Rebecca Kossman - Part I

Topic: writing a personal narative Grade/Class/Subject: 4th grade Date:

Unit/Theme: Personal narrative Content Objectives: Students will be able to understand the different elements of a story and be able to apply these elements to a story read together.

Standards: Language Objectives: Students will be able to define the beginning, middle end, and main ideas of a story. They will be able to sort supporting details into their proper main ideas.
MPI (language function, content stem, support):

Sample Output (evidence) - one main idea is___(1-3) - This is a main idea because____ (3-5) - One detail is___ (1-3) - This detail supports this main idea because____ (3-5) *the basic difference here is that MPI level 1-3 has expectations of just being able to identify the different parts of the story while the MPI level 3-5 expects students to make more connections and understand cause and effect.

Key Vocabulary: main idea, supporting, detail, beginning, middle, end

Materials: story (A Coat of Many Colors), 3 sizes of clouds, ways to hang them on the board, markers

SIOP Features Preparation __x_ Adaptation class _?__ Links to background groups __?_ Links to past learning __x_ Strategies incorporated Independent Integration of Processes ___ Reading ___ Writing _x__ Speaking _x__ Listening Scaffolding _x__ Modeling _x__ Guided practice _x__ Modeling _x__ Comprehensible input Application x___ Hands-on ___ Meaningful __x_ Linked to objectives _x__ Promotes engagement Grouping Options x ___ Whole ___ Small ___ Partners ___ Assessment _x__ Individual __x_ Group ___ Written ___ Oral

Lesson Sequence: - See what they know about the key vocabulary by asking for volunteer definitions write correct points on the board - ask students to think about these words while listening to the story - read story - go through different clouds as a class: biggest cloud = the main idea of the whole story, the three middle-sized clouds are the three main ideas that happen as you go along the story/the beginning, middle, and end, and the smallest clouds are all of the supporting details throughout the story. - As class, fill out all of the clouds and then have kids come up one at a time and each sort one of the supporting details under the main idea it belongs to

Reflections:

Rebecca Kossman Part II

Topic: Writing a personal narrative Unit/Theme: personal narrative Content Objectives: To be able to tell their own story to a friend and sort that into clouds of main topic, 3 main ideas, and all of the supporting details. Standards: Language Objectives: To describe, tell, and explain own story while labeling pieces as main idea or supporting detail.
MPI (language function, content stem, support):

Grade/Class/Subject: 4th grade

Date:

Sample output (evidence) - Over April Vacation I___ (1-3) - When I was on April vacation I ____ and ____. (3-5) - For level 1-3 I would expect they will fill in the blank, and perhaps be able to show what they mean in picutres. For telling their stories to a partner theyll use simple sentences, but get the main points across. For writing on their own clouds I would expect a mix of full and part sentences, and fewer supporting details. - For level 3-5 I would expect more complex sentences that include evidence and cause and effect/sequence, 3 main ideas

Content Objectives: To be able to tell their own story to a friend and sort that into clouds of main topic, 3 main ideas, and all of the supporting details.

Language Objectives: To describe, tell, and explain own story while labeling pieces as main idea or supporting detail.

MPI (language function, content stem, support):

Sample output (evidence) - Over April Vacation I___ (1-3) - When I was on April vacation I ____ and ____. (3-5) - For level 1-3 I would expect they will fill in the blank, and perhaps be able to show what they mean in picutres. For telling their stories to a partner theyll use simple sentences, but get the main points across. For writing on their own clouds I would expect a mix of full and part sentences, and fewer supporting details. - For level 3-5 I would expect more complex sentences that include evidence and cause and effect/sequence, 3 main ideas which are distinctly the beginning, middle, and end.

Key Vocabulary: Main idea, supporting detail, beginning, middle, end

Materials: Clouds for each student

SIOP Features Preparation _x__ Adaptation class __x_ Links to background groups __x_ Links to past learning __x_ Strategies incorporated Independent Integration of Processes ___ Reading _x__ Writing _x__ Speaking _x__ Listening Scaffolding __x_ Modeling _x__ Guided practice ___ Modeling __x_ Comprehensible input Application __x_ Hands-on _x__ Meaningful __x_ Linked to objectives _x__ Promotes engagement Grouping Options __x_ Whole ___ Small __x_ Partners ___ Assessment x___ Individual ___ Group _x__ Written _x__ Oral

Lesson Sequence: - start out as whole class. Go around each completing the sentence: Over April vacation I - get into partners and tell one another about their vacations in more detail, making sure to have a clear beginning, middle, and end. - On their own, students will fill out the clouds of main topic, three main ideas, and supporting details for their own stories.

