Lesson Plan

Date: February 21, 2014

Unit Topic Title: Making a Movie from a Pretend Story

Teacher: Tricia White

Subject: Writing

Depth of Knowledge (Essential) Questions

1. Can we identify who, what, when and where?
2. How do we plan a narrative with who, what, when,
where?
3. What do we need at the end of sentences?
4. What do we begin sentences with?
5. In what ways can we revise our writing to make it
better?
6. What is our purpose for writing these stories?
7. Who is our audience?
8. How is your group members final product the
same and different from yours?

Key Unit Vocabulary Terms
Editing
Revising
Narrative
Who
What
When
Where
Punctuation
beginning
character
location
action
pretend
fantasy
fiction
Fairy Tale
Capital letters
Closure
publishing
Clear Learning Objectives/Learning Goals (GLCE, CCSS)

Core Standard W.1.3 Write narratives in which they recount two or more appropriately sequenced
events, include some details regarding what happened, use temporal words to signal event order, and
provide some sense of closure.

Core Standard L.1.2 Demonstrate command of the conventions of standard English, capitalization,
punctuation, and spelling when writing.
Core Standard W.1.5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
Core Standard W.1.6 With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers.

Tools/Resources

Puppet Pals 2
app
SALTT training
IPads
Classroom
projector
WriteSteps
Grade 1; Unit 5
The blue
Revising poster
The red editing
poster
Colored pens
Writing
notebooks
The 4 Ws
planning page
Fairy Tales of
various types

Teaching, Modeling, Demonstrating
1. I will state the learning objectives for todays lesson.
2. I will ask the class what a pretend story is sometimes called.
3. I will ask the class to name a few of their favorite fairy tales.
4. We will review the 4 Ws (who, what, when, where) and relate them to the fairy
tales we know.
5. We will review revising, with the blue poster, and read the phrases.
6. We will review editing, with the red poster, and read the phrases.
7. I will instruct students to get out their pretend stories that we began earlier in the
week.
8. I will conduct a quick survey of the class to see who needs more time to revise and
edit their story. If the majority of the class needs more time, then I will give them
some time to complete this part of the writing process.
9. If the majority of the class has finished revising and editing, I will explain that we are
ready to make our stories into mini-movies.

Guided Practice
Lesson Plan


1. I will tell the class that we will be publishing our stories for other classmates to see,
using the Puppet Pals 2 app on the IPads.
2. We will quickly review the Rules for IPads and proper use.
3. I will demonstrate how to use the Puppet Pals 2 app with my IPad and the projector.
4. First, I will reread my demonstration story and will review my 4 Ws plan.
5. Then, I will use the app to walk the kids through the process of creating their story.
6. I will play back my story to show the end product.
7. We will talk about what to do if some of the characters are not available. I will also
demonstrate this.
8. Then, I will distribute the Ipads.
9. I will walk the students through accessing the correct app and how to get started in
the app.
10. Before they begin, we will talk about what they should do after they are finished with
their story. Students will need to leave their IPad on their desk and they can write,
read or draw quietly while others around them continue to work.
11. The students will have time to create their story with the IPads.
Check for Understanding (Formative Assessment)

1. When they have had sufficient time, I will quickly survey the students to see who is
finished or who needs more time.
2. When the majority of the class is finished, I will give directions for the class to share
their finished product with their table group.
3. We will briefly review the s.o.p. for sharing in our groups and active listening and
responding.
4. Students will take turns showing their group their mini-movies.
5. I will rotate around listening to their finished product.
6. Students will give constructive comments to their group members as they are sharing
their movies.
7. Students will find similarities and differences between their own mini-movies and
their group members.
Notes:
We have going through the planning, writing, revising and editing stages of this
narrative piece throughout this week. The mini-movie in this lesson will be a part of
the publishing stage.
Due to the shortened week and unavailability of the IPads, we have not had much of a
chance to practice IPad procedures. I have incorporated some review of the IPad
rules into the lesson, but this will be the first time the students will be using this
particular app.