1. Writing Imagination By: Christopher Olenoski and Gloribel Gonzalez Ed 200 Curriculum Project Trinity College December 8, 2005

2. Intro of Curriculum Our curriculum is based upon a second grade class in an urban school in which students have performed below standards in writing on the Connecticut Mastery Test (CMT) in the fourth grade. Our curriculum is based upon a second grade class in an urban school in which students have performed below standards in writing on the Connecticut Mastery Test (CMT) in the fourth grade. Based upon the test scores students have scored below the district and state level, thus we should improve the students writing skills at the earliest stage of schooling possible. Based upon the test scores students have scored below the district and state level, thus we should improve the students writing skills at the earliest stage of schooling possible. We developed a curriculum that will enhance the student’s future performances on the CMT Writing, by helping to improve proper writing skills. We developed a curriculum that will enhance the student’s future performances on the CMT Writing, by helping to improve proper writing skills.

3. Curriculum Preview Students will identify and understand basic characteristics of narrative writing. Students will identify and understand basic characteristics of narrative writing. Students will analyze and compare two different pieces of writing. (Strengths/Weaknesses). Students will analyze and compare two different pieces of writing. (Strengths/Weaknesses). Students will creatively use their imagination to brainstorm and organize their ideas for their story and construct a writing web to help organize their thoughts and details to include in the story. Students will creatively use their imagination to brainstorm and organize their ideas for their story and construct a writing web to help organize their thoughts and details to include in the story. Students will look at their own stories and evaluate them through peer editing. They will discuss the strengths and weaknesses of the story. Students will look at their own stories and evaluate them through peer editing. They will discuss the strengths and weaknesses of the story.

4. Activities Activities Day 1 Cinderella will be read to the students. We will then discuss and ask the students what are possible characteristics of narrative writing. The students will then create RULES that need to be included in ALL their writing.

5. Day 2 We will read to the student two short stories that have been written by older students. The students will then analyze and discuss the strengths and weaknesses of each story. Homework Assignment: Students will then be given a homework assignment to return home and discuss with their parents a possible topic for their own story.

6. Day 3 As a class we will discuss possible topics for the class story that each child in the class can easily relate too. Examples: First Day of Second Grade The Trip to the Pumpkin Patch A Day in the Snow etc. Students will then as a class construct a writing web to help organize the first draft of the story. Once web is created the students will begin to create their first draft. Homework Assignment Continue to work on their first draft of the story.

7. Day 4 Students will bring back their first drafts and will peer edit with a partner. The students will read their papers to each other and talk to one another about mistakes by referring back to our RULES we created. At any time the students can come up to the teacher and ask questions that they may have. The students will create a final draft of their story in class.

8. Day 5 We will have a brief one on one conference to discuss the errors in the story and ask the students how they can improve their story such as; including better vocabulary, elaborating on details etc. The students will be given the opportunity to read to their parents in the classroom. Some students will also be given the option to go to a 1 st grade classroom and read the story.