Assignment #3: Collaborative Planning

Submitted By: LaQuisha Johnson & Breanna Cape EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Making Connections to Your Life Trophies Teacher Edition: Grade 4, Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: LaQuisha Johnson T.Ed Pages: 430, 422C CCSS: W.4.3

A. Summary of the Lesson Plan: This lesson is day 4 of 5 for literature. Students will be making personal connections with the story by writing about a personal experienceas it is to have a common theme as the story. B. Student Population: Grade Level: 4th Skill Level: On level Groupings: Whole Class (discussion), Small groups (warm up), Individual (writing narratives), partners (feedback on narratives C. Materials: Trophies Book: Lead The Way, theme 4 Pencils Lined Paper Sentence Strips (Warm Up activity) Journal (Q.o.t.D) D. Objectives: Common Core State Standard W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Learning Targets Reasoning Targets: Students must sequence narrative events in a logical order. Vocabulary sequence: Order of something narrative: a story of connected events

Student-Friendly Learning Targets Student Reasoning Targets: I can sequence a narrative event in a logical order. Student-Friendly Vocabulary sequence: order of something narrative: a story of connected events

E. Procedure: 1. Students will answer the question of the day, page 430 in Trophies book, question 2. Question: What type of person is Pablo? How do you know? 2. Warm up: students will work in small groups to figure out a scrambled sentence, after each group unscrambles their sentence, 1 student from each group will place there

EDRL 442 - Fall 2013

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Lesson Title: Making Connections to Your Life Trophies Teacher Edition: Grade 4, Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: LaQuisha Johnson T.Ed Pages: 430, 422C CCSS: W.4.3

sentence strip on the board, in the order that it goes. teacher will explain why order, or sequence is important for stories. 3. All students will receive a writing prompt, based on the writing prompt, students are to write a 3-4 paragraph narrative. Writing Prompt (Page 422C): Think about a time when you lost something. Write a story to tell about the day you found it. 4. When students are done writing, they will exchange papers and complete a TAG and return the paper to its owner. Students will make corrections and turn their narrative in. F. Closure: In a whole group, students will answer the question of, Why is it important to sequence a narrative? G. Assessment: Assessment Tool Informal Assessment: Students narratives will be used to assess their understanding of using sequential events to tell a story.

What Is Being Assessed? Students ability to write a narrative using sequential events is what is being assessed. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think that the entire lesson will be easy to teach, because in 4th grade, students have an understanding of what sequence is. I think that the warm up will help set the stage and show them the importance of why things need to go in order. Which part of the lesson do you think will be the most challenging to teach? I do not think this lesson will be challenging to teach, however, some students might not understand the concept right off the back, so it will be important to review the material with those particular students. What lesson or concept should be taught prior to this lesson? Using a story map to show the important parts of a story as well as the sequence is the lesson that should have been taught prior to this lesson. How will you follow up or extend this lesson? I could extend the concept by using page 437C (transparency 155) by having students jump why details are important. What will you do for students who dont grasp the concepts?
EDRL 442 - Fall 2013 Page 3

Lesson Title: Making Connections to Your Life Trophies Teacher Edition: Grade 4, Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: LaQuisha Johnson T.Ed Pages: 430, 422C CCSS: W.4.3

I will review the material with them and do another activity so they can see why stories need to be organized. Which part of the lesson, if any, do you think might need to change? Maybe changing some of the whole group discussion to small group discussions and having one member from each group share an idea from their small group I think that would save on time. When you were writing this lesson plan, what was the most difficult part? Using the Trophies book was the hardest part about writing this lesson, I am still unsure if I am using the trophies book correctly.

EDRL 442 - Fall 2013

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