Final Tws

Krissy Yunker Writing Narrative, Grammar February 2014- April 2014 2nd grade Language Arts
Table of Contents: Standard I Classroom Contextual Factors Pages 3-5 Standard II Unit Plan Pages 6-8 Standard III Lesson Plans Lesson 1 pg. 9-13 Lesson 2 pg. 14-18 Lesson 3 pg. 19-23 Lesson 4 pg. 24-27 Lesson5 pg. 28-33 Lesson 6 pg. 32-37 Lesson 7 pg. 38-43 Standard IV Analysis of Student Learning Pages 44-49 Standard V Reflection and Self Evaluation Pages 50-52 Appendix A References Appendix B Pre/Post Tests, Assessments Appendix C- Student Work Samples
Standard 1- Classroom Contextual Factors 1. Demographics: This is second grade classroom in Southern Utah. This class has 23 students total. There are twelve boys and eleven girls. There is one male student who was adopted from Taiwan as an infant, and has been raised in America since the adoption. The rest of the students in this class are Caucasian. 2. Languages All of the students in this classroom are proficient in the English language, none of which speak any other languages. 3. Exceptionalities The exceptionalities in this classroom vary, but not too widely. There are four students, one female (Student B), three male that are low in literacy; reading, writing, and comprehension. One of these male students goes to speech therapy. There are two males and two females that are higher achieving in math, but not exceptional. There are three males and two females who are exceptionally high in reading. The rest of the class is either in the mid ranges, or on the higher end of the academic spectrum. 4. Academic Knowledge One of the males who is on the lowest end of the academic spectrum in this class has trouble with completing his work. This is more of a behavior and compliance issue than an academic issue. My mentor teacher and I have seen that he can complete his work; its a matter of him wanting to, or not wanting to. There is also a female in the class who has significant behavior issues. There are periods where she will begin to talk like a baby and suck her thumb. She wanders the classroom frequently, getting into the teachers things or other students things. She will touch other students, strike them, pinch, or pull hair to name a few to deal with an issue. A behavior management plan has been put into effect for this student, but she has still been sent to the office three times since I have been student teaching in the classroom. There is one female student who has been out sick from school for one week at the time twice this year. She performs at the mid-range. No other significant attendance problems were noted. Grades on Treasures Units Weekly Assessments tend to follow the academic ability of the students. There are a few students who achieve high scores on the spelling tests, math tests, and Treasures tests that tend to not turn in their homework. This is not a great concern to my mentor teacher.
5. English Language Learners While there are no ELL students in this class, I have found that using the SIOP model in my daily lessons has greatly benefitted my struggling students, as well as the students who need a little extra extension. I am able to be more specific in my lessons and have learned how to involve the struggling students more in the class and with groups, as well as offering more scaffolding for them. My higher learners have also benefitted, and I have begun to do more extension activities with them during small reading group time. 6. Multicultural Perspectives Since there are no truly culturally diverse learners in this classroom, there was no need for specially adapted lessons to accommodate their needs. However, I have been able to use diverse tools or books in my lessons to meet the interests of students who need extra motivation, which is also interesting for students who are already motivated. For example, I learned that some of my students are perfectionists. For our unit on the desert habitat, I had the students create a collage of a cactus by ripping the construction paper into shape, instead of using scissors to cut it. My low motivated students had a blast ripping the paper, and the perfectionist students actually ended up enjoying stepping out of their comfort zones. I learned that another student was very interested in sharks, and snakes. I went to the library and found books to borrow for our classroom library and put them on display. He was very excited. I know that I can draw upon students interests to gain access to their motivation. Then I can increase the academic potential. 7. Prior Knowledge This school uses DIBELS testing, as well as fluency records, and take-home library books to assess reading and comprehension. 17% of the students are exceptionally low in reading. 21% of the students are exceptionally high in reading. 60% of the students are basic in reading proficiency. Students use the MyMath program along with its unit tests to assess the mathematical understanding of each student. 17% of the students are lower in math. 17% of the students are higher in math. 65% of the students are basic in math proficiency. 8. Exceptionalities (2) The exceptionalities in this classroom vary, but not too widely. There are four students, one female (Student B), three male that are low in literacy; reading, writing, and comprehension. One of these male students goes to speech therapy. There are two males and one female that are higher achieving in math, but not exceptional. There are three males and two females who are exceptionally high in reading. The rest of the class is either in the mid ranges, or on the higher end of the academic spectrum. There are two females in the class who seem socially underdeveloped. One talks like a baby sometimes to get attention from the teachers or her peers. Another is socially awkward at times, and seems helpless, especially during writing, constantly stating I
