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Name: Najma Bennett Grade: 4th

Lesson Reflecting Through Personal Narratives Date: October 4th, 2018

Title:
CCGPS or GPS Standard(s): ELAGSE4W4: Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.

ELAGSE4W3: Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.

Classroom/Lesson Context (please check the following that apply):

__​X​__ Whole Group _____ Small Group _____ One-on-One ____ Students with IEPs/504s _____ ELL Students

__​X​__ Other (Please specify: __________​EIP,

ESOL​​_____________________________________________________________)

Please specify the number of students:

__​11​​___ Girls __​11​​___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson: N/A

Learning - Focus Strategies

Essential Question(s) 1. What is a narrative?
1-3 BIG ideas! How 2. How do you write narratives?
can these questions be
used to guide your
instruction?

Central Focus/Lesson Students will produce clear and coherent writing in which the development and
Objective(s) organization are appropriate to task, purpose, and audience.
Objectives are
measurable and Students will write narratives to develop real or imagined experiences or events using
aligned with the effective technique, descriptive details, and clear event sequences.
standard.

Academic Language Language Functions​​ (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand? Write narratives to develop real or imagined experiences or events with proper grammar
What academic and punctuation.
language will you
teach or develop?
What are the key Language Vocabulary ​(Identify key, content specific words for this lesson: examples of
vocabulary words vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
and/or symbols? descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
 students’ comprehension.) The vocabulary words are: ​plot, characters, setting, conflict,
resolution, introduction, body, conclusion and theme.

Academic Language Demand ​(Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students ​throughout the lesson​.) Writing is
the demand because students are going to be producing short personal narratives.

Materials Pencil
What resources can be Notebook Paper
used to engage Personal Narrative Info Sheet
students? ClearTouch Electronic Whiteboard
Jeopardy Game: ​https://jeopardylabs.com/play/fourth-grade-staar-writing-review
Anchor Chart
Markers
Editing Guideline Worksheet
Introduction to Play a Jeopardy Game that focuses on grammar and punctuation in narratives.
Lesson/
Activating Thinking
What is the ‘hook’ for
the lesson to tap into
prior knowledge and
develop students’
interests? This should
tie directly into the
lesson’s objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
vocabulary words? sentences):
***Use knowledge of
students’ academic, Language Discourse ​(structures of written or oral language; how participants of the content
social, and cultural area speak, write, and participate): The students orally answer narrative-based statements with
characteristics. questions.

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Give directions in small steps and in as few words as possible.

Management Plan: The students are sitting on the floor in rows split into two groups, and
after the game is over the students are dismissed back to their desks.
Body of Lesson/ Students will be split into groups at their tables.
Teaching Strategies
What will you have Each member is assigned to write the introduction, body, conclusion, and edit.
the students do after
you introduce the The groups will be given a list of topics to choose from to make their personal narratives
lesson to learn the and a sheet with editing guidelines.
standards? What
questions will you ask Introductory writers are in control of opening the narrative and stating the topic
to promote higher
level thinking? Body writes are in control of supporting the topic with details, experiences, and story
elements.
What opportunities
will you provide for Conclusion writers are in control of summing up the narrative and closing.
students to practice
content language/ Completed narratives will be evaluated by the group with the editing guideline sheet to
vocabulary? What correct grammatical/punctuational errors.
language supports
will you offer? The goal is to combine the three sections and create a clear written narrative.

Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
sentences):

Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate): Writing different bodies of paragraphs to form a narrative.

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Give extended time for the student to complete the assignment.

Management Plan: Keep students with their groups and monitor the noise level.

Closure/ Present the personal narratives and elaborate what strategies and components were used to form
Summarizing their narratives.
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
making connections to sentences):
prior learning?
Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate): Presentations are given orally.

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Have a designated reader to help them present their section.

Management Plan: Get students to return to their desk to get out a pencil and piece of
paper to do a pop quiz.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans ​(This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments ​throughout the lesson​)​:
assessed and included. Formative; the student is guided with repeated instruction and extended time to complete
Questions to consider a pop quiz over narratives and story elements.
while planning:
How will students
exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students’ Assessment Plan for Learning Objectives ​(This is a plan and should be written as such;
understanding/mastery remember to identify both formative & summative assessments ​throughout the lesson​)​:
of the lesson’s Formative; the students will complete a pop quiz over narratives and story elements.
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing I should of shorten the time spent on the introduction.
Teaching
Effectiveness

Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.