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Ashley Pullen
PSMT Name:
B. Sansevero
Realistic Narrative
Writing Unit
Date:
09/21/15 09/25/15
Estimated Time:
50 minutes
Grade Level:
4th
School Site:
Bonner Elementary
1. State Standard(s):
W.4.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
W.4.3a Orient the reader by establishing a situation and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally.
W.4.3d Use concrete words and phrases and sensory details to convey
experiences and events precisely.
W.4.3e Provide a conclusion that follows from the narrated experiences or
events.
W.4.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience (Grade-specific
expectations for writing types are defined in standards 1-3 above.)
W.4.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
2. Teaching Model(s):
Co-teaching
Kagan Cooperative Learning
DOK
3. Objectives:
Students will know that development, organization, and style are dependent
upon the task, purpose, and audience.
Students will know a variety of writing types (e.g., opinion, informative,
narrative) including the organization, style, and audience associated with each
type.
Students will determine an appropriate writing type for a specific task,
purpose, and audience.
Students will organize a text appropriately to task, purpose, and audience.
Students will develop their ideas and a writing style to convey their tone and
meaning to the audience.
Students will create a clear and coherent piece that is appropriately developed
and organized according to task and purpose.
4. Material and Technology Resources
Monday
5. Instructional Procedures:
Monday
a) Motivation/Engagement:
This lesson will take 50 minutes to teach my students. The objectives will
be written on the board for the week under the writing section. In order to
engage my students they will partake in a short mini lesson on voice.
b) Developmental Activities or Learning Experiences:
I.
I will start my lesson with an engagement activity. (10 minutes)
i. Teacher will introduce voice in writing.
1. Teacher will ask the class what voice in a piece of
writing or a story means to them? (DOK Level 3)
2. Voice gives a piece of writing personality, flavor,
and style.
a. When you write your realistic narrative
think about:
i. Does this writing sound like me?
ii. How do I want my readers to feel?
iii. Will my story hold readers
attention?
II.
Guided Practice (10 minutes)
i. Teacher will ask the class what are the 4 main components
of a Narrative? (DOK Level 1)
1. Descriptive words Adjectives and Adverbs
2. Descriptive phrases
3. Sequence (transitions)
4. Dialogue
ii. Teacher will redraw the reading/writing curve that was used
to help them write their Narrative piece.
iii. Teacher will model how to fill in the flow map for a multiparagraph narrative.
2
III.
Students will Round Robin (Kagan) discussion about different adjectives that they
could use for the types of voice we discussed during the mini lesson.
d) Extension
If time remains students will begin editing their realistic narrative using the rules
displayed on the board.
Thursday
a) Motivation/Engagement:
This lesson will take 50 minutes to teach my students. The objectives will be
written on the board for the week under the writing section. In order to engage my
students they will partake in a short mini lesson on voice.
b) Developmental Activities or Learning Experiences:
I.
I will start my lesson with an engagement activity. (10 minutes)
a. Teacher will give the whole class an event that can happen in
real life. Each group will be given a different emotion (voice)
to use when writing.
i. Event Your family just bought a puppy.
ii. Types of voice Happy, sad, frightened, angry,
nervous, and bored.
b. Each group will have to write a quick paragraph using the type
of voice they got and the event. (DOK Level 2)
c. We will share our paragraphs as a class to see how different
types of voice can change the feeling.
II.
Guided Practice (10 minutes)
a. Teacher will model each of the editing steps using her rough
draft.
i. All editing will be done using a red pen.
b. Steps to editing:
i. Capitals
ii. Punctuation
iii. Spelling
iv. Sentence structure
III.
Group Practice/Partner Practice
a. N/A
IV. Independent Practice (25 minutes)
a. Students will edit their rough draft using the steps on the board.
i. If students need help or want a different idea for their
paper they can talk to their group members.
c) Closure (5 minutes)
Students will be given a different event and voice to use. They will discuss as a
group what could possibly happen given that information.
Event forgetting to do your chores Voice frightened
d) Extension
Students who finish the editing process can start writing their final draft
(publishing).
Friday
a) Motivation/Engagement:
This lesson will take 50 minutes to teach my students. The objectives will be
written on the board for the week under the writing section. In order to engage my
students they will partake in a short mini lesson on voice.
b) Developmental Activities or Learning Experiences:
I.
I will start my lesson with an engagement activity. (10 minutes)
a. Teacher will display a picture from Mr. Wuffles by David
Wiesner. Students will have to come up with a paragraph using
voice that describes what is going on with the characters.
i. This book is a picture book with no words.
b. We will come back together as a class and share our writing
and discuss how different or similar they are. (DOK Level 3)
II.
Guided Practice (10 minutes)
a. Teacher will review revising and editing procedures.
i. Revising is done in green pen.
1. Adding 7-10 strong adjectives
2. Having 7-10 good transitions
3. Adding 3 good details to each of the 3 body
paragraphs
4. Adding dialogue
ii. Editing is done in red pen.
1. Capitals
2. Punctuation
3. Spelling
4. Sentence structure
III.
Group Practice/Partner Practice
a. N/A
IV. Independent Practice (25 minutes)
a. Students will publish their realistic narrative about at time
during recess.
i. They will write using their best penmanship and will
not skip every other line.
c) Closure (5 minutes)
Students will discuss with their face partner (Kagan) how important it is to have
voice be a part of your writing.
d) Extension
N/A
6. Accommodations
Teacher will be walking around the room providing assistance when needed while
the students are working. The teacher will also make the needed accommodations
for Jaxson(reading and writing IEP), Brady (Autism IEP), David (504 for
ADHD), and Dawson (504 for ADHD).
7. Modifications
Jaxson and Brady will have a push in sped aid from 12:00 to 12:20.
Jaxson will sit close to instruction and work with teacher/peers as needed per IEP.
Brady will be monitored for on-task behavior and help as needed. He will also be
sitting close to instruction per his IEP. Daivd and Dawson will sit near instruction
and be monitored for on-task behavior as per their 504.
8. Differentiations for Diverse Learners
For students who need more time filling in their flow map or writing their rough
draft I will have them place in the working folder and during the week they can
work on it during down time or during small group instruction. If they feel that
they can revise and edit their paper on their own better then working with a peer
they will be able to work independently.
9. Assessment and Evaluation of Learning
a) Formative
I will be assessing my students throughout the lesson in multiple ways.
b) Summative
I will be assessing my students at the end of my lesson by the final draft of
their realistic narrative.
10. Homework Assignments
Monday
o Think about how you can add different types of voice into your
realistic narrative.
Tuesday
o Think about different adjectives and adverbs you can use in your
realistic narrative.
Wednesday
o Think about your favorite author and what about their voice attracts
you.
Thursday
o Think about other mediums you see voice portrayed in.
Friday
o None
11. Reflection
a) Strengths
b) Concerns
c) Insights