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Humpty
Dumpty: The Whole Story
Designed
by: Edris Davis, Caughman Road Elementary
GRADE
LEVEL: Fourth
SUBJECT(S): Language Arts
1)
CORE CURRICULUM OBJECTIVE(S):):
Students
will use a chart to develop and organize content. (4-WP-3)
Students
will be able to incorporate compositional elements in
writing. (4-WD-2)
2)
OVERVIEW:
In
this lesson students will focus on the importance of
planning in the writing process. A nursery rhyme is
divided into a beginning, middle, and end and used to
show students how to develop and organize content before
writing. A Beginning, Middle, and End chart is used to
organize the details and sequence of the story. Students
are shown how the chart aids in writing a story.
Students are given an opportunity to plan for and write
a story of their own based on a nursery rhyme they have
chosen
3)
FOCUS/ESSENTIAL QUESTION(S):
Why
is it necessary to develop and organize content (plan)
before writing a story?
How
do proper sequence and details enhance a story?
4)
TIME FRAME:
Two
forty-five minute class periods
5)
RESOURCES/MATERIALS:
Poster
or drawing of Humpty Dumpty
Drawings
illustrating the 3 parts (beginning, middle, and end) of
the Humpty Dumpty nursery rhyme (optional)
Blank
transparency of Beginning, Middle, and End Chart
Transparency
of completed story
Copies
of chart for students (full size copies of the chart and
story are provided at end)
A
selection of nursery rhyme books
6)
CULMINATING ASSESSMENT:
Each
student will choose a nursery rhyme and write a creative
story based on the nursery rhyme with a beginning,
middle, and end, supporting details and proper sequence.
Scoring
Rubric for the Culminating Assessment:
Creative Writing
| |
Ideas |
Organization |
Word
Choice |
Sentence
Structure |
Mechanics |
| 4 |
Original
Focuses on topic. Supporting details. |
Ideas
connected. Strong, beginning, middle, end.
Sequenced & logical. |
Wide
variety used. Consistent and appropriate usage.
Words "enhance" ideas. |
Clearly
written. Complete sentence. Variety of sentence
length. |
Few
or no errors. |
| 3 |
Some
original ideas. General focus on topic. Most
supporting details included. |
Most
ideas connected. Good beginning, middle, end. Most
ideas sequenced & logical. |
Some
variety. Mostly consistent and appropriate. Words
generally support ideas. |
Most
sentences clearly written. Simple sentences. Some
variety of length. |
Some
errors. |
| 2 |
Few
original ideas. Moves away form focus. Few
supporting details. |
Some
ideas connected. Attempts beginning, middle, end.
Not always sequenced & logical. |
Common
word choice. Some appropriate word choices. Little
use of descriptive words. |
Some
unclear sentences. Run-on, fragmented sentences.
Little variety. |
Many
errors. |
| 1 |
Incomplete
ideas. Unfocused. Lacks details. |
Few
ideas connected. Lacks beginning, middle, end.
Little sequence & logic. |
Limited
word choice. Inappropriate word choices. No
attempt at descriptive words. |
Sentences not clear. Frequent fragmented
sentences. No variety. |
Serious
errors. No variety. |
| 0 |
No
attempt. |
No
attempt. |
No
attempt. |
No
attempt. |
No
attempt. |
| |
Ideas |
Organization |
Word
Choice |
Sentence
Structure |
Mechanics |
| Score |
4
3 2 1 0 |
4
3 2 1 0 |
4
3 2 1 0 |
4 3 2 1 0 |
4
3 2 1 0 |
7)
INSTRUCTIONAL ACTIVITIES:
DAY
1
Hold
up a poster or drawing with Humpty Dumpty. With students
recite the nursery rhyme. Tell students this is a great
nursery rhyme, but think about what is needed to turn
the nursery rhyme into a story.
Allow
students to brainstorm what is necessary to create a
story based on the nursery rhyme. Lead students to
realize that we must develop and organize a plan for the
story with a beginning, middle, and end along with
supporting details and proper sequence. (Optional:
Teacher may show students drawings representing the
beginning [Humpty Dumpty on the wall], middle [Humpty
Dumpty after he has fallen], and end [with the King's
men trying to put him back together again]).
Show
students the transparency of a blank Beginning, Middle,
and End Chart. Discuss the specifics of each section
emphasizing the importance of details and sequence.
Model
for students how to fill in the chart by adding details
to the nursery rhyme. Discuss how the chart will be used
as a plan for writing the story. (Note: A completed
sample chart and story are provided below. You may
choose to use this prepared chart and story or you may
wish to create one of your own.)
| BEGINNING |
MIDDLE |
END |
| Who
-
Humpty Dumpty and friend Omelet
What
-
playing hooky; trying to figure out what to do;
decided to practice singing
Where
-
on the wall
When
-
Friday |
1.
First, Omelet sings
2.
Next, Humpty Dumpty sings. He's jealous and tries
to outdo Omelet.
