By Lang-Yuan Yen

• Proficiency & Grade Level: Intermediate-Low Advanced and up; Grades 6-9
• Types of Activities
  1. Storyboarding
  2. Writing Process
  3. Storytelling
  4. Mini-Book Making
  5. Video Production
• Types of Technology
  1. Macintosh LC 575 (Apple)
  2. Video camera and VCR
• Software
  1. ClarisWorks 4.0 (1995)
  2. SuperPaint (Aldus)
  3. Blank videotapes
• Objectives
  1. To appreciate and acknowledge the diversity and complexity of Asian-American beliefs and values.
  2. To facilitate a second language acquisition (English here) through integrated learning activities.
  3. To practice relating and expressing ideas orally and verbally.
  4. To promote confidence in speech and writing productions on Asian-American topics.
• Pre-Lesson Activities
  1. The students have been provided with enough access to various picture-supported storybooks about Asian cultures. The classroom atmosphere is noted for its "low-affective filter" to facilitate second language acquisition.
  2. Each student has read at least 2-3 storybooks on adventure to their level. One genre (such as folktale, myth, or fairy tale) at a time during this Writer's Workshop period.
  3. Have students talk in general about the genre of adventure.
  4. Have students pick their favorite adventure story.
  5. Have students take time to share with the class orally.
  6. Finally, the students have learned how to use ClarisWorks with their Macintosh.
• Description of the Activities
  • Day 1
    1. Brainstorm what makes an adventure story. Review the plots of about 3-4 adventure stories shared in previous days.
    2. Tell the students that they will re-create their favorite adventure story on the computer by using the drawig function of ClarisWorks 4.0 or SuperPaint.
    3. Important Reminder: the students can do any change about their character, setting, and plot. Each student, however, needs to finish a storyboard as his/her story outline.
    4. The storyboard will have at least 6 colored pictures from step 2.
    5. Using their OWN words, the students need to caption each picture with 1-2 sentence(s).
    6. Homework
       1. Students will complete a Story Chart Worksheet of the adventure that they are now fairly familiar with.
       2. Students will also complete an Open Mind mask on a main character of such a story. It can be drawn and colored whatever they want.
  • Day 2
    1. Tell students that they will EXPAND and REWRITE on the 6 pictures of their storyboard on the computer. The printout is their draft 1.
    2. Next, ask the students to exchange their draft 1 with any partner who will read and ask at least 3-5 questions (who? why? how? when? where? what?) about their story? The partner will add his/her input on the margins of the draft.
    3. The student writers will answer the questions on the margins.
    4. Incorporating steps 1 and 2, the students will next EXPAND and REWRITE their story on the computer. The printout now is draft 2.
    5. The students' versions of their Asian adventure now look longer legibly persuasive. Yes!
    6. Day 3
       1. Tell the students that Peer Editing is today's focus.
       2. Walk through preset Peer Editing Guide sheet with the clas.
       3. Each students needs to have at least 3 peer editors with their comments and signatures.
       4. Based on the result of the previous step, the students will rewrite their draft 2 as draft 3 with ClarisWorks 4.0.
    7. Day 4
       1. Tell the clss that Teacher's Conferencing is today's work.
       2. The students will have their complete packet of computerized Storyboard, Story Chart, draft 1, draft 2, Peer Editing Guide, and draft 3 ready.
       3. The teacher confers with each of his students mainly on the draft 3 that still needs to be revised.
       4. Afterwards, the students start working step 3 as final draft on computer.
       5. Using SuperPaint or ClarisWorks, the students will also draw and color at least 5-6 pictures to illustrate their Final Draft.
    8. Day 5
       1. It's Book Making Day. The students will start making their books from their final draft and related color graphic illustrations. They need to include a color self-designed book cover, title page, copyright page, colored content pages, and other appendices of their choice.
       2. If finished, the students will practice storytelling of their own story. Clarity, loudness, and expressiveness, and necessary props are emphasized.
       3. The students may as well find some appropriate Asian music to accompany their oncoming story presentation.
    9. Day 6
       1. Class Sharing: Students take turns to present their adventure story.
       2. They may have to play their Asian musical selection.
       3. While doing storytelling, students also take turns videotaping each other's presentation.
    10. Day 7
        1. Premiere Day: Play the class storytelling tape and discuss what makes a good adventure story and a good story presentation.
        2. The teacher may start another Writer's Workshop on Asian myth, folklore, or fairy tale.

