IUPUI El Ed Block II

Lesson Plan

Grade:4 Subject: Literacy Authors: Makayla Jones,

Haley George, Noah
Banks, April Kippenbrock,
& Braylen Porter

Duration: 10:40-11:15 Date(s) April 9th, 2018

Guiding Question(s): What are the foundational/overarching questions associated

with the lesson?

• Why am I writing this story?

In my paper, I should focus on: ⇒ The content and information about the topic? ⇒ The
structure and language of the writing? ⇒ The author’s point of view?

Questions to ask while their writing: How is your story going to start? Do you have an
attention grabber to pull your audience in? What is the theme of your story? Will your
story have dialogue between characters? Where does the climax and resolution fit in
your paper? How does your story end?

• How do specific words or phrases impact the meaning of the story?

• How are details in the story related in a way that develops themes or ideas?
• How do details, information, characters or ideas change across the story?

**Rationale: How does lesson connect to student’s current thinking? Why is it

important to do this lesson at this time?

This lesson will help to work on the students writing skills. They will work on
structuring and writing their story from their graphic organizer. They will be taking
their own characters, story meaning, the climax, and the plot and creating a written
and complete story on their own. Writing stories will encourage a creative flow that
can help students use their imaginations, explore possibilities, delve into problem
solving, and engage in storytelling.

Standards/Indicators:

4.RF.2.1: Students are expected to build upon and continue applying concepts learned
previously

4.RL.2.3:Describe a character, setting, or event in a story or play, drawing on specific details

in the text, and how that impacts the plot.

4.RV.1: Build and use accurately general academic and content specific words and phrases.

4.W.2.1: Write legibly in print or cursive, forming letters and words that can be read by
others.

4.W.1: Write routinely over a variety of time frames and for a range of discipline-specific
tasks, purposes, and audiences; apply reading standards to support reflection and response to
literature and nonfiction texts.

4.W.3.3: Write narrative compositions in a variety of forms that –

• Establish an introduction with a context to allow the reader to imagine the world of
the event or experience.
• Organize events that unfold naturally, using meaningful paragraphing and transitional
words and phrases.
• Use dialogue and descriptive details to develop events and reveal characters’
personalities, feelings, and responses to situations.
• Employ vocabulary with sufficient sensory (sight, sound, smell, touch, taste) details
to give clear pictures of ideas and events.
• Provide an ending that follows the narrated experiences or events.

4.W.4: Apply the writing process to –

• Generate a draft by developing, selecting and organizing ideas relevant to topic,
purpose, and genre; revise to improve writing, using appropriate reference materials
(e.g., quality of ideas, organization, sentence fluency, word choice); edit writing for
format and conventions (e.g., spelling, capitalization, usage, punctuation).

4.W.6.1a: Nouns/Pronouns –
● Writing sentences that include relative pronouns (e.g., who, which) and reflexive
pronouns (e.g.,myself, ourselves) and explaining their functions in the sentence.

4.W.6.1b: Verbs -
• Writing sentences that use the progressive verb tenses.
• Recognizing and correcting inappropriate shifts in verbtense.
• Using modalauxiliaries (e.g.,can, may, must).

4.W.6.1c: Adjectives/ Adverbs –

● Writing sentences using relative adverbs (e.g., where, when) and explaining
their functions in the sentence.

Essential Skills (Objectives) worked on in this lesson:

● What are the students supposed to know, understand or be able to do?

The students should be able to write their own story based off of their own ideas and
experiences → Characters, Exposition, Rising Action, Climax, Falling Action, Resolution,
Theme, Plot, Antagonist, and Protagonist.
**Procedures:
● How will you facilitate the learning?

Group conversation / Mini lesson → We will talk about how the students will be using
their graphic organizer stories to write a complete story. We will have an anchor chart
to support our main teaching point and explain certain rules on how to write a
story/paper.

“What does it mean to write a story?” “How can writing a story show your strength in
your ability to write along with your ability to become creative and express your
ideas?”

● How will the students be actively engaged (mentally and/or physically)?

The students will be actively looking at their filled out graphic organizer, taking what
they have from it to create their story on paper. They will also have time to share
their stories if they get finished, if not they can share what they have written so far.

Students will be thinking critically as they work to write their story, thinking about
writing complete sentences with correct sentence structure.

● How does this section address the Essential Skills (Objectives)?

Students will have a strong understanding of what it means to take their ideas from
their graphic organizer and create a written story. They will be working on their own
to create their written story and show their ability to to write their own story based
off of their own ideas and experiences.

Culturally Responsive Instruction Observation Protocol (CRIOP) – describe

how your lesson connects to the elements of CRIOP.

Classroom Relationships
- This lesson allows students to be viewed as resources for one another and work
together productively.
Pedagogy/Instructional Practices
- This lesson provide opportunity for students to engage in inquiry and have
choices based upon their experiences, interests, and strengths.
Curriculum and Planned Learning Experiences
- This lesson is based off of what we have seen within the classroom and the
experiences the students have shared with us.
Discourse/Instructional Conversation
 - This lesson provides several opportunities to engage in authentic talk and
discussion among their group mates and among the instructor.
Assessment Practices
- This lesson allows for several different assessments to be given. Assessments
such as kidwatching. An assessment can be taken based on students sentences
and sentence structure.

Differentiation/Modifications:
● How will you adapt engagement activities and /or assessments to meet the
instructional needs of each student?

If a student is struggling to write their paper, have them refer back to their graphic
organizer made the previous lesson. Also, provide guiding questions for the students
if need be, that will provoke their thinking process to help them continue their
writing.

Allow students to possibly draw out their story or verbalize their story, then have
them take what they drew or said and encourage them to write those thoughts in
words.

Allow for different types of story writing formats… each child may format their story
differently.

Resources:
● Identify instructional materials and technology to be used.

Their filled out organizing chart that documents their characters, plot, etc…
Pens or pencils
Paper to write on

Assessments:
● How will you check each student’s level of knowing, understanding or doing
related to the Essential Skills (Objectives)?

Students will have used their graphic organizer by the end of field to help form their
story. We can assess their ability to think creatively and organize their own thoughts
on paper. We will be able to assess if they are using verbs, adjectives, nouns, etc
correctly.

Interns will make sure that each student is on task, and writing their papers with
purpose.