Narrative Writing: Writing Taylor Podvin Friday, February 22, 2013 Benchmarks: CCSS.ELA-Literacy.W.1.

3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Objectives/Intended Outcomes: The students will be able to construct a narrative piece of writing. The students will understand that by making a word exchange they can add more excitement and understanding to their writing. Materials / Supplies Teacher: Fancy Nancy and the Fabulous Fashion Boutique by Jane OConnor Month-by-Month Trait-Based Writing Instruction by Maria P. Walter and Katherine A. Phillips Writing Rubric: Previously created by the teacher and the students. Students: Designated Writing Paper: The students have a selection of two different styles of paper. The paper is placed where it is accessible to the students. Writing Rubric: Previously created by the teacher and the students. Motivation/Anticipatory Set/Prior Knowledge (Included in the procedure): The students will be asked to explain what a small moment story is. The students will then be told that today they will be learning about how to do a word exchange. The teacher will then explain to the students that a word exchange is when a word is selected in a piece of writing, and replaced with a word that is more exciting. The students will then listen to the story Fancy Nancy and the Fabulous Fashion Boutique by Jane OConnor. Procedure: Motivation/ Anticipatory Set/ Prior Knowledge (8 minutes): The students will be transitioning from reading workshop to writing. o The students will be placing their books back in their bags, and exchanging their take home books. The students will go to the carpet, and sit in their designated places. The students will be introduced to the student teachers supervisor. o The students will be told that Miss Podvins teacher is back again to see all of the exciting things that they have been working on. The students will be told that they are going to be continuing to work on small moment stories. The students will be asked the question, Can anyone explain what a small moment story is? o The teacher will be looking for the students to say that it is a story about something that has happened in their lives. o The teacher will then broaden the students understanding by providing an example. The example will be based off of a students writing. The students will be told that Bella has chosen to write about a time when she went to the zoo. It will be pointed out to the students that Bella has focused on what happened just while she was at the zoo; not before or after she got there. The teacher will tell the students that they are going to be listening to another Fancy Nancy book today. The students will be asked, What have you noticed about the words that Fancy Nancy uses in her small moment stories? o The teacher will be looking for the students to indicate that Fancy Nancy uses words that make the story more exciting. The students will be told to focus on the words that Fancy Nancy uses to make her story more exciting. The students will be shown the cover of the book, and the teacher will read the title aloud. o Fancy Nancy and the Fabulous Fashion Boutique by Jane OConnor

The teacher will stop after page 5. The teacher will point out to the students that Fancy Nancy used the word brilliant in her story instead of super smart to make her story sound more exciting. The teacher will ask the students the questions, What are some other words that you noticed that helped to make Fancy Nancys story more exciting? The teacher will continue reading. The teacher will stop after page 8 and point out to the students that Fancy Nancy used the word boutique instead of store to show the reader that she doesnt have just any store. She has a fancy store. The teacher will continue reading. The teacher will stop after page 13. The teacher will point out that Fancy Nancy has made a lot of great word choices to describe the temper tantrum that her sister had. The teacher will reread the paragraph about the temper tantrum, and the students will be asked, What are some of the words that Fancy Nancy uses to describe the temper tantrum? The teacher will continue reading to the end.

Whole Group Instruction (10 minutes): The teacher will say, Fancy Nancy sure chooses a lot of words that make her writing exciting! The teacher will tell the students that today we are going to be focusing on making some word choices that will help to make out writing more exciting too. The students will be told that today we are going to be doing what is called a word exchange. The students will be told that a word exchange is when we take a word from our writing, and replace it with a word that is more exciting. o The students will be told that the two words need to have the same meaning. The teacher will provide the students with an example. o The teacher will write the word good on the board. The teacher will then tell the students that instead of using the word good we could use the word excellent. o The teacher will then ask the students for other words that we could use. They will be reminded that the words need to have the same meaning. The students will be told that we will try another word exchange. o The teacher will display the word big on the board, and the students will be asked for suggestions of other words that we could use. The students will be told that they are going to have some time to work on their writing. The teacher will tell the students that she would like each of the students to make at least one word exchange in their writing today. The students will be asked the question, What should it sound like while we are working? The students will be asked the question, What should you do when you are finished writing? o The teacher will be looking for the students to say that they should have Miss Podvin look at it, and we will go over the rubric together. o The teacher will tell the students that the rubric will be displayed on the board for them to look at while they are writing. The teacher will tell the students that we will discuss who has made word exchanges at the end. Independent Practice (15 minutes): The students will be dismissed by rows to return to their seats. The students will get their writing out, and begin working. As the students finish, or make corrections on, a piece of writing they will meet with the teacher to go over the rubric. Closure (2 minutes): The teacher will ring the bell to get the students attention. The students will be told that they were to have done a word exchange today. The teacher will ask the question, Who can tell us a word exchange that they did in their writing? o The teacher will select 2-3 students.

Assessment: The students will be assessed based on the rubric that has been previously created by the teacher and the students. The students will be asked to grade themselves in their designated column. They will then give their finished paper and completed rubric to the teacher. The teacher will then grade the students work Once both the student and the teacher have completed the rubric, the student and the teacher will discuss ways in which the writing can be improved. Adaptations for other learners: The students will be provided with feedback based on their own individual needs. The focus areas for each individual student will be dependent on their own individual ability. Early finishers activities : The students will not be finishing early for this lesson. The students will be told to begin a new piece of writing if they are to finish before the given time is complete. References: Phillips, K. & Walther, M. (2009). Month-by-Month Trait-Based Writing Instruction. Scholastic: New York, NY. O-Connor, J. (2010). Fancy Nancy and the Fabulous Fashion Boutique. Harper Collins: New York, NY.