Writing Checklist

Name: _____ Date: _____

1. Pick a topic. This is topic #_____. The name of my topic is _____.
2. Write draft #1. Is this done? _____ Yes _____ No.
3. Ask another student to read your draft #1 and write 3 questions on bottom of the page. Is this done? _____ Yes _____ No Who wrote the questions? _____
4. Read and answer the questions in the same place. Is this done? _____ Yes _____ No
5. Combine draft #1 and the answers to the questions you like to write draft #2. Is this done? _____ Yes _____ No
6. Ask an adult or other student to read your draft #2 and to help you EDIT your story (make corrections). Is this done? _____ Yes _____ No Who helped you with the editing? _____
7. Write a final draft. Is this done? _____ Yes _____ No
8. Type the story with a typewriter or a computer. Is this done? _____ Yes _____ No
9. Staple draft #1 and the questions, draft #2, and the final draft together. You then give them to Mr. Yen with this paper.

Your Grade

The grade you receive in writer's workshop will be based on a conference you have with Mr. Yen. We will look at your work in the following ways:

1. The quality and quantity of your work (see Requirements Page).
2. Your willingness to revise, edit, and try new kinds of writing.
3. Your willingness to read and write questions for other students.
4. Your willingness to conference with other students and to make thoughtful and useful responses.
5. Your willingness to publish.
6. Your willingness to keep track of your progress on the forms provided and to work toward improving your writing.
7. Your willingness to write during class time. You cannot do all your work at home.

To Publish

You may publish your work in the following ways:

1. Hang your work on the bulletin board.
2. Read your work to a group of students.
3. Submit your work to the T-Bird Times (the school newspaper).
4. Submit your work to other publications.
5. Send your work to an appropriate place (e.g. send a letter you wrote to a friend).
6. Dramatize your work for the class (e.g. perform a play you wrote).
7. Have your work videotaped while you read your work.

Peer Editing Guide

Place a check in the square if the writer has written the criteria correctly.

Suggestions for Improvement:

• Editor #1:
• Editor #2:
• Editor #3:

Bibliography

1. Atwell, N. In the Middle: Writing, Reading, and Learning with Adolescents. Portsmouth, N.H.: Heinemann, 1987.
2. Cech, Maureen. Globalchild: Multicultural Resources for Young Children. N.Y.: Addison-Wesley, 1991.
3. Englehart, Jeannie. Introduction to Graphics: A Guide to Classroom Work. Fountain Valley, CA: Jeannie Englehart, 1995.
4. Englehart, Jeannie. Introduction to Macintosh: A Guide to Classroom Work. Fountain Valley, CA: Jeannie Englehart, 1993.
5. Freedman, S., ed. The Acquisition of Written Language: Response and Revision. Norwood, NJ: Abblex, 1989.
6. Kroll, B. Second Language Writing: Research Insights for the Classroom. NY: Cambridge University. Pr., 1991.
7. Richard-Amato, P. Making It Happen: Interaction in the Second Language Classroom. 2nd edition. White Plains, NY: Longman, 1996.
8. Richard-Amato, P. and Snow, M.A. The Multicultural Clssroom: Readings for Content-Area Teachers. White Plains, NY: Longman, 1992.
9. Richard-Amato, P. and Wendy Abbott Hausen. Worlds Together: A Journey Into Multicultural Literaure. NY: Addison-Wesley, 1996.

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