dont know what to write! These two females bicker incessantly throughout the day, usually resulting in tears. The male student was adopted from Taiwan sometimes has short periods of depression because other students had pointed out the fact that he looks different and has almond/oval shaped eyes. The most needed modifications needed to the lessons taught throughout the day are geared toward the lower four students in the class, with occasional extensions for higher learners when time permits. (Fast finishing students also have opportunities to play with time and grammar flashcards, and once a week we have iPads available during free time. I try to give points to the lower kids to earn time on the iPad, and make time for this as well. Its a great motivator to finish work!) I tend to offer incentives to the female students with problems. I prepare for their outbursts, and have moved desks quite a few times to soothe issues in the classroom. Most of these are short-term fixes, but thats all I can manage! 9. Sub-group Data There are three males and one female student (Student B) who are exceptionally low achievers in reading and comprehension. I try to make accommodations for these students such as displaying the vocabulary on the board, and modeling each lessons goals explicitly for these students. There are two females and two males who are higher in math. For these students, I allow them to move on in the math lesson ahead of the examples and models I am working through with the whole class on the board through the MyMath website. They usually tend to feel prepared to go on to On my Own and Problem Solving as I am still working through the practice page with the class. They then wait to check their work as I arrive at these pages. For the three males, and two females who are exceptionally high in reading, they were placed into the highest reading group for small group instruction. These students are usually offered more challenging books to read together, research projects to be conducted on the ChromeBooks, or activities I draw from Treasures for high achievers and GATE students.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION UNIT PLAN TEMPLATE Elementary Semesters 3 & 4
Teacher Candidate Krissy Yunker Writing Narrative, Grammar
Grade Level 2nd Grade Content Area

Step 1 DESIRED RESULTS
A. Contextual Factors
23 students 12 boys, 11 girls There are no ELL students in this class. Student S - male was adopted from Taiwan, but raised in America and speaks fluent English. Student T- male has an IEP for Speech. Student F - male, Student L - male, Student P - female and Student W- female are all higher in Math. Student C - female, Student T- male, Student G male, and Student H - male. are all exceptionally low in reading and writing. Student Q - male, Student U- female, Student S, Student J and Student K are exceptionally high in reading. Classroom environment: This classroom is average sized. There is a door leading into the hallway, and a door that leads outside onto one of the playgrounds. There is a sink in the classroom with a water fountain. There is one window. The desks are arranged in 4 rows, broken into groups of three with a walkway between each 3. There is one semi-circle table in the room. There is a whole-group rug at the front of the room between the desks, and the white board.
B. Utah State Core or Common Core Curriculum Standard

Writing Standard 3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Writing Standard 5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. GrammarLanguage Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
C. Enduring Understanding/Big Idea

Students will understand what a narrative is, and the components that make up an entertaining narrative.
D. Essential Questions/Guiding Questions

What is a narrative?
What is the importance of dialogue, characters, and descriptive writing in a narrative? What is sequence of events, and why is it important in a narrative? What are descriptive words? Why are they important in a narrative? How do they make the story more entertaining? What are editing and revision marks, and how can I use them to improve my writing? What are pronouns and how can I use them correctly in my writing? (I, me, we, and us)
E. Concepts
By the end of the unit, students will know: Narratives are stories that are meant to entertain the reader. They have a clear beginning, middle, and end. Narratives should include characters along with dialogue between them. Sequence of events in a narrative is important for the reader to logically understand the order of events that unfold in the story. Descriptive words are used to paint a picture in the mind of the reader, to effectively entertain the reader, and to keep the readers attention. Edit and revision marks are important in making corrections in a certain writing. Correct grammar should used in final published pieces. Proper use of the pronouns I, me, we, and us are essential to grammatical correctness of any writing. Vocabulary words: narrative, dialogue, description (describe), edit, revise, sequence, event, synonym
F. Skills
By the end of the unit, students will know and/or be able to: I will know and be able to verbally explain what a narrative is. I will understand what dialogue is between two or more characters in a narrative. I will know what sequence of events is, and ho w to order them logically in my narrative. I will know what descriptive words are, theyre uses in narratives, and how to add them into my own writing. I will know how to correctly use edit and revision marks when proofreading another persons writing, or my own to improve my narrative. I will know the pronouns I, me, we, and us. I will know how to correctly use them in my narrative. Step 2 ASSESSMENT EVIDENCE
1. Pre-Assessments For this unit, I have chosen writing samples of a narrative-style piece that the students in my class have already written before being taught my unit. I will score these writing samples based on the 4-point scoring rubric I have developed to score their final published piece after my unit. 2. Formative Assessments/Evidence 1. Students will create an idea web after brainstorming ideas for their garden narrative. They will include ideas for characters, events, and items found inside the garden. 2. Students will arrange the ideas from their idea web into an SOE chart (sequence of events chart) in a beginning, middle, and end fashion. 3. Students will begin to draft their narrative, using their idea web, and SOE chart.
4. 5. 6. 7.
They will attempt to use good word choice for descriptive words throughout their first draft. *Grammar* Students will practice using editing marks when proofreading some practice sentences, and a short paragraph showing their understanding of how to use the pronouns I, me, we, and us correctly. Students will proofread and rewrite a selection from Treasures using the pronouns I, me, we, and us correctly. Students will work with partners to find more descriptive details/words to add to their narrative in order to make the story more entertaining. Students will be involved in a review of the major concepts from this unit; SOE, descriptive words, and editing/revising marks. Students will begin to publish the final draft of their narratives.
3. Summative Assessments/Evidence Students will publish their final draft of their narratives along with a full-color picture of the garden written about in the narrative. This narrative will be scored with the same 4-point rubric as their writing sample used for the pre-assessment.
