Beacon Lesson Plan Library
Write All about It (Cooperative Learning)
Santa Rosa District Schools
Using a read-aloud story as a prompt, students write an alternate ending to the story while working cooperatively with other students.
Cooperate in a variety of group situations.
-Ketterman, Helen. [Bubba, the Cowboy Prince]. New York: Scholastic Trade, 1997.
-Overhead transparency of the Writing Assessment Rubric (See Associated File)
-Student copies of the Writing Assessment Rubric, one per student (See Associated File)
-Overhead transparency of the Cooperative Worker Checklist (See Associated File)
-Student copies of the Cooperative Worker Checklist, one per student (See Associated File)
-Chart paper, one sheet per group)
-Markers, crayons, and/or colored pencils
-Props if desired (cowboy hat, boots, etc.)
1. Obtain a copy of [Bubba, the Cowboy Prince]. (See Materials list for information.)
2. Read the story and determine an appropriate ending point before beginning the writing activity.
3. Download and copy Writing Assessment Rubric and create one copy for each student. (See Associated File.)
4. Download and copy Cooperative Worker Checklist and create one copy for each student. (See Associated File.)
5. Create overhead transparency copies of the Writing Assessment Rubric and the Cooperative Worker Checklist. (See Associated File.)
6. Determine appropriate student groupings. (Ensure that students participating at the independent, supported, and participatory levels are included in each group.)
7. Locate markers, crayons, colored pencils, and chart paper for each group.
**Before class begins, place students in cooperative groups. Remind students of cooperative group rules.
**Read-alouds in the lesson are conducted by the teacher. Review the Weblinks for effective read-aloud techniques.
1. Begin class by introducing the selection [Bubba, the Cowboy Prince]. (See Materials.) Show students the cover and pictures from the book, etc. Ask students to make predictions about the book. Record students' predictions on the overhead or board.
2. Read aloud [Bubba, the Cowboy Prince] to students. Ensure the reading is entertaining by using lots of expression, different voices, and props if desired. (See Weblink on using read-alouds for more helpful tips.)
3. While reading, pause throughout the story and have students check their predictions. As a class, discuss and verbally summarize the events of the story.
4. Stop at a pre-determined ending point. (A good place to stop is either right before Bubba goes to the ball or as the magic wears off.)
5. Inform students that they will now create an ending to the story.
6. Using the Writing Assessment Rubric overhead transparency, discuss the expectations of the assignment. (See Associated File.)
7. Next, discuss effective cooperative worker traits using the Cooperative Worker Checklist overhead transparency. (See Associated File.)
8. Allow time for questions and answers regarding the assignment.
9. Distribute copies of the Writing Assessment Rubric to each student. Instruct students to begin the writing activity. (See Associated File.)
10. While students are working, distribute chart paper, markers, crayons and/or colored pencils to each group. Provide formative feedback to groups as needed.
11. Once students have finished a paper copy of their endings, conference with each group. Provide guidance on revisions and editing.
12. When revisions are complete, have each group record their paragraphs on the chart paper. Illustrations may be added if desired or as time allows.
13. Distribute copies of the Cooperative Worker Checklist to each student. Instruct students to complete the student input section. Collect checklists as students finish.
14. Once all groups complete the assignment, have each group share their endings with the class. Encourage students to use props (if desired) and expression while reading. Collect charts for formative assessment.
15. To end class, read-aloud the actual ending to the story using appropriate read-aloud techniques.
Using the attached Writing Assessment Rubric, assess each student's writing. (See Associated File.)
Using the Cooperative Worker Checklist, assess each student's cooperative worker skills. (See Associated File.)
This lesson also addresses the following standards:
Supported and participatory level students should be included in groups with independent level students.
Independent level students, as well as supported level students, can elicit ideas from participatory students and record their responses and ideas.
Supported level and participatory students can create illustrations to accompany the writing assignment.
Web supplement for Write All about ItRead2Kids
Web supplement for Write All about ItReading Is Fun