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Hackett 2012

Teacher Candidate: ___Matt Hart_________________________ Lesson Plan Template

Date: __5/3/12____

Unit Title: ____Narrative Writing_____________ Subject: __Writing____ Grade Level: __3rd__ Essential Question(s):__Why is it important to be able to write a narrative?______________

(*****You may not use every box every day during field experience.)

Narrative Writing Lesson Title/Number Why is it important to be able to write a narrative? Lesson Question (s)

Grade 3 Students: State Standards and Performance Indicators


3. Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Use Common Core. Include exact numbers and descriptions for identification.

b. Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

1. Students will be able to Lesson Objectives


(Blooms Taxonomy) 1. Write narratives to develop real or imagined experiences or

events (RECORD)
2. Write narratives to develop real or imagined experiences or

events using effective technique (ILLUSTRATE)


3. Descriptive details (ANALYZE) 4. Clear sequence of events (CATEGORIZE/GROUP)

-------------------------------------------------------------------------------------------------------1. Evidence that students have achieved objective # 1

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Formative assessment that students have achieved Objective #1 is a write up (or narrative) of a topic brainstormed through group discussion together as a class.

When students arrive in the morning, they will be asked to read a pre-written example of a narrative and then they will have to create a list of possible topics that would like to write about that will be discussed during a class discussion

Bell Ringer and Prior Knowledge Tap

***UDL 1.3 Provide options for perception

Keeping key points and providing the same way

Prior Knowledge Tap teacher will introduce the concept of narratives and sequencing and what

Hackett 2012
This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review
they are in preparation for this lesson ***UDL 3.1 Provide options for comprehension

Teaching students how to use information they are given and turn it into knowledge

_______________ ________________________________________________________

Procedure

*The teacher willThe students will


(This should be in chronological order describing the process. Use bullets or numbering for clarity.)

Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

1. T.W. give students a bellringer read a narrative, make a list of

possible topics to write a narrative about


2. T.W. lead discussion of class on the topics that were picked by

the students, get others input on ideas make list on board in front of whole classn
3. T.W. give students 5 to 10 minutes to write a narrative on their

selected topic and draw a picture depicting a scene in their writing - UDL 7.3 Provide options for recruiting interest *Accommodations for learning modalities are required. - Engage their interest
4. T.W. Collect these writings and check for understanding of

narratives formative assessment ~TIME LAPSE

Labelvisual, auditory, and kinesthetic

1. T.W. hand back students their writing and students will TPS with

a partner on their writings together


2. T.W. will lead project of class using glue, paper plates to have

students represent the topic they chose using their hands and clay - UDL 5.2 Provide options for expression & comm. - Provide other methods to let students express ~TIME LAPSE

1. T.W. along with students create a time line of their narrative

collect and check the sequence of events formative assessment ~TIME LAPSE * Technology Integration Include type and purpose
1. Students will create a collage/poster/diorama and depicted on the

collage/poster/diorama will be their narratives broken down into sequences and they can use any type of medium they want for the collage/poster/diorama (pictures, textures, symbols etc.) to eventually present to one another in small groups and then to hand in to the teacher summative assessment - UDL 5.2- Provide options for expression & comm.

*When required, utilize UDL strategies. Label.

- Provide other methods to let students express ACCOMMODATIONS


1. Always having directions written on the board (visual) 2. Vocally giving direction and giving lots of time for discussion

(auditory)
3. The use of modeling clay and doing lots of work with your hands

(drawing, clay, posters etc) - (kinesthetic)

1. Collecting the students narratives FORMATIVE

Checks for Understanding

2. Think Pair Share (TPS) FORMATIVE 3. Time line (Sequencing) FORMATIVE 4. Collage/Poster/Diorama & Presentation SUMMATIVE

Label: directions, procedures, routines, and/or content (formative)

Hackett 2012

Formative Collect narratives to check for understanding of a narratives Assessment Formative TPS to check for more clarification of narrative's after the writings have been handed back Formative Time line to check for understanding of the progression and importance of sequencing Summative Collage/Poster/Diorama and Presentation to check for the overall understanding of writing a narrative and sequencing

Type and purpose

(sometimes called evaluation)

Closure

The students will be able to write narratives whenever asked of them and they will also be able to understand how to sequence and the importance of sequencing. They will have an overall better understanding and knowledge of the concept.

Accommodations and/or Interactions with Support Staff

Students who require the extra help with reading or writing will receive it through the support staff. Make sure they are filled in on objectives and desired outcomes for the students for a nice, well-oiled collaborative effort.

Materials

Paper, markers, paper plates, clay, glue, colored pencils, Extra supplies (pens and pencils etc.) ***Technology Smartboard will be needed in the prior knowledge of the concept to practice sequencing stories on the board.

Duration
Planning & Implementation

This would occur over the course of about 4 or 5 days, about a week in all to finish up the whole lesson

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