Step 3 Lesson Objectives with Instructional Strategies Lesson 1. I will brainstorm ideas into a web with my class as a whole, and on my own to develop a topic for my narrative about a garden. Lesson 2. I will use my idea web to construct a sequence of events chart (SOE) to keep my thoughts in order for my narrative about a garden. Lesson 3. I will begin to draft my narrative using my idea web and SOE chart to keep my events in order. I will attempt to use word choice for more descriptive details. Lesson 4. *Grammar* I will practice proofreading and using editing marks for the pronouns I, me, we, and us. Lesson 5. I will proofread, edit, and revise a selection from Treasures using the correction pronouns I, me, we, or us. Lesson 6. I will work with a partner to add more descriptive details into my narrative. Lesson 7. I will review SOE charts, edit and revision marks, and descriptive word use. I will begin to publish my final narrative.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Krissy Yunker Grade Level 2 Title Introduction to Narratives
CONTEXTUAL FACTORS (classroom factors)
23 students 12 boys, 11 girls There are no ELL students in this class. Student S - male was adopted from Taiwan, but raised in America and speaks fluent English. Student T- male has an IEP for Speech. Student F - male, Student L - male, Student P female and Student W- female are all higher in Math. Student C - female, Student Tmale, Student G - male, and Student H - male. are all exceptionally low in reading and writing. Student Q - male, Student U- female, Student S, Student J and Student K are exceptionally high in reading.
Classroom environment: This classroom is average sized. There is a door leading into the hallway, and a door that leads outside onto one of the playgrounds. There is a sink in the classroom with a water fountain. There is one window. The desks are arranged in 4 rows, broken into groups of three with a walkway between each 3. There is one semi-circle table in the room. There is a whole-group rug at the front of the room between the desks, and the white board.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able
to do?) State Standard/Objective: Writing Standard 3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Writing Standard 5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. *These standards will be used throughout the Unit. This lesson is an introduction to narrative writing. Content Walk-Away: I will know what a narrative is. I will brainstorm ideas , and develop a topic and characters for a narrative. Language Walk-Away: I will discuss what a narrative is. I will be able to brainstorm ideas for a narrative topic and characters verbally, and written.
Vocabulary:
Narrative, describe, dialogue Review words: setting, plot, characters
TEACHER BACKGROUND INFORMATION: A narrative is a story which has a beginning, middle, and end. Editing marks are used to point out errors in writing. They are referred to for changes that need to be made to the writing piece. When we revise, we may change the sequence of events in the writing, and add or delete details.
ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): For this lesson I will brainstorm ideas with my students on the board, which they will write on their web. I will listen to students sharing out loud, and to their partner. I will walk around and look at their brainstorming webs, and offer help with topic and character developments. Content Walk-Away Evidence (Summative): Students will produce a brainstorming web of their own, as well as a topic and character list for their narrative. Language Walk-Away Evidence (Summative): Students will share their ideas verbally about topics and characters for a narrative with the whole-class, and with a partner. Students will also write down their ideas to begin developing their narrative.
Modifications/Accomodations (ELL, IEP, GATE, etc.)
Vocabulary will be posted on the board for my students to see. My students will brainstorm ideas for their narrative in a web on the board with my assistance and guidance. These two things will help my low kids greatly.
Approx. Time 1.5 min
ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Before beginning this lesson, I will have the students read with me the content and language objectives. Boys and girls, Id like you to think about what you have previously learned about wr iting narratives with (mentor teacher). Youve written personal narratives before. Who can tell me what a narrative is? Yes, a narrative is a story that has a beginning, a middle, and an end, has a topic or plot, and characters. Please turn to your shoulder partner and tell a brief (short) summary of the personal narrative you wrote about the activities you enjoy doing in the Winter. Tell the beginning, middle, and end and who was in the story. You will each have one minute to share. SIOP 1, 2, 3, 6, 7, 8, 9, 10, 12, 14, 15, 16, 18, 22, 25, 26 Formative assessment: Learning Goal Students will know what a narrative is. They will know the components of a narrative. Success Criteria Students will share a summary of a narrative they wrote with a shoulder partner. Assessment Strategy I will listen while students share these summaries.
3.5 min
SIOP 29, 30 Modification/accommodations: (ELL, IEP, GATE, etc.) No modifications or accommodations are needed at this time.
5 min
Focus Lesson (I do it) Today were going to start brainstorming ideas for a topic and characters of a narrative. The one thing I will assign for you is that the setting of this narrative should take place in a garden. The great thing about this narrative, is that it can be nonfictional ( could really happen), or it can be fictional (fantasy or not real). A narrative is a story that is written to entertain people and should have a clear beginning, middle, and end. A good story will also include describing words and dialogue to tell about its characters, setting, and plot. *Ask 3 students what a narrative is/what the purpose is What are describing words? *Ask for 3 examples And what is dialogue? Why do you think these two things are important in a narrative? *Ask for two/three answers SIOP 3, 5, 7, 8, 9, 10, 12, 14, 15, 16, 18, 21, 25, 26
Formative Assessment: Learning Goal Students will know what a narrative is, what describing words are, as well as dialogue.
Success Criteria Students will randomly answer these questions verbally for the entire class.
Assessment Strategy I will ask random students to answer these questions, and they will answer them orally.
10 min
SIOP 29, 30 Modification/accommodations: I will write down the model of a narrative on the board, as well as the answers the students give me. This will be a good aide for the low students (specific names removed) who struggle with remembering steps and/or directions. Guided Instruction (We do it) So to help you get started on an idea for a topic and characters for your narrative, I thought we would work on a brainstorming web together. In the middle, we can write the setting for the story which is a garden. This can help us develop a title for the story later. Around the web, were going to write details for the story. These could be good or bad things that happen in the story. On this other web, we will brainstorm ideas for characters. You can write down any of these ideas that you want to keep on your own web. SIOP 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 16, 18, 20, 21, 22, 23, 24, 25 Formative Assessment: Learning Goal Students will work with the teacher to brainstorm some ideas for their narrative. Success Criteria Students will brainstorm ideas with their teacher as a whole-group for their narrative. Assessment Strategy Students will share their own ideas, and write down ideas that they may like to use. I will walk around and look at webs.
4 min
SIOP 29, 30 Modification/accommodations: Writing the ideas on the board for students to see will help the lower students who struggle with multiple things; spelling, writing, remembering steps/directions etc. (specific names removed). Collaborative/Cooperative (You do it together) Students, Im going to give you two minutes to share with your shoulder partner what ideas you decided to keep from the group idea web. Tell why you like the idea. This can help you to get more ideas for your own story, or even come up with a rough idea of what you want to write about. SIOP 1, 2, 3, 6, 9, 10, 11, 12, 13, 14, 16, 17, 20, 21, 22, 23, 24, 25, 26 Formative Assessment: Learning Goal Students will gain more ideas for their narrative. Success Criteria Students will discuss their ideas with a shoulder partner for their narrative. Students may add more ideas to their web. Assessment Strategy I will listen to the students share ideas and watch for more ideas to be added to their webs as I walk around the room.
8 min
SIOP 29, 30 Modification/accommodations: None are needed for this pair-share.
1.5 min
Independent (You do it alone) Students, I want you now to look at your webs, and begin to form an idea of what you want the topic of your narrative to be. You also should start thinking about the characters in the story. What is going to happen in the beginning of the story? What about some things that might happen in the middle? And what would happen in the end of your story? Does anything happen to the characters? Dont start writing a story. Just formulate an idea of some things that might happen. We will start writing the stories next week. SIOP 5, 6, 10, 11, 12, 13, 14, 15, 20, 21, 22, 23, 24, 25, 26 Summative Assessment: Summative assessment of this lesson will be for me to check their idea webs and topic development as I walk around the room. Their ideas will all be written out, they will not turn them in however, because they will be used in following lessons. SIOP 29, 30 Modification/accommodations: I will assist students with ideas, or answer any questions they have. I will not impress my own ideas on them, this should be creative writing. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Boys and girls, thats our time for the day. Thank you for your hard work today. Please put away your webs. Ill wait until youre all paying attention again. Lets reviews our walk -aways and vocabulary from todays lesson. *I will review these with the students.
SIOP 27, 28, 29
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? 30 minutes should be enough. Theres 35 minutes for the total lesson. I need to have the standard and objectives printed out and vocabulary.
REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?
*This was written on my lesson plan. Typing it for submission. My pacing was behind a little bit. The students did a lot of talking to each other that was not planned for. I failed to give a reminder for engagement (Class, remember that when I am in front of the room, I am the teacher, and I would appreciate being given the same respect as you give (mentor teacher)) before beginning the lesson. Engagement was a little low especially with the lower performing students. Goals Pacing, management, engagement. Data Compare skills, details in writing, beginning, middle, end of narrative, dialogue.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Krissy Yunker Grade Level 2 Title Sequence of Events
to do?) State Standard/Objective: Writing Standard 3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Writing Standard 5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. *These standards will be used throughout the Unit. Content Walk-Away: I will know how to create a sequence of events chart using an idea web. Language Walk-Away: I will know and be able to use an idea web to create a sequence of events chart. I will understand the importance of sequence of events in my narrative writing.
Vocabulary:
Narrative, sequence, event
TEACHER BACKGROUND INFORMATION:
Sequence of events is important in writing because it helps the story make sense to the reader. Events should be arranged in a logical order. The beginning of a story should tell about the characters and the problem they will solve. The middle of a story should describe how the characters try to solve the problem. The end shows how everything turns out.
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Students will assist me in filling in an SOE chart (sequence of events chart) using Writing Transparency 128 on the board to learn how to make an SOE chart, and how to use one in their own writing. Content Walk-Away Evidence (Summative): Students will work together and with the teacher to fill out an SOE chart, and then work alone to create an SOE chart for their own writing. Language Walk-Away Evidence (Summative): Students will work together and with the teacher to fill out an SOE chart, and then work alone to create an SOE chart for their own writing.
Vocabulary will be posted on the board for my students to see. Students will assist me in filling out a SOE (sequence of events chart) using Writing Transparency 128 from Treasures, on the board. These two things will help my low kids greatly.
Approx. Time 1 min

Activate/Building Background Knowledge Before beginning this lesson, I will have the students read with me the content and language objectives. Boys and girls, today were going to build on the ideas we came up with in our brainstorming idea web session. You all came up with some great ideas for your garden narratives. Today, were going to learn about SOE charts, or sequence of events charts. Its very important for the sequence of events in your narratives to be logical, or make sense. If we dont work to keep our events in order, then the story will be confusing, or make little sense. Using a sequence of events chart is important, and you can use it while writing your narrative to remind yourselves what event you want to occur first, next, and last. Remember we discussed how a narrative is a story that is meant to be entertaining to the reader, not to teach them something. I want you to turn to your shoulder partner, and briefly explain to them what a n SOE chart is, and why we should use one while writing a narrative. *Use name stick _____ please tell the class what you and your partner discussed about
3 min
2 min
SOE charts. SIOP 1, 2, 3, 6, 7, 8, 9, 10, 11, 12, 14, 15, 16, 18, 21, 25, 26 Formative assessment: Learning Goal Students will know what a sequence of events chart is, and the importance of it. SIOP 29, 30 Modification/accommodations: (ELL, IEP, GATE, etc.) No modifications or accommodations are needed at this time. Focus Lesson (I do it) Students I have displayed on the board a writing sample from Treasures. Im going to select a few students with my name sticks to read the different paragraphs. What do we think about this story? Does it make sense? Why not? *Use name sticks for answers. Exactly. So if we were going to revise this story, we would move this part here, wouldnt we? Now I will read it again, and we can see if the sequence of events is clear, and makes sense to us. *Answer any questions the students have about SOE. SIOP 1, 2, 3, 6, 7, 8, 9, 10, 12, 14, 15, 25, 26 Success Criteria Students will share with a partner what an SOE chart is, and why they should use when writing. Assessment Strategy I will listen to the students explanations, and ask one student to share what they or their partner discussed.