3.
Humpty Dumpty falls. |
Super
glue
Scotch
tape
all
attempts failed |
Share
with students the story about Humpty Dumpty which was
written from the plan (Beginning, Middle, and End
Chart). Explain to students that the content of the
story came from information on the chart. Point out
specifics of each section of the chart and how it was
used in writing the story.
A
Time Humpty Dumpty Learned a Lesson
On
Friday, Humpty Dumpty and his friend Omelet did not feel
like going to school so they played hooky. For most of
the morning, they sat outdoors hiding in the fields
trying to figure out what to do. Humpty Dumpty loved to
sing. He suggested that they practice singing. Omelet
agreed. They decided to sit up on an old brick wall to
practice their singing.
Omelet
sang first. He had a lovely tenor voice that echoed
beautifully throughout the fields. After hearing
Omelet's wonderful and mellow voice, Humpty Dumpty
became a little jealous. Humpty Dumpty began to sing. He
tried his best to outdo Omelet. While singing with his
remarkable baritone voice, he paraded across the brick
wall and made exaggerated movements with his body and
arms. Omelet tried to warn Humpty Dumpty that he was
about to dance his way off the side of the wall, but it
was too late. Humpty Dumpty had a great fall.
Omelet
ran and cried out for help. King Caughman sent all of
his men on horseback to the scene of the accident. They
tried desperately to put Humpty Dumpty back together
again. First, the King's men tried Super Glue.
Unfortunately, Humpty Dumpty's shell could not withstand
the strong chemicals in the glue. Next, they attempted
to put him back together with scotch tape, but the high
humidity prevented the tape from sticking properly. The
men were very disappointed about their failed attempts
to repair Humpty Dumpty's broken shell. They informed
Omelet, who was quite heartbroken after hearing the bad
news. Omelet and Humpty Dumpty said their final
good-byes. The King's men carried the shell of Humpty
Dumpty back to the King's palace for a proper burial.
The
End
Recap
the lesson with students by discussing why planning for
a beginning, middle, and end is necessary for writing a
story and how details and proper sequence enhance a
story.
Provide
various nursery rhymes from which each student will
select one to use in writing an original story. Each
students will be given a blank Beginning, Middle, and
End Chart. Using the chart, students will begin to
develop and organize (plan) the content of the
narrative. Once a good plan is in place, students should
begin writing the first draft. (Note: Teacher
should roam in order to monitor student work, assisting
and redirecting students as necessary. When a student's
plan is complete, advise them to begin working on their
draft.)
DAY
2
Students
continue with the writing process through the publishing
stage. Teacher serves as a facilitator and monitors the
progress of each student. Teacher should hold writing
conferences with each student prior to publishing. (Note:
Holding conferences with students may extend the
completion of this assignment beyond the time frame
mentioned above.)
Students
share completed stories with the class. Stories may be
displayed for others in the school to view and/or the
stories could be combined to make a book that is copied
and given to other classes, administrators, and staff as
a gift.
Student's
Name___________________________________________
Date
____________________________________________________
Title
of Story_____________________________________________
EVALUATING
CREATIVE WRITING
| |
Ideas |
Organization |
Word
Choice |
Sentence
Structure |
Mechanics |
| 4 |
Original
Focuses on topic. Supporting details. |
Ideas
connected. Strong, beginning, middle, end. Sequenced
& logical. |
Wide
variety used. Consistent and appropriate usage.
Words "enhance" ideas. |
Clearly
written. Complete sentences. Variety of sentence
length. |
Few
or no errors. |
| 3 |
Some
original ideas. General focus on topic. Most
supporting details included. |
Most
ideas connected. Good beginning, middle, end. Most
ideas sequenced & logical. |
Some
variety. Mostly consistent and appropriate. Words
generally support ideas. |
Most
sentences clearly written. Simple sentences. Some
variety of length. |
Some
errors. |
| 2 |
Few
original ideas. Moves away form focus. Few
supporting details. |
Some
ideas connected. Attempts beginning, middle, end.
Not always sequenced & logical. |
Common
word choice. Some appropriate word choices. Little
use of descriptive words. |
Some
unclear sentences. Run-on, fragmented sentences.
Little variety. |
Many
errors. |
| 1 |
Incomplete
ideas. Unfocused. Lacks details. |
Few
ideas connected. Lacks beginning, middle, end.
Little sequence & logic. |
Limited
word choice. Inappropriate word choices. No attempt
at descriptive words. |
Sentences
not clear. Frequent fragmented sentences. No
variety. |
Serious
errors. No variety. |
| 0 |
No
attempt. |
No
attempt. |
No
attempt. |
No
attempt. |
No
attempt. |
| |
Ideas |
Organization |
Word
Choice |
Sentence
Structure |
Mechanics |
| Score |
4
3 2 1 0 |
4
3 2 1 0 |
4
3 2 1 0 |
4
3 2 1 0 |
4
3 2 1 0 |
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