagram that helps students see the relationship among ideas and connect known information with new information.
  • It is useful before, during and after reading when organizing information for a report.
  • Steps in creating
  • a CONCEPT MAP
  • 1. Select a word or concept which relates to the topic.
  • 2. Write the word on the chalkboard or overhead projector.
  • 4. Add “arms” to the map. Each “arm” on the map becomes a topic of research. Students can use these arms for organizing their notes
  • Birds
  • Build nest in trees
  • Can fly
  • Eat bugs
  • Sparrows
  • Robins
  • Have
  • feathers
  • Have
  • wings
  • 1st Grader's
  • Bird Schema
  • Network
  • Types of Birds
  • Birds of Prey
  • Song Birds
  • hunts
  • eagle
  • hawk
  • talons
  • nests in trees
  • and cliffs
  • carnivorous
  • sings
  • eats
  • insects
  • meadowlark
  • canary
  • brightly
  • colored
  • nests in trees
  • Tarantulas
  • Physical
  • Features
  • Food
  • Behavior
  • Habitat
  • Reproduction
  • insects
  • dangerous
  • poisonous
  • bigger than
  • regular spiders
  • hot/dry climate
  • hundreds of spider lings
  • Pre-writing tool
  • Topic sentence followed
  • by transition words
  • Works well for essay examinations and “sponge” activities
  • Structure of Framed Paragraph
  • The topic sentence is a general
  • statement or opinion
  • Use transitions when needed.
  • Include a summary sentence at the end, if you wish.
  • Incorporate a variety of sentences: long and short, simple and complex.
  • Student example:
  • Framed Paragraph
  • Weather in Montana is erratic. First…Second…Then…It is hard to believe.
  • Weather in Montana is erratic. First, it doesn’t get cold until December. Second, there isn’t any snow for Christmas. Throughout January it changes from warm to cold, and in February it snows more. Then, in March, it is sixty degrees until the last days when it snows. It is hard to believe that weather can be so different.
  • Handouts
  • SETTING
  • This story takes place ………
  • I know this because…………..
  • CHARACTER ANALYSIS
  • ………is an important character in this story. I think that ………..is…..(trait) because………..
  • I know this because…………..
  • Sample Story Frames
  • IMPORTANT IDEA OR PLOT
  • In this story the problem starts when …..
  • After that, ……… Next, …………. Then, ………….. The problem is finally resolved when ……………………… The story ends ………………………...
  • Power One Idea
  • 2
  • 2
  • 2
  • 2
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • 3
  • POWER NOTES
  • (Miller, 1985; Sparks, 1982
  • An organizational tool for reading, writing, and studying.
  • Power notes help students differentiate between main ideas and details.
  • Easy for students because main ideas and details are simply assigned numbers.
  • Each succeeding number supports only the number right before it.
  • Power Notes
  • 1. Animals
  • 2. Dog
  • 3. Terrier
  • 3. Golden Retriever
  • 2. Cat
  • 3. Siamese
  • 3. Tabby
  • Power
  • Pyramid
  • Write power 1, 2, and 3 words on index cards for specific topic.
  • Mix them up and distribute one card to each student.
  • Have the students sort themselves out, first into category groups and then into power structures with each category.
  • Hold the card in front of them.
  • Power 1 person stands
  • Power 2 person sits
  • Power 3 person kneels
  • Use concepts from your content area to provide a review or to build background.
  • Power
  • Paragraph
  • Helps student develop simple paragraphs and to structure essay exams.
  • Begin with simple 1-2-2-2 structures end with another power 1
  • 1. My three favorite sports
  • 2. Skiing
  • 2. Roller Blading
  • 2. Tennis
  • My three favorite sports are skiing, roller blading, and tennis. Skiing is a great way to get through the winter. I love the feel of gliding through the snow. Roller blading builds balance and strong muscles. I really enjoy skating around town. Finally, I love playing tennis. It is so much fun to run around the court and hit the ball. I always feel so good when I hit a clean shot over the net. My three favorite sports keep me healthy and happy.
  • RAFT
  • Components of writing:
  • Role, Audience, Format, Topic
  • Broadens students’ understanding of writing possibilities.
  • Makes writing assignment specific and well focused.
  • Enjoyable for reader and writer!
  • Students can create their own RAFT assignments.
  • RAFT
  • R
  • A
  • F
  • T
  • Role of Writer
  • Audience
  • Format
  • Topic
  • Ladies and gentlemen of the jury,
  • Over the past three days, you have seen and heard much evidence and testimony in this case. The defendant, charged with disorderly conduct for screaming “fire” in the middle of a crowded theatre, claims that his arrest violates his right to free speech. I am here to explain to you and to him that that is not so. Rules and laws in our country are established to protect the rights of all people.
  • Spool
  • System for organizing information
    • Introductory paragraph with thesis
    • Body
    • Conclusion
  • Used as a transition to independent writing
  • Effective for essay examinations and research papers
  • Spool
  • Paper
  • Introductory Paragraph starts with a lead (Power 0). The last sentence is the thesis (Power 1).
  • Body contains at least two paragraphs. Each paragraph deals with one of the topics in the thesis (Power 2’s) and includes support (Powers 3 and 4).
  • Concluding Paragraph starts with a restatement of the thesis (Power 1), followed by Power 0’s.
  • Spool Paper
  • Planning Sheet
  • Introductory Paragraph
  • 0. Lead
  • 1. Thesis statement:
  • Body
  • 2. Topic Sentence:
  • 3. Detail sentence
  • 3. Detail sentence
  • 3. Detail sentence
  • 2. Topic Sentence:
  • 3. Detail sentence
  • 3. Detail sentence
  • 3. Detail sentence
  • Conclusion
  • 1. Thesis statement (different words):
  • 0. Clincher:
  • The Woodchuck
  • ?
  • What is a Woodchuck?
  • Are they helpful? Why?
  • Why not?
  • How do they affect the
  • environment?
  • Essential
  • Questions
  • Share what knowledge you
  • have about a woodchuck.
  • To what animal(s) do you think
  • a woodchuck might be related?
  • Think
  • Pair
  • Share
  • Woodchuck
  • Woodchuck
  • The Woodchuck
  • Read story and
  • complete concept map.
  • Share.
  • The Woodchuck
  • Role: Woodchuck
  • Audience: Farmer
  • Format: letter
  • Topic: Why do you
  • keep messing with me?
  • ROLE
  • AUDIENCE
  • FORMAT
  • TOPIC/TASK
  • RAFT
  • The Woodchuck
  • A famous philosopher once said that a mind is not a vessel to be filled, rather it is a fire to be kindled. Briefly state your thoughts about this statement. How do you think your style of teaching can be adapted to this thought?
  • Journal Entry
  • Name: _______________
  • Date: ____________


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