Professional Documents
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LESSON RATIONALE
This lesson is important because students need to practice developing their voice within their personal writing. Students
will utilize these writing skills throughout the rest of their lives, through a series of collaborative, and guided instructional
activities students will deepen their understanding of voice in writing.
(CAEP K-6 1.a)
Relationship to Science content.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will create a narrative explaining the Earths layers and their changes over time.
B. Objective(s)—
1. Students will draft a narrative incorporating a pre-determined voice of their choice.
2. Students will be able to draft a narrative that supports their previous knowledge on the Earths formation.
C. Standard(s):
- 4.W.3.3 Write narrative compositions in a variety of forms that – Use dialogue and descriptive details to
develop events and reveal characters’ personalities, feelings, and responses to situations.
- 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.ESS.3 Describe how geological forces change the shape of the land suddenly and over time.
(CAEP K-6 3.c)
II. Management Plan- Time per lesson element, use of space, list of materials. Describe expectations and procedures.
Time: 45 minutes
Space: Classroom; they will have specific spots around the classroom to work on their writing. In the beginning they will
be at their seats until notified.
Conference- I will meet with 4-6 students during this writing time. I believe the other students have full capability to work
on their own and produce quality work after my initial instruction. There are 2 students I will work one-on-one with and
the other 4 I will pull aside in a group. During this time I will take anecdotal notes and guide students in the desired
direction, redirecting when need be.
Materials:
- YouTube
- Paper/ pencil
- Clipboards
- Background pictures (google)
Expectations/ Procedures:
I am fortunate to have both Mrs. Cooper and a student teacher in my practicum classroom. Therefore, they are able to
walk around and assist students as need be. Students know they are expected to work quietly at their designated spot
while they are writing. For the students I see working efficiently and quietly, I will award classroom dojo points. Students
respond very well when they know Dojo points are on the line. In the beginning of the lesson, students will be expected to
participate in class discussion and answer questions. The two other teachers and I will watch for students who are on task
or falling behind.
We will share as many as we can during this time and throughout the rest of the week whenever the students need a brain
break we will randomly pull this writing activity out and share them.
V. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
Reteach: whole group, small group, individuals
If student understanding has gone well, students are ready to complete a task with less teacher support.
The planned tasks or assignment must relate directly to learning outcomes.
Ask students to figure out what each other’s ‘voices’ are when they go up and present. “What did they use in their writing
that gave away they were __________”. Continue going over different examples if they are having trouble expressing
themselves in their writing.
VIII. Review learning outcomes / Closure
“What is ‘voice’ when you write? How can you tell it is your voice? What are some examples of different voices in writing?”