Teacher(s): Kyle Losey Grade/subject: 4th/Reading Time available: 2

& Writing Hours

Lesson title/topic: Weekly Stories; Lesson date:
Building a Story

STANDARDS/BENCHMARKS/GLCE/HSCE addressed in this lesson:

STANDARDS/OUTCOMES
Written plan includes appropriate standards, benchmarks NGSS or Common Core directly
relevant to lesson objectives. Interdisciplinary plan includes standard(s) for each subject area.

English Language Arts; Writing Common Core Standards:

CCSS.ELA-LITERACY.W.4.3

Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.

CCSS.ELA-LITERACY.W.4.3.A

Orient the reader by establishing a situation and introducing a narrator and/or

characters; organize an event sequence that unfolds naturally.

CCSS.ELA-LITERACY.W.4.3.B

Use dialogue and description to develop experiences and events or show the responses
of characters to situations.

CCSS.ELA-LITERACY.W.4.3.C

Use a variety of transitional words and phrases to manage the sequence of events.

CCSS.ELA-LITERACY.W.4.3.D

Use concrete words and phrases and sensory details to convey experiences and events
precisely.

CCSS.ELA-LITERACY.W.4.3.E

Provide a conclusion that follows from the narrated experiences or events.

CCSS.ELA-LITERACY.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.)

CCSS.ELA-LITERACY.W.4.5

With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, and editing. (Editing for conventions should demonstrate command
of Language standards 1-3 up to and including grade 4 here.)

CCSS.ELA-LITERACY.W.4.10

Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

English Language Arts; Reading Common Core Standards:

CCSS.ELA-LITERACY.RL.4.1

Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.

CCSS.ELA-LITERACY.RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific

details in the text (e.g., a character's thoughts, words, or actions).

LEARNING OBJECTIVES Describe what students are to learn rather than what they will do;
developmentally appropriate; linked to standards; appropriately challenging

Students will learn the proper steps of building their own story based off of a given theme.
They will learn what narrative writing is, how it compares to informational writing and what
components make up narrative writing (beginning, rising action, climax, resolution, end).
Students will learn how to use characterization when developing each character, they will also
learning how to use different resources to help them create and use quality descriptive
language. Finally, students will learn how to edit/revise their own writing, as well as how to
provide constructive criticism to peers.

BEHAVIORAL OBJECTIVES: Describe what the students will be able to do upon

completion of the lessons. Something that can be measured.

The students will undergo a writing process of creating ones own story, using resources to help
one develop use of descriptive language to paint a picture in the readers mind, determine the
types of characters within ones story (protagonist; antagonist; flat character), revise own and
peer edit others work, and finalize ones work with correct grammar/punctuation and
illustrations.

Students (within each individuals own words) will be able to create a story based on the theme
from the Book of the Week. Students are expected to provide/create the following
information in Lesson #1:

The storys:
Weekly number
Author/Illustrator name
Title
Theme
Setting
Main Character
Along with a brief description of the storys:
Beginning
Rising Action
Climax
Falling Action (Resolution)
Ending

All of this information will be written by the student in his or her own Weekly Story booklet.

INSTRUCTIONAL ACTIVITIES:
Time: 2 hours Introduction/anticipatory set- How will you start
the lesson? How will you get the attention of the
students? Include your introductions!
Hour #1; Reading
Anticipatory Set

What is Narrative Writing?

Discussion:

At the common area, break-down and

discuss with students what narrative
writing is and how it compares to the
past styles of writing they have learned
throughout the year.

What is narrative writing?

How is narrative writing like
informative writing?
How do they differ?

Use examples of past writing

samples and point out/compare
informational to narrative
Ask students to insert a new
entry titled: Narrative Writing.
Ask students to take notes
within their literacy notebooks.
Model how to use a Venn
Diagram to explore the
components of each type of
writing more in-depth.

How are the two types of writing styles

similar?
How do they differ?

Use Weekly Story booklet to

discuss/go-over what the students are
expected to know about narrative
writing:

The storys:
Weekly number
Author/Illustrator name
Title
Theme
Setting
Main Character
Along with a brief description of the
storys:
Beginning
Rising Action
Climax
Falling Action (Resolution)
Ending

Be sure to revisit what this all means.

Students should have a basic
understanding of this information from
the previous year.

Provide time to check for

understanding/ask questions.

Intro:

With all of the students seated quietly at

the common area with their literacy
notebooks:

Ask students to draw the

diagram within the first two
pages of the Weekly Story
booklet on a new page.
Introduce the Book of the Week.
Students are encouraged to fill
the diagram they drew as I read
the story to them.
Read the story to the students.
Point out the authors use of
descriptive language after each
page.
How does the author
paint a picture in our
head with his/her
words?

