Writing: A Day in the Life

Reading, Writing, and Oral Language

2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s) Students will use information found in their research to write a realistic journal.
B. Objective(s) Given the information that students have researched on their Native American Tribes, students will
write journals from a realistic perspective within their tribe.
C. Standard(s):
5.W.3.3 Write narrative compositions in a variety of forms that
Develop the exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or
characters).

II. Materials
Notes from previous Native American studies
Journal
Pencil
III. Management
a. Time: 30 minutes
b. Space: Students will be either sitting in their tribes or at their desks
c. Behavior: When students get too loud, I will call their attention by counting down from 5.

PLAN FOR INSTRUCTION

IV. Adaptation to Diverse Students
Remediation: For students who struggle to pay attention and remain on task, they will be paired with
students who succeed at staying on task. Groups will keep them accountable to do their fair share.
Enrichment: Students who are in need of enrichment will be asked to be the chiefs of their group. The chief
is in charge of managing the group.
ELL N/A
Exceptional Needs: Students with exceptional needs will be given the opportunity to do their writing on a
laptop to take away distraction of the paper and pencil.

(ACEI 3.2)
Anticipatory Set:
o I will begin by reading passages from journals of people during different time periods or regions of
the world. Students will be asked what they observe from the reading and how they can guess
what region or time period this writing is from.
Good morning students! I am so glad to see you all today! Today we are going to be doing one more
activity with our Native American tribes. Before we begin our activity, I have a fun guessing game for us
to play. I have some writings here that were written by real life people. The people who wrote these are
from different regions and time periods than we are living in now. I want you to listen to these writings
and see if you can guess who the person may be, where they are from, or what time period this may
have been written in.
o Purpose Statement: Today we are going to use our knowledge of our Native American tribes in
order to write from their perspective while setting up the plot, characters, and setting of our
writing.
V. Lesson Presentation (Input/Output)
(ACEI 2.1)
(ACEI 3.3)
Minilesson (Whole Group)

Great job on guessing those writings students! I love how you pulled the details out of those stories in order
to make your guesses. I want you all to begin by thinking about your tribes and all of the information you
have learned about your tribes. Trying thinking through everything that youve learned and how it would feel
to be a member of this tribe. Think about what their every day lives would be like. We are going to begin by
making some word webs. Have you all made these before? A word web is just a drawing that we can create
on our paper to help organize our thoughts. In the middle you will put your tribes name (say this while
 modeling) and around the middle, you will draw some more bubbles coming off of that. In those bubbles you
will put different ideas that you have. For example, in my bubble here I am going to put some of the foods
that they eat because that relates to how I would picture their everyday lives. What else could you put here?

Continue this until students have some good ideas.

Independent Practice: Writing

o Students will take the information from their word web in order to create a make-believe journal
that could represent an actual member of their tribe. Their journal should include everyday details
as well as ideals that are important to their tribe and their tribes identity.

VII. Check for understanding.

I will be walking around as students work on their writings. I will ask them to share what they are thinking of writing
in order to make sure they are on track.

VIII. Review learning outcomes / Closure

Closure: Sharing (Whole Group)
o Students will be given the opportunity to share their writing with the class if they would like to.

PLAN FOR ASSESSMENT

Formative I will be reading through each students writing and make sure that they are writing from the correct
perspective and including the correct details. I will also grade their punctuation, word choice, and organization.
Summative Students will be tested over their Native American tribes at the end of the unit.
(ACEI 4.0)

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did I give my students enough time to finish their activities? Did I give them too much time?
8. Did my lesson challenge them too much or just enough that they learned something valuable?

Revision Date: September, 2015