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Teacher Candidate: Paige Lane

11/12,13,14/14

Date and Time of Lesson:

School: Ninety Six Elementary


Writing 4th grade

Subject/Grade Level:

Description of Lesson:

Over a weeks time students will produce a piece of narrative writing that meets
grade level writing expectations. Each day they will complete a specific portion of
the writing process.

Lesson Title or Essential Question that guides the lesson: Fall


Themed Narrative Writing
Curriculum Standards Addressed:

National Standard(s): W.4.3 Write narratives to develop real or imagined


experiences or events using effective technique, descriptive details, and
clear event sequences.
EEDA Standard: Standard 2- Students will demonstrate decision-making,
goal-setting, problem-solving, and communication skills.
SSCA Standard: Working Together, Respecting Each Other

Lesson Objective(s):

Assessment(s) of the
Objectives:

Students will be able to produce a clear and


coherent writing in which the development and
organization are appropriate to task, purpose,
and audience.

Pre: Using a previous piece of


writing students will be assessed
on their level of understanding
based on a PASS writing rubric.
During: Students will meet
individually for a writing
conference during the writing
process in order for the teacher
to address specific needs.
Post: Using the same rubric the
students writing will be scored
for development and
organization.

Materials/Resources:
Students will need to use their writing folders during these lessons. A narrative
writing graphic organizer will be provided to them during the first day. Technology
will be used during the first day of instruction to present the concept of narrative
writing to the class. This will be done through the use of the smartboard/ DOT cam.
The students will not need to use technology during the lessons, the visual
representations used should allow the student plenty of reference for the writing
process.

Accommodations: Students who receive special services will need


individualized help, which will be addressed during their writing conference
each day.
Procedures:

The following lesson will take place over a three-day period.


Day 1:

To start off the lesson I will introduce the students to narrative writing
through a PowerPoint, as well as introduce them to a narrative writing
graphic organizer.
I will go over specific instruction on forming an introduction, body, and
conclusion. Then I will explain the writing process of brainstorming,
drafting, revising, editing, and then publishing.
After the writing overview I will explain to the class that they will
produce a piece of narrative writing that will be on the topic of things
we do in the fall.
I will then move into my writers workshop lesson.
(Begin Mini-lesson)
Connections Students will be given prior knowledge about fall traditions through
my personal stories and experiences. Some traditions that I will
discuss are leaf piles, Thanksgiving dinner, and Christmas tree
shopping.
I will then link the connection to what students will be doing during the
teach portion. These types of traditions bring up emotional moments
that are from both my childhood and adult life.
Teach So today writers I want to teach you one way that writers collect small
moments by thinking about strong emotions. I want everyone to have
in mind emotions that we have felt during the fall season.
First we ask when we have felt the emotion? Then, we list a few small
moments that fit with that emotion. Finally, we choose one moment
and write a story about it.
Thinking out loud I will demonstrate this for the students using an
emotion from my prior discussion, and then giving an example of that
emotion.
Active Engagement Now it is your turn to try it out. I have placed on your desk three
index cards for three separate emotions. Make sure to use these as
you choose your emotions. First, choose an emotion, write it down, and
underline it. Then, think of a time during the fall that you felt that
feeling and write it down. You will do this for each index card until you
have completed all three.
After you have finished you will share your index cards with a partner.
Partner A goes first, and partner B goes second (these will be preassigned). Then decide which emotion and event you would like to use
as your Problem or Big Idea.
Link This emotion/event will be used throughout your three body
paragraphs during your writing.(End of Lesson)

After the mini-lesson students will be given specific instruction about


the expectations of behavior before beginning the writing process.

They will begin the first step of the writing process by completing their
narrative writing organizer. After the students complete the
brainstorming step, I will conference with them individually to allow
them to move on to the next step.
Students can begin drafting when the organizer is complete and
approved through conferencing.(This will be the end of Day 1)

Day 2:

This lesson will start by teaching writing organization to the students


for their narrative writing. This will be done by using an anchor chart,
which will be created as we move throughout the lesson.
The chart will list in order the hook sentence, introduction, three body
paragraphs, and then the conclusion. Transitional devices will be
demonstrated as well in this review.
I will ask the class if someone would like to share their topic that they
will be writing about. I will chose from the volunteers a topic that I can
demonstrate writing organization with. I will go through each step
filling out just enough information for the students to grasp the
concept of how to organize their writing, and I will use transitional
devices as I move from paragraph to paragraph.
After the anchor chart is complete I will ask students if they have any
questions about the writing organization. If there are no questions we
will move into writers workshop.
The writers workshop expectations will be reiterated with the students
after the lesson.
All narrative writing graphic organizers must be approved through
writing conference with the teacher in order for the student to move
on to the drafting step.
Once students are approved to draft they can move through the
writing process at their own pace.
Conferencing will take place as needed with each individual student.

Day 3:

On the final day of the lesson students should all be approved for the
drafting stage.
On this day conferencing will take place for the majority of time.
A brief overview of the drafting process will be reviewed with the
students.
Students will turn in their final drafts for the post-assessment.

Activity Analysis:
1. Writing Overview- students will need to review writing structures and process
before the lesson. This is also a great way to go over the expectations of
writing.

2. Writers Workshop- this activity will allow students to organize their ideas for
their body paragraphs.

References: All ideas were my own.

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