Learning Goal
Content: Writing
LG 1: Students will be able to
create a story map that outlines
their spooky story narrative.
LG 2: Students will be able to
develop a beginning paragraph
that introduces the main
character, story setting, and
purpose for the story action.
Students will be able to develop
a beginning paragraph that that
captures the readers attention
and uses one of the four
beginning techniques.
LG 3: Students will be able to
describe the setting and
characters using elaborative
detail and sensory description.
Common Core alignment Blooms
Comprehension
Grade: 5
Objective: Create a story map Application
that clearly outlines their story.
Standard:
CCSS.ELA-LITERACY.W.5.5
With guidance and support
from peers and adults, develop
and strengthen writing as
needed by planning, revising,
editing, rewriting, or trying a
new approach.
Content: Writing Knowledge
Grade: 5
Objectives: Comprehension
Develop a beginning
paragraph that Application
introduces the main
character, story setting,
and purpose for the
story action.
Develop a beginning
paragraph that that
captures the readers
attention and uses one
of the four beginning
techniques.
Standard:
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.
Content: Writing Comprehension
Grade: 5
Objectives: Application
Describe the main characters
and setting using elaborative
detail and sensory description.
Standard:
CCSS.ELA-LITERACY.W.5.3

LG 4: Students will be able to
describe the main event using
actions, descriptions,
thoughts/feelings, and dialogue.
Students will be able to stretch
the main event using
elaborative description
LG 5: Students will be able to
provide a conclusion that
follows from the narrated
experiences or events.
LG 1: Students will be learning how to use a story map. When students wrote their pre-assessment
narratives many of the stories were very disorganized and hard to follow without a problem and/or
solution. Many students have a really hard time organizing their thoughts into a sequence of events and
Write narratives to develop real
or imagined experiences or
events using effective
technique, descriptive details,
and clear event sequences.
Content: Writing Knowledge
Grade: 5
Objectives: Comprehension
Develop a beginning
paragraph that Application
introduces the main
character, story setting,
and purpose for the
story action.
Develop a beginning
paragraph that that
captures the readers
attention and uses one
of the four beginning
techniques.
Standard:
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.
Content: Writing Knowledge
Grade: 5
Objective: Comprehension
Provide a conclusion that
follows from the narrated Application
experiences or events.
Standard:
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.
by creating a story map it gives them an outline for their story. The story map also forces students to
consider who the main characters are and what the problem/solution/main event of the story will be.

Blooms Taxonomy for LG1: This learning goal aligns with comprehension because students are learning
a new strategy for organizing their thoughts. It forces them to convert their thoughts into a tangible
story outline. It also aligns with application because student are taking this new strategy that they
learned and applying to their story maps and they are also applying these organization strategies to
their stories.

LG 2: It was clear from students pre-assessment stories that they did not know how to create a
beginning paragraph that hooked the reader and introduced the main character and setting. Students
presented with good beginning techniques and asked to apply these same strategies in their own
stories. Students spent a majority of the class searching for books that had exciting beginnings and
sharing those beginnings on a Google Document so that their classmates could read it as well. Students
were also asked to state which beginning technique was used in the beginning.

Blooms Taxonomy for LG2:

This learning goal aligns with knowledge and comprehension because students were tasked with
remembering the good beginning techniques and finding them in a novel. By stating which technique
was used, students are demonstrating their knowledge of the information taught throughout the lesson.
The process of finding these examples, sharing them, and incorporating them in their stories aligns with
Blooms application.

LG 3: Many students pre-assessment narratives simply told you who the main characters were and
what the setting was without providing any other details. It was very clear based on only one student
meeting the standard on details that work needed to be done with elaborative details and sensory
description. Students received several opportunities to practice describing settings and characters as a
class and on their own.

Blooms Taxonomy for LG 3:

This learning goal aligns with comprehension because students demonstrated in class activities that they
could describe both characters and setting using elaborative details and sensory descriptions. Students
then had to apply these new describing techniques within their stories which aligns with Blooms
application.

LG 4: In students pre-assessments, many of their narratives lacked a real main event. Their stories
would simply recall an event that happened without adding any exciting details or any rising/falling
action. Some students also did not understand that in a short story there should be only one main event.
Some students had several main events which made their stories difficult to follow. Students received a
lot of time to work on their stories and got a lot of individualized feedback to help them throughout this
process. I knew that students would need to see several examples of main events that were fully
elaborated so that they could start to form some ideas of how to stretch out their own main events and
make them exciting.
Blooms Taxonomy for LG 4:

Students are learning new techniques about how to effectively write a main event which applies to
Blooms knowledge. Students then highlighted strategies used in fully elaborated main events which
aligns with Blooms comprehension. Following this, students then had to apply these newly acquired
techniques to their own stories which aligns with Blooms application.

LG 5: While reading students pre-assessment stories I realized that only 2 students had a conclusion
that went along with the rest of their story and gave enough information that you could figure out what
their story was about. Many students finished their stories with an abrupt ending that gave no closure to
their story or simply did not have a conclusion. I knew that students would need to practice writing
conclusions so this is why students completed several in-class activities that showed them what a fully
elaborated ending looked like as well as giving them an opportunity to practice writing endings.

Blooms Taxonomy for LG 5:

Students learned new techniques for how to write a good ending paragraph which aligns with Blooms
knowledge. Students had to remember these techniques while doing in class activities that required
them to identify the newly learned techniques in well written endings which aligns with Blooms
comprehension. Students then had to apply these techniques within their own stories which aligns with
Blooms application.