4th Grade Writing

5 pages

Please download to get full document.

View again

of 5
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Grade Level/Content Area (60 MINUTES) PlanningPre- 4th Grade Writing OBJECTIVE. SWBAT generate and organize supporting details of a personal narrative by using the prewriting strategies of brainstorming and using graphic organizers. CONNECTION TO BIG GOAL. Generating and organizing supporting details is standard 4.12.E2 and will help students score a 5 on the state writing test, which is our big goal. P-3(1): This lesson aligns with long-term instructional goals because this teacher can show
  GradeLevel/ContentArea4 th Grade Writing(60 MINUTES)    P  r  e -   P   l  a  n  n   i  n  g OBJECTIVE. CONNECTION TO BIG GOAL.SWBAT generate and organize supportingdetails of a personal narrative by usingthe prewriting strategies of brainstormingand using graphic organizers.Generating and organizing supporting details is standard4.12.E2 and will help students score a 5 on the statewriting test, which is our big goal.ASSESSMENT. KEY POINTS.I will collect andevaluate the students’independent practice (agraphic organizer withdetails listed).  A personal narrative tells a story about the author’s life that has focuson one event and uses supporting details   The focus of the story is the main event   The supporting details surround one main event  Good writers plan their ideas before writing to keep their ideasorganizedOPENING. MATERIALS. P-3(1): This lesson aligns withlong-term instructional goals because this teacher can show howmastery of the objective isconnected to the big goal. (AP)The quality of the objective isassessed in P-2(1) .     L  e  s  s  o  n    C  y  c   l  e  Before the lesson, I’ll return to my “model topic” and preparethree vivid details to support my main event (focus). I’ll be surethat my details meet the criteria for effectiveness.  I’ll ask my students to respond to the following quick write (2minutes): Look at the picture of Keon hitting a home run. Whatdetails do you see in the picture that support Keon’saccomplishment? (The picture captures a specificevent/accomplishment that students can use to visualize thedetails surrounding the event.)  I’ll debrief the quick write with my students, being sure to probefor students’ thoughts on why some details will work better thanothers in supporting the main event.  “Yesterday, you all chose a focus or main event for yourpersonal narrative.   Today, we will work on creating three strong supporting detailsthat help to paint a picture of your main event. Your details arethe most important part of making your main event real to thereader, but they’re also the hardest to master, so you’re goingto have to do some advanced thinking today. Are you ready?”(5 minutes)  Completed “Elements of aPersonal Narrative” graphicorganizer from Tuesday (listingdefinitions and examples fromliterature) for students’reference  “Criteria for Excellence” chart(see example)  Students’ individual copies of “Criteria for Excellence”(partially completedyesterday)  “Elements of a PersonalNarrative” organizer fromWednesday INTRODUCTION OF NEW MATERIAL. How will you introduce theknowledge and/or skills of the lesson? What will your students bedoing to process this information?   P-3(2): This part of the openinghels to connect the lesson to P-3(1): This part of the opening aligns with what students will beexpected to do by the end of the lesson—organize the supporting detailsfor their own personal narratives. (AP) P-3(2): This part of the opening engages students by communicating through the quick writethe what  , how and why for what is about to happen. This accomplishes the purpose behind P-3(2): This part of the openinghelps to accomplish the purposeof an opening because itconnects the lesson to previousmaterial. (AP ) P-3(2): This part of theopening helps to accomplishthe purpose of an openingbecause it engages studentsby communicating the what  , how and why  for what is P-3(3): The timing for theopening seems likely to befeasible. Five minutes shouldbe enough time to engagestudents and prepare them   “The most effective personal narratives use vivid, specificdetails to paint a picture of the main event. [I’ll point to “Criteriafor Excellence” chart.] Let’s look at each one of these a littlemore closely:  First, your details need to focus on the main event of your story.For instance, if my main event were winning the spelling bee,details about the competition, the crowd, the judges, and thefinal word would help paint a picture of this main event. (I’llallow students to respond.) Let’s all record the idea that detailsshould be focused on the main event on our “criteria of excellence” sheets. [I’ll pause and allow students to recordcriterion.]  