Story Response to On The Way to the Pond Submitted By: Jashelle Potts

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2012 Instructor: Karen Powell

Lesson Title: Story Response to On The Way To The Pond CCSS: W.2.3

Submitted By: Jashelle Potts

B. Summary of the Lesson Plan B. Students will respond to On The Way to the Pond by first writing a sentence about 4 items they would bring to a picnic and telling how they would use each item. They will then write a short story using this information. This activity will take three 20-minute sessions. C. Student Population Grade level -1st grade Skill level above level Grouping independent, small group of 4 This group is determined by those who are above level in reading and writing. D. Materials Pupil Edition, On The Way to the Pond Paper Pencils Self-grading rubric (see attached copy in a separate document)

E. Objectives Common Core State Standard W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Learning Targets Knowledge Targets Students must know a narrative is a story about an event or sequence of events. Students must know an event is an activity or action that happens in a certain place during a specific period of time. Students must know details are the elements that make a story unique. Students must know temporal words are phrases that show the passage of time (e.g., later, in the evening, before I went to school). Students must know closure is a sentence or statement that summarizes the thoughts and feelings presented in a narrative story.

Reasoning Targets Students must determine which temporal words enhance the flow of a story. Students must determine which details to elaborate on to best describe actions, thoughts, and feelings in a narrative piece.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Fall 2012

Karen Powell- Instructor

Lesson Title: Story Response to On The Way To The Pond CCSS: W.2.3

Submitted By: Jashelle Potts

Product Targets Students must write a narrative that includes details, transitions from one event to another, and provides a sense of closure.

F. Procedure 1. The first day, students will independently read On The Way to the Pond. 2. Students will brainstorm things they might bring to a picnic at a favorite place, such as a pond, a lake, a park, or a beach. 3. Students will choose four items from their brainstorming and use the 4 square method to write ideas about how they would use each item on their picnic trip. 4. The second day, students will write one paragraph per item for their story about their picnic trip. 5. The students will organize the order of their paragraphs by numbering each paragraph. 6. The third day, students will write their paper by using the paragraphs in the correct order and including details, temporal words, and providing a sense of closure. 7. Students will complete the self-assessment rubric. G. Assessment How will you know they got it? I will know they got it by looking at their finished paper and their self-assessment paper. If they included details, used temporal words to show passage of time, and provided a sense of closure I will know they got it. Is there an assessment rubric? There is a self -assessment rubric that the students complete. Since these students are above grade level, this assignment will not be for a grade but will be used to determine what to teach next. How does the assessment measure student mastery of the lesson objectives? I dont think this one assessment will measure student mastery of the objectives. I believe I would need to do more assessments on the students to determine if the objectives are indeed mastered.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Fall 2012

Karen Powell- Instructor

Lesson Title: Story Response to On The Way To The Pond CCSS: W.2.3

Submitted By: Jashelle Potts

H. Reflection Which part of the lesson do you think will be the easiest to teach? This is an independent lesson, therefore I will not be teaching the students, they will be working on their own. The brainstorming, four score method, adding details, using temporal words and providing closure will all have been previously taught. I will be assessing their papers in the end to determine what skills need to be addressed further.

Which part of the lesson do you think will be the most challenging to teach? I think it will be hard to teach the students how to organize their story in a way that flows easily and makes sense because their thoughts seem to be everywhere.

What lesson or concept should be taught prior to this lesson? Students should know how to brainstorm and use the four square method to organize thoughts. They must know that sequenced events have a beginning, a middle, and an ending. They should also know that details are used to show what happened in a story, that temporal words are phrases that show the passage of time, and that closure is how an author ends their writing.

How will you follow up this lesson? I will follow up this lesson by having them read their stories to a partner. They will give feedback to their partner and receive feedback from their partner about their stories.

Which part of the lesson, if any, do you think might need to change? I think I might need to give them more time to complete the story and the self -assessment rubric. They may also need more guidance through the process.

When you were writing this lesson plan, what was the most difficult part? The most difficult part for me was deciding how to assess this since the students are above level. It was also difficult for me to determine how much time was needed for this project and how long each part of the project would take.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Fall 2012

Karen Powell- Instructor