Introductory Activity Spring Arbor University School of Education Lesson Plan Format Title: Friendship Short Stories Grade

Level: 4th Grade

Time Allotted: 2-60 minute intervals

Materials Required: A copy of My Very Best (Almost) Friend by Paul B. Janeczko (or a friendship poem of your choice), short stories about friendship that include dialogue (enough for each group), writing utensil, paper and copies of the rubric for each student. Common Core Standard: CCSS.ELA-Literacy.W.4.2a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-Literacy.W.4.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations. Objective(s): The student will {Blooms taxonomy verb} 1. The student will create a short story that displays their understanding of the characteristics of friendship 2. The student will demonstrate their understanding of dialogue by incorporating it into their short story Purpose of lesson: The purpose of this lesson is to introduce students to the theme of friendship and the qualities a friend possesses. The students will demonstrate their writing abilities through creating a short story on friendship. The students will practice incorporating dialogue into their writing. Instructional Procedure: Time Allotted 1. Anticipatory Set: The teacher will introduce the students to the new book they will be reading, Because of Winn Dixie. The teacher will read aloud a poem on friendship. The Essential Elements

teacher and students will discuss the characteristics of a friend and make a list on the board. 2. The teacher will review dialect in a story and how to correctly incorporate it into writing. 1. State Purpose and Objective(s) of Lesson: a. I want you to learn how to correctly incorporate dialogue into your writing because it can add a great dimension to your writing. I also want you to reflect on what friendship means to you and how that one special friend has changed your life. b. It is important that you learn this because some writing assignments in the future will require that you use dialogue. It will help you become stronger writers. c. The behavioral expectations are to work collaboratively in your group and work silently and independently as you write your short stories. 2. Instructional Input Plan: a. Modeling: i. The teacher will introduce the different short stories on friendship and explain how each story incorporates dialogue. ii. The teacher will read a passage from one of the stories demonstrating the use of dialogue. b. Guided Practice: i. The students will be divided into groups (prearranged) depending on their reading abilities. The students will take turns reading the friendship short stories aloud ii. The teacher will monitor students as they are reading and assist if needed. The teacher will point out any use of dialogue if she observed it and ask the students why do you think the author used dialogue here?.

c.

Independent Practice: i. The student will create their own short story about friendship. The story will be about a friend in their life (person or animal) that has helped them become the person they are. The story must include dialogue. ii. The proof I have that students have arrived is based upon their finished product and how well it follows the rubric.

3. Differentiation Considerations (accommodations): a. Alternate plans for students who finish quickly is to draw a picture to accompany their text. . b. Alternate plans for students who require an IEP is to practice writing simple sentences using dialogue verse creating an entire short story 4. Assessment: a. The students will be assessed on their final production of their short story using the rubric they were given. 5. Closure: a. The students ticket out the door is to tell me one quality that makes a good friend.

b. The teacher will reinforce the objectives by reading the list of friendship qualities that were created. The teacher will also reinforce how dialogue can add dimension to a story.