Allow the reader to experience the emotions you felt from youraccomplishment. When you use emotion to convince people,you have to make sure that you’re not exaggerating. You haveto tell the truth, but do it in a way that makes your audiencefeel. Go ahead and write this idea down. [I’ll pause and allowstudents to record criterion.] So far we’ve learned to makedetails focus on the main event and appeal to the reader’semotions. The last way to make details is to appeal to people’ssenses (smell, touch, taste, sight). What did the gym smell likewhen you shot the winning basket? What did your classmatessound like when your name was announced for the citizenshipaward? When you plan your details, think about what senseswill help make this event real to the reader. Now record thisidea. [I’ll pause and allow students to record criterion.]  Now there’s one last thing to keep in mind when we’re writingdetails. It’s really important to be specific. Instead of saying thatyour friends were cheering for you, describe the sound of theirvoices, what they were saying, what their faces looked like…paint a picture. [I’ll pause and allow students to record criterion.]  Now listen to me think aloud. I’m going to show you how Igenerate one detail for my story that meets our criteria.  [I’ll reread the main event (focus) that students helped mechoose yesterday and then model how I generate a detail andcross-reference the “criteria of excellence” chart.](15 minutes)GUIDED PRACTICE. In what ways will your students attempt to dowhat you have outlined? How will you monitor and coach theirperformance? P-3(1):  The introduction tonew material aligns withwhat students will beexpected to do by the end of the lesson and is thereforealigned to both the objectiveand assessment. (AP) P-3(2): Accomplishes the purposeof an introduction to new material because it emphasizes key pointsand ensures that students activelytake in information by providing thespace and time to use a graphic P-3(3): The timing for theintroduction to new material seemslikely to be feasible. Fifteen minutesshould be enough time to introducenew material and allow students to process it. (AP) P-3(2): Accomplishes the purpose of guided practice because it allows theteacher to monitor and correct student performance. Here, the teacher andthe class are working on a narrativetogether. (AP)   I’ll return to my personal narrative and explain that students aregoing to help me write my other details. I’ll guide students tohelp me think of two supporting details that appeal to the mainevent, emotions, senses, and are specific (I’ll keep my pre-prepared details in mind in case students need prompting.) Asstudents suggest details, I’ll cross-reference the “criteria of excellence” chart and encourage students to do the same. I’llguide students to articulate why each detail is effective.  I’ll fill in the “Elements of a Personal Narrative” graphicorganizer to indicate their details.(10 minutes)INDEPENDENT PRACTICE. In what ways will your students attemptthe objective on their own? How will you gauge mastery?  “You all have helped me to write my details. Now it’s time towrite your own.”  I’ll remind students to use their “Criteria of Effectiveness” sheet(or the one posted on chart paper) as they write their details. I’llcirculate and provide guidance as students work.(25 minutes)CLOSING. How will you have students summarize what they’velearned? How will you reinforce the objective’s importance and itslink to past and future learning? P-3(1):  The guided practicealigns with the objective, aswell as with what students willbe expected to do by the endof the lesson. Students arebeing guided through thesame rahic oranizer the P-3(3): The timing for the guided practice seems likely to be feasible.Ten minutes should be enough timeto practice more than one exampletogether. (AP) P-3(1):  The independentpractice (the assessment) alignswith the objective and with therest of the lesson. (AP) P-3(2): Accomplishes the purpose of independent practice because it allowsstudents the opportunity to demonstrate P-3(3): Twenty-five minutes for independent practice should allowstudents the time they need tocomplete their own graphicorganizers. (AP) P-3(2): Accomplishes the purpose of a closing because itallows students to demonstratemastery of the objective. (AP)
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks