UNLV Student:

Ashley Pullen

PSMT Name:

B. Sansevero

Lesson Plan Title:

Realistic Narrative

Lesson Plan Topic:

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

o Paper, pencils, thinking map template sheet (graphic organizer), Elmo,

projector
Tuesday
o Paper, pencils, thinking map template sheet (graphic organizer), Elmo,
projector
Wednesday
o Paper, pencils, thinking map template sheet (graphic organizer), Elmo,
projector
Thursday
o Paper, pencils, thinking map template sheet (graphic organizer), Elmo,
projector
Friday
o Paper, pencils, thinking map template sheet (graphic organizer), Elmo,
projector

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

1. Teacher will also model an event that happened at

recess.
a. Teacher will discuss what should be in the
intro paragraph, 3 detail paragraphs, and
conclusion paragraph.
b. Teacher will then model how to add key
details (facts) to each of the detail
paragraphs.
III.
Group Practice/Partner Practice
i. N/A
IV. Independent Practice (25 minutes)
i. Students will begin a new writing task a Realistic
Narrative about something that has happened to them at
recess. (DOK Level 2)
1. Teacher will pass out the flow maps to each group
and they will begin filling them out keeping in mind
the reading/writing curve and how I just modeled.
c) Closure (5 minutes)
Students will discuss with their shoulder partner (Kagan) different types of
voice?
d) Extension
If time remains students will start working on their rough drafts.
Tuesday
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 find a passage from The One and Only Ivan by
Katherine Applegate and read it aloud to the class.
i. The students will be told to pick out the different types
of voice they heard in the passage.
b. Teacher will have a whole group discussion on the types of
voice they heard and why they came up with that emotion.
(DOK Level 2)
II.
Guided Practice (10 minutes)
a. Teacher will model how to write a rough draft.
i. Teacher will focus on placing xs on every other line for
revising/editing and indenting on the start of new
paragraphs.
ii. Teacher will model how to start an introduction
paragraph using the information she filled out on her
flow map the previous day.

III.

Group Practice/Partner Practice

a. N/A
IV. Independent Practice (25 minutes)
a. Students will begin to write their rough drafts for their Realistic
Narrative piece about something that has happened to them at
recess. (DOK Level 2)
i. Their rough draft should be 5 paragraphs Intro, 3
body, and conclusion.
c) Closure (5 minutes)
Students will Standup-Handup-Pairup (Kagan) and discuss the types of voice
they have heard in the class novel Georges Marvelous Medicine by Roald
Dahl. (DOK Level 2)
d) Extension
If time remains students will begin to revise their rough draft following the
rules on the board.
Wednesday
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 pass out voice chart with 4 different types of voice
found in writing happy, sad, frightened, and angry
i. As a class we will fill in different adjectives that we can
use to describe that emotion (voice). (DOK Level 2)
II.
Guided Practice (15 minutes)
a. Teacher will model each of the revising steps using her rough
draft.
i. All revising will be done using a green pen.
b. Steps to revising:
i. Add 7-10 strong adjectives
ii. Have 7-10 good transitions
iii. Add 3 good details to each of the 3 body (detail)
paragraphs
iv. Add dialogue
III.
Group Practice/Partner Practice
a. N/A
IV. Independent Practice (25 minutes)
a. Students will revise their rough drafts using the steps on the
board. (DOK Level 3)
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 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