Unit/Theme: personal narrative Content Objectives: Be able to sort their won story pieces, and to help a friend check theirs. Transfer this information into a story writing template.

Standards: Language Objectives:Sort, explain (to partner about own story), retell (be able retell someone elses story back to them through their clouds) while using main idea and supporting details.
MPI (language function, content stem, support):

Sample output (evidence) Level 1-3 state main idea and details to go with exactly as written, in response to partners clouds that makes sense that is confusing being able to pick out where things are off, but maybe not being able to fully resort. Level 3-5 the first main idea is____. At the beginning I____. This is when_____. being able to use the words beginning, middle, and end to explain story order in a sequence. In response to partners story: This would make more sense if____ or This makes sense because_____ being able to support claims and help to fix places that dont make as much sense.

Key Vocabulary: Beginning, middle, end, main idea, supporting details

Materials: story writing template

SIOP Features Preparation x___ Adaptation class x___ Links to background groups _x__ Links to past learning ___ Strategies incorporated Independent x Integration of Processes ___ Reading _x__ Writing _x__ Speaking ___x Listening Scaffolding ___x Modeling ___x Guided practice ___ Modeling ___x Comprehensible input Application _x__ Hands-on x___ Meaningful _x__ Linked to objectives _x__ Promotes engagement Grouping Options __x_ Whole ___ Small __x_ Partners __x_ Assessment _x__ Individual ___ Group ___x Written ___x Oral

Lesson Sequence: - sort own clouds so that all of the supporting details are with the correct main idea - get back into partners and check each others cloud sorts do they make sense? Ask each other questions and help each other make changes where necessary. - Come back together as a class and show how to transfer the cloud sorts into a story template. - On own each student will then sort their clouds into a template so that they can begin writing their story

Reflections:

Rebecca Kossman Part IV

Topic: writing a personal narrative Grade/Class/Subject: 4th grade Date:

Unit/Theme: Personal narrative transition to reading nonfiction Content Objectives: To be able to read a non-fiction text and pull out main ideas and details and be able to explain their choices.

Standards:

Language Objectives: To be able to retell, describe and explain non fiction texts using the language of main idea and supporting details that they have been using for personal narratives.

MPI (language function, content stem, support):

Sample Output (evidence) - one main idea is___(1-3) - This is a main idea because____ (3-5) - One detail is___ (1-3) - This detail supports this main idea because____ (3-5) *the basic difference here is that MPI level 1-3 has expectations of just being able to identify the different parts of the story while the MPI level 3-5 expects students to make more connections and understand cause and effect.(same expectations as for the first time we did this with a fictional text)

Key Vocabulary: beginning, middle, end, main idea, supporting detail.

Materials: More clouds, non fiction text

Key Vocabulary: beginning, middle, end, main idea, supporting detail.

Materials: More clouds, non fiction text

SIOP Features Preparation _x__ Adaptation __x_ Links to background groups __x_ Links to past learning __x_ Strategies incorporated Independent Integration of Processes _x__ Reading _x__ Writing __x_ Speaking __x_ Listening Scaffolding ___ Modeling __x_ Guided practice ___ Modeling __x_ Comprehensible input Application _x__ Hands-on ___ Meaningful _x__ Linked to objectives _x__ Promotes engagement Grouping Options __x_ Whole class ___ Small __x_ Partners ___ Assessment _x__ Individual ___ Group _x__ Written __x_ Oral

Lesson Sequence: - as a class we will discuss the differences between a fictional and non fiction text briefly as a review, and write on the board ideas that we come up with together of what a main idea or supporting detail might look like in a non fiction text. - Students will get into partners and each partner set will be given a non fiction text to read together and pull out the main ideas and supporting details (on the clouds).

Reflections: