Kristin Sarboukh March 12, 2013 Lesson Plan 2 Subject/ Topic: Writers workshop, 3rd grade Standards: W.

3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.8- Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. SL.4- Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Objective: Students will be able to understand that good writers use their environment and everyday life to help them create stories. Procedure: Gather students to the rug by the tables they are sitting at. Pair students off with turn and talk partners before beginning the lesson. Begin by asking the students how they think writers come up with their ideas for their stories. Okay boys and girls, if you had to guess, how do you think the author came up with the idea for Diary of a Spider (the children had just been read this book earlier in the day)? I would like you to turn and talk with your partner about what you think. Call on students to get a variety of answers. These could all be correct, but I have an even simpler way to do this. What are some things you saw as you walked into school today? These can be objects, people, activities, or anything else you saw. Call on students to answer. As you can see, there are things all around us everywhere we go. Good writers use their environment to spark ideas. Then they take these real ideas and develop fictional stories about them. Give example of how the author of Diary of a Spider may have seen a spider and a fly right near each in a room and decided to write about their relationship and what it would be like to be a spider; how it feels, what they like and dont like, and what they do throughout their day. Now, since we spend a big part of our day here at school, it would be a great place for us to get ideas for our stories! Remind students the four parts of a story they have been working on: Somebody, Wanted/ Feared/ Cared/ Needed, But, and So. Model what the student are about to do by explaining that when I walked in this morning, I saw a quarter on the floor. Write the Somebody, Wanted/ Feared/ Cared/ Needed, But, and So chart on the board. Explain how this quarter made me think up a story about a boy names Seth. Fill in the Somebody with Seth on the board. Then fill in the Wanted/ Feared/ Cared/ Needed with Needed to pass his math test on division. Then

Fill in the But column with But he lost his lucky quarter! Lastly, fill in the So column with So his teacher let him go look in the hall for it and luckily he found it outside the gym and got an A on his test. Now, we are all going to walk around the halls. As we do this, I want each and every one of you to pick out an object and write it down. Also, try to think of as many ideas for a story that has to do with that object. Call the students by their table numbers and have them grab their writers notebooks and line up. When the class is ready, travel through the hallways and stop periodically for students to write in their notebooks. When we return to the classroom, have each student return to their seat. Now boys and girls, we are going to take these objects and see how many story ideas we can come up with. Fill out the chart with as many ideas as you can. I will walk around and help you if you need it but try to work as independently as possible. There is no right or wrong answer Go around the room and help while students fill out their charts. At the end of the period, close by saying, Good writers everywhere walk around with their eyes and ear open for ideas, no matter where they are. As you go through the rest of your day today, try to write down some ideas and see if you can develop a story about them that contain the four parts we have been talking about in class.

Assessment: Turn and talk and students will fill out their chart with at least one idea and storyline that sparked from observing their environment. Management issues/ transitions: Called everyone to the floor based of their seating arrangement, established turn and talk partners before beginning lesson, explained and modeled task/ assignment before going into the hall way to try it on their own, and got students to get their writing books and line up based on where they sit. Differentiation: Based on each students ability as I walk around the room, I will differentiate the assignment appropriately. For those students who finish early and really understand this concept, I will have them begin to write a short story based on one of their ideas from their chart in their writers notebook. For those who are struggling, I will walk around and help each student at least develop one idea and fill out the chart for that idea based on the object they found in the school.

Name: _____________________________________________ Date: ______________________________

Somebody

Wanted/feared/cared/needed

But

So