5 min
Formative Assessment: Learning Goal Students will understand the importance of the correct sequence of events in a narrative. SIOP 29, 30
Success Criteria Students will be involved in a discussion about the sequence of events of the writing sample.
Assessment Strategy Students will be involved in the discussion, and I will answer any questions the students have.
5 min
Modification/accommodations: Vocabulary is posted for all students to see, especially the lower students. I will assist the students in understanding the SOE in the writing sample, and continually check with my lower students. If they tell me they do not fully understand, I will try to explain it again more clearly, or ask what they specifically are confused about or not understanding. Guided Instruction (We do it) Students. You should all now understand how to identify the sequence of events in a story, or recognize when the order is not correct. Lets take this same writing sample with the sequence of events in the right order, and place each event into the SOE chart. When you create your own chart, you will use the events from your web and write them in order. We are kind of doing this backward right now, but it is good practice to be able to identify in which order the events are occurring in the story. *I will use the name sticks to call on students to identify what happens first in the story, the events or details which happen in the middle, and at the end of the story. I will write what they say on an SOE chart on the elmo that is projected on the whiteboard. Now boys and girls, we can see exactly in which order the events in this story occurred. If we
were going to write this exact story, we could use this SOE to write it! SIOP 4, 5, 6, 9, 10, 12, 13, 14, 15, 18, 20, 21, 22, 25, 26 Formative Assessment: Learning Goal Students will know how to identify the events in a story and in what order they occur. SIOP 29, 30 Success Criteria Students will (randomly selected) tell me what events to write in the SOE in order of occurrence. Assessment Strategy Students will (randomly selected) tell me what events to write in the SOE in order of occurrence.
10 min
Modification/accommodations: My students who are low will be scaffolded in their understanding of SOE and SOE charts by this we do it activity. Collaborative/Cooperative (You do it together) Turn to your partner, and discuss these things: Do the beginning, middle, and end of this story tell about the same idea? Does the author write about characters and what happens to them? Also, share your idea web again, and begin to work with your partner as you put your ideas into your own SOE chart. Your partner and you should be able to help each other ensure that your events are in the correct order, and that the sequence of those events makes sense. Discussion should be quiet so that others in the classroom can concentrate and hear their partner as well. SIOP 4, 5, 6, 9, 10, 11, 12, 13, 14, 15, 16, 17, 20, 21, 22, 23, 24, 25, 26 Formative Assessment: Learning Goal Students will begin to fill in their own SOE chart for their writing. Success Criteria Students will work with a partner and share ideas on how to successfully fill in their own SOE chart. Assessment Strategy I will work the crowd and monitor partner sharing while the students fill in their SOE charts together, and offer assistance when needed.
10 min
SIOP 29, 30 Modification/accommodations: I will have my lower students partner with a student whom I know to be proficient in language arts so that they will receive more quality assistance and help from their partner. Independent (You do it alone) Ok boys and girls. When you feel like you have gotten enough help from your partner with your SOE chart, please work alone to finish filling in your SOE chart for your narrative. I know some of you will feel like you are ready to begin drafting. If that is the case, please ask me to look over your SOE chart, and then feel free to begin your narrative draft in your writing notebook. SIOP 5, 6, 9, 10, 11, 12, 13, 14, 16, 21, 22, 25, 26 Summative Assessment: Students will complete their sequence of events charts for me to review. Modification/accommodations:
Students who are not ready to move on, or need more assistance will be grouped with their partner, or have assistance from me. Students who are ready to move on to drafting will be given that opportunity. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Vocabulary and important aspects of a narrative are reviewed throughout the lesson. (Especially when clarification is needed.) Walk-aways will be reviewed at closing. SIOP 27, 28, 29
SIOP 23, 24, 25, 26 throughout
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson?
35 min for this lesson. Try to be at that or under!!! SOE charts for all students, plus writing transparency ready.
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? *Written on lesson plan. Typed for submission. I felt this lesson went pretty well. The students were engaged. They do well when they are able to help make corrections to things on the board. Students worked well in the groups, minimal talking unless it was necessary for pairing, volume was acceptable. By looking over their SOE charts, I saw that the students were getting the idea of the SOE and the importance of it. We shall see how it shows in their writing!
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Krissy Yunker Grade Level Title Modeling a Narrative Draft
to do?) State Standard/Objective: Writing Standard 3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Writing Standard 5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. *These Standards are used throughout the Unit. Content Walk-Away: I will know how to draft a narrative. I will know how to use word choice and descriptive details in a narrative. Language Walk-Away: I will be able to draft a narrative. I will be able to use descriptive details in a narrative.
Vocabulary:
Narrative, describe, dialogue Review words: sequence, events
TEACHER BACKGROUND INFORMATION: A narrative is a story which has a beginning, middle, and end. Editing marks are used to point out errors in writing. They are referred to for changes that need to be made to the writing piece. When we revise, we may change the sequence of events in the writing, and add or delete details.

