Subject: Language Arts Grade: Two

Standard: #5 Writing: Process

Key concept: Ideas for writing can come from stories that we read in class.

Generalization: After Reading "Ron Morgan Goes to Bat," Students will develop writing ideas from a discussion of the story.

Background: Students have read the story "Ron Morgan Goes To Bat" (Treasury of Literature, Book 2,,Harcourt Brace and Company). They will now write a story about one of the events in the story.

This lesson is tiered in content according to learning style.

Multiple Intelligences will inform the learning style grouping for this lesson.

Tier I: Visual/Spatial Intelligence

These students will review the events of the story. They will now decide on a new sequence of events that could happen to another character in the story. For example, Ronald Morgan's father likes to run and gives advice to Ron about keeping his eyes open when he goes to bat. Or, Mr. Spano, the coach, trusts Ron enough to put him in the game. Perhaps his coach had trust in him when he was young. Discuss these events with these students. Then have them draw a cartoon strip of four pictures showing the story extension that they have developed.

Tier II: Kinesthetic Learners

These students will discuss the events in the story and will determine what new story can arise (read examples for Tier I activities). They will decide on a skit that can tell the story of these new events. Students will act out the skit for the rest of the class.

Tier III: Verbal/Linguistic Learners

These students will work with the teacher to write an extension to the story. First they will discuss sequence of events. Then they will write the new story that is a spin-off of this story (Again, look at Tier I for possible-but not exhaustive-possibilities). Write this new story on large paper together.

Assessment: All Tiers are doing work based on the same story. They are all working on the sequence of events that go into a story. Since this standard is a writing standard, all students need to understand the perspective of what a writer does when he/she writes events in a story. Hence, the sequencing is important, even though the activity has been done according to learning style. Now look at logical sequence in all these activities--the cartoon, the skit and the story. If the sequencing is done well, students should receive credit for their work. If not, then review of the process of sequence in events should occur.

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2LL-FAD