Second Grade Teachers
Richland Elementary
Mrs. Diehl, Mrs. Vaziri, Mrs. Friedman, Mrs. Barber
Memphis, Tennessee



by Richland Elementary Second Grade Students

This project was developed in conjunction with a grade-level unit on Johnny Appleseed.

*Group Task:

1. Each teacher divided the class into 3 groups consisting of 6 or 7 students. Each group selected a story title relating to apples. One student was responsible for a strong, beginning sentence. The story was passed along to the others in the group......each student adding one additional sentence (sometimes two!) to the story. Finally, the last person had to bring the story to a close by writing an ending sentence. Each group assessed their story according to a story-writing rubric we developed together. (see below)

2. Technology: Using AppleWorks, every group typed their story, with each student typing his/her own sentence. Students gained experience in keyboarding and font selection.

3. Technology: Students worked to create illustrations of some of the stories using AppleWorks Painting.

4. Each group selected one group member to present their story orally to the class.

5. Students illustrated their favorite story.

*Story-writing rubric:

Story Rubric
For Students' Assessment of Their Own Stories

Criteria Level 3 Level 2 Level 1 Level 0
Sentences begin with capital letters and have end marks.





Story has interesting beginning that makes the reader want to keep reading. Very interesting Fairly interesting Not very interesting


Story middle is interesting and the sentences are in order to make sense. Very interesting and in order Fairly interesting and in order Not very interesting and not in good order Boring and doesn't make sense
Story end is creative and lets the reader know how the events came to an end. Very creative and a good ending to the story Fairly creative, but could have ended better Not very creative and reader was left wondering what happened Dull and still wondering how the story ended

*Project Assessment: An Analytic Rubric

40 points.....Story sentences (events) are sequential and demonstrate appropriate

use of capitalization and punctuation; Story plot (beginning, middle,  and end) is creative and imaginative with appropriate use of vocab.

10 points......Students demonstrate appropriate keyboarding skills utilizing the AppleWorks word-processing program (formation of capital letters,  spacing, use of end marks and font selection).

30 points......Students work together cooperatively in assessing, revising, and   publishing their story.

20 points......Oral presentation of story is delivered clearly with appropriate expression and voice tone.

Total Possible Points: 100

MCS Student Technology Standards K - 2

Students demonstrate an understanding of the operation and concepts of technologies.

Students use technology productivity tools to collaboratively construct completed products that represent quality work.

Students use technology communication tools to communicate information and ideas effectively to multiple audiences.

Work cooperatively with others when using technology in the classroom.

Use Memphis City Schools standard software and other technology resources for problem solving, communication, and illustration of thoughts, ideas, and stories


Standard #1:
Students should be able to speak and write appropriately for specific purposes and audiences.

Compose texts and responses that demonstrate appropriate grammatical and mechanical conventions of speaking and writing.

Use elements of the writing process (prewriting, drafting, editing/revising, and sharing/ publishing) as appropriate to selected writing tasks.

Write narrative, descriptive, and imaginative texts (stories, plays, poems, etc.) that demonstrate different rhetorical forms, characterizations, and points of view.

Formulate, organize, and deliver a message, selecting and using appropriate presentation style to fit the situation.

Standard #2:
Students should be able to derive literal, implied, and personal meaning from different kinds of texts and presentations (literary, informative, and technical).

 Demonstrate understanding of oral and printed texts and presentations by interpreting the impact of the author's and speaker's decisions (such as form, content, style, rhetoric, voice, vocabulary, and literary devices).


Standard #1:
Students should be able to communicate ideas, feelings, and attitudes through one or more arts disciplines (dance, music, theater, and visual arts).

Select appropriate media, tools, processes or technology to produce works of art, and practice/refine skills aimed at producing quality work.

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