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson):
Content Walk-Away Evidence (Summative): Students will draft a narrative about a garden using descriptive words. Language Walk-Away Evidence (Summative): Students will draft a narrative about a garden using descriptive words.
Approx. Time

Activate/Building Background Knowledge
1 min
Students, lets review our vocabulary that we began this unit with. Remind me what the meaning of narrative is? Dialogue? Describe? This is what we will be working on today. You will begin to draft your narrative using your idea web, and your SOE charts. Formative assessment: Learning Goal Students will know the meaning of narrative, dialogue, and description. Success Criteria Students will tell me verbally what each of these words mean. Assessment Strategy I will call on students who either have their hands raised or not, and listen to their answers, clarifying any misunderstandings or misconceptions.
Modification/accommodations: (ELL, IEP, GATE, etc.) Vocabulary is posted for students, and I will ask my four low students; (specific names removed) for their understanding of the words. Focus Lesson (I do it) Im going to begin, by showing you an example of how I would draft a narrative. I have my
8-10 Min
idea or (brainstorming) web here, and Ive also written my ideas into a sequencing of events chart as well. I made the idea web to start thinking about what Id like to write about. I made a SOE to help make sure I have my ideas in order. I can refer to the SOE while Im writing to keep me on track. *Here I will show the class my idea web and SOE. I will then begin to draft my story while they watch. *As I draft, I will refer to my SOE, and ask students to help me remember what step to take next. Formative Assessment: Learning Goal Students will understand the importance of an idea web and SOE. Students will understand how to begin drafting their own narrative. Success Criteria Students will know how these two things aide me. Assessment Strategy Students will be able to tell me what steps to take next in my drafting process.
Modification/accommodations: Modeling this process step-by-step will be a great visual tool for my low students. Guided Instruction (We do it) Im going to begin, by showing you an example of how I would draft a narrative. I have my idea or (brainstorming) web here, and Ive also written my ideas into a sequencing of events chart as well. I made the idea web to start thinking about what Id lik e to write about. I made a SOE to help make sure I have my ideas in order. I can refer to the SOE while Im writing to keep me on track. *Here I will show the class my idea web and SOE. I will then begin to draft my story while they watch. *As I draft, I will refer to my SOE, and ask students to help me remember what step to take next.
4 min
Formative Assessment: Learning Goal Students will understand the importance of an idea web and SOE. Students will understand how to begin drafting their own narrative.
Success Criteria Students will know how these two things aide me.
Assessment Strategy Students will be able to tell me what steps to take next in my drafting process.
Modification/accommodations: Modeling this process step-by-step will be a great visual tool for my low students. Collaborative/Cooperative (You do it together) Students, Id like you to turn to your shoulder partner, and discuss the reasons why an idea web and SOE chart are important when drafting a narrative. Then Id like you to explain how to make or use these things. Formative Assessment: Learning Goal Students will understand the importance of an idea web and SOE. Success Criteria Students will discuss these reasons with a partner. Assessment Strategy I will listen to my students as they share their ideas with each other.
15-20 min
Modification/accommodations: I will pay special attention to my low students, making sure to check that they understand. (specific names removed) . Independent (You do it alone) Im going to give you the rest of the time to look over your idea webs and make any changes you might need to, to your SOE. If you feel you dont want to make any more changes, then please read silently. Summative Assessment: I will circulate looking at the webs/ SOE for any changes made. Modification/accommodations: Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Vocabulary and important aspects of a narrative are reviewed throughout the lesson. (Especially when clarification is needed.) Walk-aways will be reviewed at closing. SIOP 27, 28, 29

TEACHING NOTES

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? *This was written at the end of my lesson plan. Typing for submission. I felt that this lesson went better than the last one. I had more engagement for sure. I thought my speech was better, I used the random name selector stick effectively. There were a few minor behavior problems, but my management was well conducted. I had better use of vocabulary myself, but need to work more on having the students also use the academic vocabulary. Goals Encouraging students to use academic vocabulary, boundaries with a student who knows me outside the classroom, and plan beforehand for misunderstandings.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Krissy Yunker CONTEXTUAL FACTORS (classroom factors) Grade Level 2 Title Pronouns
to do?) State Standard/Objective: Language Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Content Walk-Away: I will know the pronouns I, me, we, and us, and how to use them in writing. Language Walk-Away: I will know the pronouns I, me, we, and us, and how to use them in writing.
Vocabulary: Narrative, pronouns, edit
Pronouns are nouns that are used in place of nouns in a sentence. We are working with the
pronouns I, me, we, and us.

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Students will be using practice sheets to show their understanding of using pronouns in writing. Students will also work together and with the teacher to show understanding on the board. Content Walk-Away Evidence (Summative): Students will complete practice sheets with the teacher, alone, and also on the board. Language Walk-Away Evidence (Summative): Students will complete practice sheets with the teacher, alone, and also on the board.
Students will have vocabulary posted in view. Students that perform at a lower level (reading and writing) will complete 5/10 of the questions on the grammar page.
