Wesley Willison

Instructional Strategies:

Day 1 Reading: The instructor will engage the students immediately in questioning what they
have read in the past and what they like in regards to reading. The instructor will address the
importance of reading. The instructor will also explain main ideas vs. supporting ideas using a
fictional text of choice. Then, as a class the kids will read aloud an age appropriate text using
different voices for different characters. Students will then break up into groups to work on their
projects. These projects include a brief paragraph summary and an art project on supporting and
main ideas.

Day 2 Writing: The instructor will begin by asking students what they like to write about. The
instructor will discuss and demonstrate what a paragraph is. As a class students will write as
much as they can (coming close to a paragraph) about themselves. The instructor will give
feedback. Students will then be sent off to write a small paragraph about the story read the day
previous in class.

Both days will be structured in a similar fashion. Students will come into the class, listen to the
instructor for a few minutes, and then break off into groups to work on their projects.

Student Activities:

The project for both parts one and part two will be an activity where students break up into
groups and create pictures based around scenes of the story. Students in groups of 3 will discuss
the story read in class and the mental images that come up. The students will then create pictures
of the various scenes. One will be of a supporting character and the other of a main character or
event.

Each student in each group will be tasked with making at least two pictures from the story. On
day two the students will finish their art project and write three sentences using the skills they
learned on how to write a paragraph within their writing journal. The three sentences will be a
summary of the main idea and three supporting details about the story. These can include:
Characters, places and events within the story. The students will then present their work and the
instructor will close the lesson by explaining how a supporting idea is like a supporting character
in a story, in the background, but important. The teacher will then assess the student work
written to assess whether the objectives of the lesson were met.

2a) are appropriate for this class

The students are very vocal and enjoy socializing with each other. The opportunity for a group
project would peak their interest as they can speak with each other and discuss ideas within the
text. Due to the fact that it is the middle of the year most of the students will be able to work
together on projects, as they have no doubt accomplished previously. Also, through the art
component, the students will be putting their ideas regarding the story into images.
2b) address the developmental needs of these students
Both days are structured similarly; therefore, this addresses the need of the students to
experience structure in their day. Students are developing age-appropriate literacy skills through
reading an age-appropriate text and participating in the summarization on the book and the
lesson on paragraphs and sentence structure. As so far as a hands-on experience, through their
artwork the students are diving deeply into their imaginations in order to create the pictures from
the story. Also, this is getting their hands working on something and creating rather than just
writing the summary alone. Both activities connect with one another in order to reach each
student's needs.

2c) help these students make progress toward achieving the state-adopted academic
content standards for students in this content area
This lesson will help students learn an understand how to create a topic sentence through the
paragraph writing. By extension their paragraph writing skills will improve through practice
within this lesson. Students through the art project will distinguish the main idea and the
supporting detail. Students will also experience a structured day.

Assessment: Creation of paragraph and topic sentence and distinguishing of main idea and
supporting detail

Objective: To help students understand the structures of paragraphs

California Common Core Standards:

CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3.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.5.3.B
Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
CCSS.ELA-LITERACY.W.5.3.C
Use a variety of transitional words, phrases, and clauses to manage the sequence of
events.
CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and phrases and sensory details to convey experiences and events
precisely.
CCSS.ELA-LITERACY.W.5.3.E
Provide a conclusion that follows from the narrated experiences or events.