Once the story is finished:

Model how to complete the
diagram they drew in their
notebooks.
Inform students that they will be
required to do this within their
own Weekly Story notebook.
Focus attention on the theme of
the story:
What was the theme of
this story; what is the
author trying to say?
How can we replicate
this idea without copying
it completely?
Crossing interdisciplinary
boundaries, themes of each
Book of the Week go along
with the current Inquiry unit
over Explorers and Migration.
Themes of each Book of the
Week include:
Migration
Exploration
 Finding Where you Instructional activities Teaching/learning activities
Belong are engaging, appropriate to students and objectives,
Invasion adequately planned.
Making History Includes modeling, guided practice and independent
Lead into brief discussion about practice. Instructional plan provides differentiation
plagiarism for diverse student interests, strengths and needs.
What is it? What instructional strategies and methods are you
How can we avoid it? going to implement?

Hour #2; Writing

Instructional Activities:

With all of the students seated quietly at

the common area:
Pass out Weekly Story
packets.
Model and compare how each
student should approach
creating ones own story based
on the given theme.
Allow time for the students to
ask questions for understanding.
Send students to their seats to
work in their groups on each
station (each station lasting from
about 15-20 minutes).

Station #1:
Students independently
complete the first two pages on
their Weekly Story booklet.
Students are allowed to talk
quietly and share ideas.
Conversations should be
focused around the topic at
hand.
 Students may read when they
finish.

Station #2:
Antonym/Synonym research.
Students will choose 2
words from the Word
Bag and use a thesaurus
to find/write down the
synonyms and antonyms
of each word.
Synonyms should be
written on the cinnamon
bun illustration sheets
and antonyms on the ant
illustration sheets.
Students will save these
in their literacy folders
as a reference for their
Weekly Story.
Once a student has
completed two words,
he/she can either read or
work on his/her Weekly
Story booklet.
Students are allowed to
talk quietly and share
ideas. Conversations
should be focused
around the topic at hand.

Station #3:
Students work along with the
teacher on prepared lessons that
help build students phonics
and fluency abilities.
Data is recorded by the teacher
during this time.
Classroom Management:

Students are awarded an automatic 10

minutes of Brain Break time for each
day (twice a day) at the beginning of the
week. Depending on class productivity,
students will gain/lose brain break time.

Students are expected to show the

characteristics of a Role Model. Make
use of positive reinforcement and praise
students based ones level of
productivity:

Ex.) Thank you Rayshaun for being a

Role Model by quietly working hard
on your story. If anyone wants to know
what being a Role Model looks like,
observe your friend Rayshaun.

Everyone is expected to ask a friend

first if they are struggling with their
work.

Students with IEPs have Study

Buddies that are willing to work
together to help guide the students
through what they need to do.

If additional help is needed, the teacher

is there to answer any questions.

Conclusion/Closer:
As an exit ticket, students will write a
brief entry in their Daily Journals
about what they accomplished during
Reading/Writing time and what they
look forward to completing next time.
Conclusion/closure: How will you end the lesson?
What concluding concepts/thoughts/questions will
end this lesson?

Assessment: ASSESSMENT: Written plan includes appropriate

Students will turn in their Weekly plans to assess prior knowledge, student
Story booklets to receive a check understanding as lesson proceeds, and each students
once theyve completed the pages they achievement of learning objective(s).
are required to fulfill.
*Unfinished work is homework, and
due the following morning.

Students will be graded on the

completion of each Weekly Story
booklet at the end of each week.

Students will be assessed on their final

narrative story, which they will work on
revising/editing during the final week of
this unit.
Students choose one Weekly
Story booklet to revise.
The final weeks instruction will
focus on the steps of editing
ones writing effectively.

RESOURCES/MATERIALS and CLASSROOM SET UP needs: Lesson plan indicates

adequate planning for materials and resources, and for safe and efficient management of
materials.
Markers/Whiteboard/ Eraser
Book of the Week
Weekly Story booklets
Synonym/Antonym Illustration worksheets
 Thesauruses/Dictionaries
Student literacy notebooks/folders/daily journals
Any materials needed by the teacher for the phonics/fluency station
CLASSROOM MANAGEMENT:
Planned activities and processes demonstrate awareness of classroom management, safety, &
student motivation; addresses them in ways which increase student engagement and learning
and minimize distractions.

Students are awarded an automatic 10 minutes of Brain Break time for each day
(twice a day) at the beginning of the week. Depending on class productivity, students
will gain/lose brain break time.
The class runs a Clip Change management plan where students are asked to change
his or her clip depending on the behavior. Students can be asked to change their clip
upward towards Role Model or downward towards Reflection. Teachers record data
daily on where everyone ends up at the end of each day.
Students who fill out reflections must get them signed by their parent and then
teacher.
Using positive reinforcement, teachers can praise good work and ask students to
move their clips towards Role Model.
Students are expected to show the characteristics of a Role Model. Make use of
positive reinforcement and praise students based ones level of productivity:
Ex.) Thank you Rayshaun for being a Role Model by quietly working hard on
your story. If anyone wants to know what being a Role Model looks like,
observe your friend Rayshaun.
Everyone is expected to ask a friend first if they are struggling with their work.
Students with Exceptionalities/IEPs have Study Buddies that are willing to work
together to help guide the students through what they need to do.
An interventionist will come in during this time to help aid the students with
exceptionalities as well.
If additional help is needed, the teacher is there to answer any questions.

REFLECTION: After the lesson is over, comment on successes and areas for improvement
and make notes for future lessons.