Approx. Time

Activate/Building Background Knowledge Students, lets review our vocabulary. *Discuss the meanings Students, lets read the co ntent and language walk-aways together. Who remembers, and can tell me what the purpose of the content and language walk-aways are? *Discuss this. Remember, these are the goals that are set for this lesson, and these walk-aways will serve as a reminder to keep our learning on track. SIOP 1, 2, 3, 7, 8, 9, 10, 11, 12 Formative assessment: Learning Goal Students will know the meaning of the vocabulary words, and what the goal for the lesson is. SIOP 29, 30 Modification/accommodations: (ELL, IEP, GATE, etc.) Vocabulary is posted for students to see. I will check with a few of my lower students. Focus Lesson (I do it) Students, today were going to have a review of the pronouns we have been working with. We have worked with I, me, we and us. Im going to work though problem number one on this sheet to model for you the proper use of pronouns in sentences. Then I will randomly select a few students to give an answer for the other four questions. (Please see Grammar pg. 1 in grammar lessons folder) *Randomly select four students to answer. Success Criteria Students will tell me their understanding verbally. Assessment Strategy Students will tell me their understanding verbally.
SIOP 4, 10, 11, 12, 14, 23, 24, 25 ,26 Formative Assessment: Learning Goal Students will know how to use the pronouns I, me, we, or us by watching my example. SIOP 29, 30 Modification/accommodations: None needed here. Guided Instruction (We do it) Students, I have given you a practice sheet to work on. (Practice grammar page 110) You must answer the first 5 questions by yourself. If you feel like you can do more, please do all 10. If you are unsure of any, please move on, and wait for us to go over the page as a class. Now lets go over each of these questions together to check for your understanding. *We will work on the 10 questions as a class to check for understanding. SIOP 3, 5, 10, 11, 12, 13, 14, 16, 18, 21, 22, 24, 25, 26, 29, 20 Formative Assessment: Learning Goal Students will know how to use the pronouns I, me, we, and us by working alone, and as a class. Success Criteria Students will be able to answer the rest of the problem questions verbally. Assessment Strategy Students will be able to answer the rest verbally.
Success Criteria Students will answer 5/10 or 10/10 questions on their practice sheet. Then we will go over them together.
Assessment Strategy Students will complete the practice sheet and turn it in to me. I will work the crowd as they work to offer support.
Modification/accommodations: Student who are lower readers or writers inly HAVE to complete 5/10 of the questions. Collaborative/Cooperative (You do it together) Now were going to look at these sentences and short paragraph on the board. The left side of the room should whisper to each other to discuss the answer, as well as the right side of the room. I will pick a student from each side whose team has all their hands raised, to come up to the board, and write or pick the correct answer. Remember to discuss it in a whisper, and you must all have your hands raised before I will call on someone. SIOP 3, 5, 6, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 23, 24, 25, 26, 29, 30 Formative Assessment: Learning Goal Students will know how to use the pronouns I, me, we, and us by working as a group. SIOP 29, 30 Modification/accommodations: Students will work together. Independent (You do it alone) Now, on this piece of paper, please make the corrections to the short paragraph, without Success Criteria Students will be able to make corrections to the sentences, by helping each other out and collaborating. Assessment Strategy Students will make corrections to the sentences on the board.
rewriting the sentences. Write your name on it, and pass them to the end of the row. I will gather them up. This is called an exit slip, and it is your ticket to go out for recess. Summative Assessment: Students will make corrections on their own as an exit slip. Modification/accommodations: Students are not required to rewrite the sentences, as they are just learning to use these pronouns, and the lower students will struggle with this task. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review of vocabulary should be done throughout the lesson, as well as the content and vocabulary walk-aways. SIOP 27, 28
TEACHING NOTES
I need to have printouts ready of the practice sheets, and short paragraph for students to edit.
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? *Written on lesson plan. Typed for submission. I felt this lesson went great. My pacing for this lesson was much better than in the past. My assessments were great! I had such variety, and many examples. I needed better vocabulary maybe? I need to remember to speak more clearly and slow down my speech. I should use more random selectors for calling on students. I know I can use this assessment data to compare to their narrative writing, and ensure that the lesson was successful, and that all students understood the usage of these pronouns. From this lesson, I know that I can stay on time with my pacing. I can also use the knowledge of being better prepared for this lesson in future lessons.
The thing that was the least effective was my encouragement of the students to use the subject matter language. I used it, but failed to ensure my students were using it too when speaking together, or out loud to the class. Goals Encourage students to use subject matter language, speak more clearly and slowly, use random selection strategy. Data Corrections made on short paragraph, and grammar practice sheet.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Krissy Yunker Grade Level 2 Title Editing and Proofreading
to do?) State Standard/Objective: Writing Standard 3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Writing Standard 5 With guidance and support from adults and peers,
focus on a topic and strengthen
writing as needed by revising and editing. *These standards are used throughout the unit.
Content Walk-Away: I will know how to use editing marks when proofreading another persons writing. I will know the difference between editing and revising. Language Walk-Away: Content Walk-Away: I will know how to use editing marks when proofreading another persons writing. I will know the difference between editing and revising.
Vocabulary:
Narrative, describe (description), dialogue, edit, revise
TEACHER BACKGROUND INFORMATION: A narrative is a story which has a beginning, middle, and end. Editing marks are used to point out errors in writing. They are referred to for changes that need to be made to the writing piece. When we revise, we may change the sequence of events in the writing, and add or delete details. There is a chart in the classroom showing the editing marks used in writing. I will refer to this chart to show my students examples of editing sentences. These student have had some previous experiences with editing marks, I will remind them
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Throughout this lesson, I will use name sticks to randomly call upon students to answer questions, make editing and revision marks to another persons writing, and rewrite the selection after making the edit and revision marks. Content Walk-Away Evidence (Summative): Students will proofread a selection from Treasures and make the correct editing marks and revisions. Language Walk-Away Evidence (Summative): Students will proofread a selection from Treasures and make the correct editing marks and revisions.
