Sylvester and the Magic Pebble Lesson 3

Title: EGP- 410- LP- Sylvester and the Magic Pebble Narrative Writing

1. Details
Name__Miranda Thiessen_________Date____03/08/17________
Grade Level__1st____ # of Students__23___ Length of Lesson___40 mins_______

1.1 Integration of Learning Outcomes

Students will be able to write a catchy topic sentence as either a simile or as a snapshot
setting.
Students will be able to write a three sentence short narrative in a graphic organizer about
finding a magic pebble.

1.2 Standards
Standard - CC.1.5.1.A Participate in collaborative conversations with peers and adults in
small and larger groups.
Standard - CC.1.4.1.F Demonstrate a grade appropriate command of the conventions of
standard English grammar and spelling. Capitalize dates and names of people. Use end
punctuation; use commas in dates and words in series. Spell words drawing on common
spelling patterns, phonemic awareness and spelling conventions.
Standard- CC.1.5.1.D Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.

1.3 Anticipatory Set

Hello boys and girls, today we are going to be writing a narrative based on the book we
have been talking about. What book is that? Great! Sylvester and the Magic Pebble. Does
anyone here know what a narrative is? A narrative is a story.
When we have written before, we have written informational pieces. What is the authors
purpose when writing an informational piece? (Refer to poster) Good, to inform. We
have also written opinion writings, what do you think the authors purpose might be with
an opinion writing. To persuade.
What could be the authors purpose if we are writing a narrative or in other words a
story? Good thought, to entertain.

1.4 Procedures

Modeling: The first thing we are going to write is a catchy beginning. I am going to
show you two different types of catchy beginnings and you are going to write yours based
on mine. Two of these catchy beginnings are similes and two of them are settings. Its
your job to determine which one these are. ( Read sentences off of sentence strips after
each one take responses about if it is simile or setting based)
 Guided Practice: Can anyone think of another possible catchy beginning that is a simile.
Some possible things you could compare would be how the pebble looks, and how it made
you feel to find the pebble. (Take some responses)
Can anyone think of some settings that they can use to write a catchy beginning to their
writing? So where are some places you could write about in your first catchy sentence?
(Take responses)
Independent Practice: Think right now in your head and choose if you will write a
simile as your catchy beginning or a setting as your catchy beginning. Now raise your
hand if you will write a simile. Raise your hand if you will write a setting. Alright I only
want you to fill in the beginning part. Just the box that says topic sentence. Nothing else.
You will have only four minutes to write this then we are moving on to the next part. If
you finish before time is up read in your Bonnie Kline books.
Modeling: Now that you have written a topic sentence, we are going to be discussing
what you want to do with the pebble or what you want to wish for. I wrote...
Guided Practice: Can you think of any other things we could wish for or do with the
pebble. (Take responses on chart paper)
Now in the first box, right here, you should tell me what you want to do with the pebble.
Just the one main thing you want to do with the pebble. Write it as a sentence that makes
sense with your topic sentence.
Independent Practice: Head back to your seats and write your sentence in the first box.
You have 4 minutes again, make sure you tell me in this part what you are going to do
with the pebble. If you finish early read in your books.
Modeling: Now, we are going to discuss the next three boxes. We are not going to list
three more things we would do with the pebble. We are going to take the first sentence
where we said what we are going to do and expand on it. I said I would wish for
vacation. Now listen to my next three sentences. (Read them from my organizer) Did I list
more wishes? No. I expanded on my one wish.
Guided Practice: Can anyone tell me what they wrote that they wish for in their first
sentence? Now what more could you say about that. (I will not write it on chart paper,
just take responses)
Independent Practice: When you go back to your seat, write your next three sentences
expanding on your first idea. Do not say another thing you wish for! Talk more about
what you did wish for. Do not write anything in the concluding sentence. We will do that
tomorrow. When you are done put your name on it and put it in finished work.
1.5 Differentiation
I will modify for the students more advanced in ELA by giving the, the option of writing
a longer narrative tomorrow when we make our final copies.
I will modify for the lower level students by giving them extra help during independent
practice time.
1.6 Closure
 The lesson will not be finished until tomorrow after revisions and writing the conclusion.

1.7 Formative and Summative Assessment

I will formatively assess the students through observation and questioning during their
guided and independent practice time.
I will summatively assess the students by checking what they have so far in their graphic
organizers.

1.8 Materials
Sylvester and the Magic Pebble by William Steig
Chart paper
Graphic organizers
Pencils
Sentences on sentence strips
Markers

Example: The pebble was shining as bright as the sun when I found it, I knew it must be magic.
When I picked it up, I knew exactly what to wish for, vacation! I was immediately at a beach in
Mexico. During the day, I had an incredible time scuba diving in the deep blue ocean. At night, I
relaxed in the warm, gentle breeze on the beach. I felt like the luckiest girl in the world to find
that magic pebble.