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Name: Najma Bennett Grade: 4th

Lesson Piecing Together Narratives Date: October 3rd, 2018

Title:
CCGPS or GPS Standard(s): ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

ELAGSE4W3: Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.

Classroom/Lesson Context (please check the following that apply):

__​X​__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students

__​X​__ Other (Please specify: ________​EIP,

ESOL​​_______________________________________________________________)

Please specify the number of students:

__​11​​___ Girls __​11​​___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson: N/A

Learning - Focus Strategies

Essential Question(s) 1. What are the three sections of a narrative?
1-3 BIG ideas! How 2. What are the purpose of transitional words?
can these questions be
used to guide your
instruction?

Central Focus/Lesson Students will describe the overall structure of events, ideas, concepts, or information in a
Objective(s) text or part of a text.
Objectives are
measurable and Students will write narratives to develop real or imagined experiences or events using
aligned with the effective technique, descriptive details, and clear event sequences.
standard.

Academic Language Language Functions​​ (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand? Describe the overall structure of events, ideas, concepts, or information in a text or part of
What academic a text.
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols? Language Vocabulary ​(Identify key, content specific words for this lesson: examples of
vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students’ comprehension.) ​The vocabulary words for this lesson are: introduction, body
paragraph, conclusion, and transitional words.

Academic Language Demand ​(Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students ​throughout the lesson​.) Reading is
the demand, because students will identify the structures of a narrative and how the three
sections are combined through transitional words when reading the text.

Materials Highlighter
What resources can be Construction Paper
used to engage Glue
students? Pieces of paper w/passages
Post-It Notes
Paragraphs and Punctuation Worksheet
YouTube: ​https://youtu.be/GLn8E0Jzafo
Introduction to Play the Narrative Writing Song video.
Lesson/
Activating Thinking
What is the ‘hook’ for
the lesson to tap into
prior knowledge and
develop students’
interests? This should
tie directly into the
lesson’s objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students’ academic, Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
social, and cultural sentences):
characteristics.
Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate): The song’s lyrics features the lesson vocabulary and orally
explain the structure of a narrative.
 Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Stand beside the student to explain the lyrics of the song.

Management Plan: Monitor the tables for talking and undivided attention.

Body of Lesson/ The students are split into groups with pieces of paper on their desks along with
Teaching Strategies construction paper and post-it notes.
What will you have
the students do after They have to unscramble the cut-out passages and put them in the correct order from
you introduce the introduction, body paragraph, to conclusion and paste them on the construction paper.
lesson to learn the
standards? What The post-it notes feature transitional words that they have to place between each new
questions will you ask passage.
to promote higher
level thinking? In total they will have 2 narratives pasted in order on the construction paper.

What opportunities This activity prepares them to evaluate the structure of introductions, body paragraphs,
will you provide for and conclusions in text and how to put them in order with transitional words.
students to practice
content language/
vocabulary? What
language supports
will you offer?

Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
sentences): Organizations of phrases and passages serves as a blueprint for how narratives are
constructed.

Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Give directions in small steps and in as few words as possible.

Management Plan: Walk to each group and monitor involvement on working on the
assignment.

Closure/ Review and discuss the process the students used to organize their scrambled passages to form
Summarizing their narratives.
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
new knowledge while sentences):
making connections to
prior learning? Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate): The content was discussed orally and reviwed to explai the
importance of organizing the introduction, body, and conclusion with transitional words in
writing narratives.

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Alert student several minutes before a transition from this activity to another is planned;
giving several reminders.

Management Plan: Keep students at their desks and tell them to pile their work in the
middle of the desk for me to collect.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans ​(This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments ​throughout the lesson​)​:
assessed and included. Formative; complete the Paragraph and Punctuation Worksheet of a narrative with
Questions to consider assistance in reading the text and correcting the grammatical errors as an exit ticket.
while planning:
How will students
exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students’ Assessment Plan for Learning Objectives ​(This is a plan and should be written as such;
understanding/mastery remember to identify both formative & summative assessments ​throughout the lesson​)​:
of the lesson’s Formative; complete the Paragraph and Punctuation Worksheet of a narrative as exit
objective(s) including ticket.
their usage of
vocabulary?
Reflection/Analyzing I should of modeled the body lesson activity and took my time giving instructions.
Teaching
Effectiveness

Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.