Activities for Mo Willems Interview
Activity 1
AKS:
First Grade
(1LA_E2005-44)
(1LA_E2005-45)
(1LA_E2005-46)
(1LA_E2005-48)
(1LA_E2005-49)
use examples from literature to create individual and group stories (GPS)
write about self-selected topics (i.e., personal experiences, book rewrites)
using pictures, letter/sound association and known words
use informal prewriting, drafting, revising, editing and publishing strategies
write a minimum of three sentences related to a topic
write stories with a beginning, middle and end using appropriate descriptive
word choice
Second Grade
(2LA_D2005-41)
(2LA_D2005-42)
(2LA_D2005-43)
(2LA_D2005-44)
(2LA_D2005-45)
(2LA_D2005-46)
use examples from literature to create individual and group stories
prewrite to generate ideas for writing from self-selected topics
revise writing to improve fluency, topic, word choice, style, sentence structure
and organization
edit for spelling
write stories with a setting, characters and a beginning, middle and end
write a minimum of five sentences related to a topic
Third Grade
(3LA_D2005-36)
(3LA_D2005-37)
(3LA_D2005-38)
(3LA_D2005-39)
(3LA_D2005-40)
(3LA_D2005-43)
(3LA_D2005-45)
prewrite to generate ideas for self-selected writing
draft writing to capture ideas and develop fluency
revise writing to improve content (i.e., descriptive words, strong verbs),
organization (i.e., sequence) and personal expression
edit for spelling, fragments and run-on sentences
develop a clear topic with an organizational plan that matches purpose,
genre, expectations, audience and length
write ideas in story form with attention to sequence, main ideas and
supporting details
write and publish in a variety of genres, including content area writing,
personal narrative, imaginative stories and correspondence (writing letters
and addressing envelopes)
Fourth Grade
(4LA_D2005-31)
(4LA_D2005-33)
(4LA_D2005-35)
(4LA_D2005-36)
(4LA_D2005-38)
prewrite to generate ideas for self-selected writing
write ideas in story form with attention to sequence, main ideas and
supporting details
revise writing to improve fluency, content (descriptive words, strong verbs),
organization and style, to match purposes with audience
edit for punctuation, spelling, fragments and run-on sentences
use creative, unusual or novel use of language in writing
Fifth Grade
(5LA_D2005-35)
(5LA_D2005-36)
(5LA_D2005-38)
(5LA_D2005-39)
(5LA_D2005-40)
(5LA_D2005-41)
prewrite to generate ideas for self-selected writing
write ideas in story form with attention to beginning, sequence, main ideas,
supporting details, characters, point of view, conflict and closing/clincher
sentence
use transitions between ideas and paragraphs
revise writing to improve fluency, content (descriptive words and phrases),
organization and style, to match purposes with audience
expand or reduce sentences by adding or deleting modifiers, phrases or
combining sentences
edit for punctuation, spelling, fragments and run-on sentences
Mo Willems books have very few words, but still tell a great story. Using 40-50 different
words, have the children develop a 32 page book with illustrations. (This book can also
be developed as a class project. Develop the characters and the plot as a class. Plan the
page progression and then have each child illustrate an individual page.)
Activity 1
1. Read several of Mo’s books to the children, or have them read to each other. Try
to read at least one “pigeon book”, one “elephant and piggie” book, and one
“knuffle bunny” book.
2. After they are read, discuss how he writes with few words and simple pictures.
Also, call their attention to the effectiveness of the page turnings.
3. Have them either take a character from one of Mo’s books, or develop one of
their own. With those characters, write a story using only 40-50 different words.
4. Put the students in pairs. Before revision, have each child read their story to their
listening partner. After discussing their story with their listening partner, have the
author edit the story to improve fluency, content, organization, and description.
5. When the stories are revised, pair up again and repeat the process in #4.
6. When they believe the story is the best they can make it with the fewest words,
have them then revise for punctuation, spelling, fragments and run-on
sentences.
7. With a small story board of 32 pages, have them plan the amount of text that
will go on each page.
8. Proceed to Activity 2, for completion of the story.
Activity 2
(2LA_D2003-48) use available technology to assist in writing
(3LA_D2003-55) use available technology to assist in writing
(4LA_D2003-42) use available technology to assist in writing
(5LA_D2003-46) use available technology to assist in writing
After the children have written their stories and revised:
1. Have the students use the Student Writing Center or another desktop
publishing program to publish the final story.
2. Have the children use Microsoft Word to write and reedit their story.
3. After the story is written, have them illustrate their story. To illustrate this story
use either a simple format with little or no background like the “pigeon” or
“elephant and piggie” books; or use a photograph for the background and add
the characters like the “knuffle bunny” books.
Mo has a great website that the children might like to visit to get more ideas and
information about his books at http://www.mowillems.com/.