Vocabulary will be posted on the board for my students to see. I will model some editing and revisions for the students. These two things will help my low kids greatly.
Approx. Time

Activate/Building Background Knowledge Students, today we will be discussing the use of editing marks when proofreading someone elses work. After this lesson, you should also be prepared to edit and revise your own writing. Who can tell me what the purpose of editing and revising is? *Here, I will call on students who have their hands raised, and check with my students who need more assistance with their understanding (specific names removed). Youve worked on editing with (mentor teacher). I also discussed editing marks with you. So this lesson is meant to strengthen your understanding of editing marks and revising for use in your own writing. *I will review the editing marks chart.
SIOP 3, 5, 7, 8, 9, 10, 11, 14, 15, 18, 29 Formative assessment: Learning Goal Students will know the importance of editing and revising. SIOP 30 Modification/accommodations: (ELL, IEP, GATE, etc.) I will check with (specific names removed) for understanding. Focus Lesson (I do it) Im going to show you a passage from Treasures that is in need of some serious editing and revising. I will make a few edits first to model the use of the editing marks in someone elses writing, then I will ask you to help make the rest. SIOP 1, 2, 3, 4, 5, 6, 9, 10, 12, 20, 21, 22, 25, 29 Formative Assessment: Learning Goal Students will know how to make edits to writing. Success Criteria Students will see it modeled and assist with edits. Assessment Strategy Students will be randomly selected to help.
Success Criteria Students are randomly selected to answer.
Assessment Strategy Students will answer correctly and/or I will provide guidance.
Modification/accommodations: Students will see these changes (edits) done on the projector by the teacher.
Guided Instruction (We do it) Students, now you will help me edit the rest of the passage. Now that we have made the proper edits to this passage, we will revise the passage. *Edits and revisions will be made. SIOP 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, 13, 14, 15, 16, 17, 20, 21, 22, 23, 24, 25, 26 Formative Assessment: Learning Goal Students will revise and edit the passage.
Success Criteria Students will revise and edit the passage.
Assessment Strategy Students will revise and edit the passage.
Modification/accommodations: Modeling and assisting with this process step-by-step will be a great visual tool for my low students. Collaborative/Cooperative (You do it together) Class, now that you have had practice editing and revising, you will work with a partner to proofread this passage. SIOP 1, 2, 3, 4, 5, 6, 11, 12, 13, 14, 16, 17, 20, 21, 22, 23, 24, 25 Formative Assessment: Learning Goal Success Criteria Assessment Strategy
Students will edit a passage together.
Students will work with a partner to edit another persons writing.
Students will show edit corrections.
Modification/accommodations: I will pay special attention to my low students, making sure to check that they understand. ((specific names removed)). These students will purposefully be partnered with a student who is proficient and reading and comprehension. Independent (You do it alone) Students, at the bottom of your page, I would like you to re-write the passage with the edited corrections made. SIOP 1, 2, 3, 4, 5, 6, 10, 11, 12, 13, 14, 20, 21, 22, 23, 24, 25, 29, 30 Summative Assessment: Students will have edited a passage written by someone else, made the necessary changes, and rewritten the passage. SIOP 29, 30 Modification/accommodations: I will pay special attention to my lower students, and assist them where needed. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Vocabulary and important aspects of a narrative are reviewed throughout the lesson. (Especially when clarification is needed.) Walk-aways will be reviewed at closing. Tomorrow you will have a few minutes to proofread in a peer conference and with me before publishing your own work. SIOP 27, 28, 29
TEACHING NOTES
I need to have all of the copies for students made. I need to slow my speech. Keep up with pacing. I need to remember to use random name selection sticks.
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning?
*This was written at the end of my lesson plan. Typing for submission. I felt that this lesson went better than the last one. I had more engagement for sure. I thought my speech was better, I used the random name selector stick effectively. There were a few minor behavior problems, but my management was well conducted. I had better use of vocabulary myself, but need to work more on having the students also use the academic vocabulary. Goals Encouraging students to use academic vocabulary, boundaries with a student who knows me outside the classroom, and plan beforehand for misunderstandings.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Krissy Yunker Grade Level 2 Title Descriptive Details
to do?) State Standard/Objective: Writing Standard 3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Writing Standard 5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. *These standards will be used throughout the Unit. Content Walk-Away: I will know how to use descriptive words and details to make my narrative more interesting to the reader. Language Walk-Away: I will know how to use descriptive words and details to make my narrative more interesting to the reader.
Vocabulary:
Narrative, describe (descriptive, description), synonym
Descriptive writing, or descriptive details give more life to a story. When we add more details that are descriptive, we are able to paint a picture in the mind of the reader and make the narrative more interesting to read.
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Students will assist me in adding descriptive details to Writing Transparency 132 that we made edits and revisions to in the last lesson. Content Walk-Away Evidence (Summative): Students will work together, with the teacher, and then alone to understand the use of descriptive details in writing. Students will add descriptive details to their own narrative drafts. Language Walk-Away Evidence (Summative): Students will work together, with the teacher, and then alone to understand the use of descriptive details in writing. Students will add descriptive details to their own narrative drafts.
Vocabulary will be posted on the board for my students to see. Students will assist me in adding descriptive details to Writing Transparency 132 that we have already edited on a previous day. These two things will help my low kids greatly.
Approx. Time 1 min

Activate/Building Background Knowledge Before beginning this lesson, I will have the students read with me the content and language objectives. Boys and girls today for writers workshop were going to work on descriptive details. Descriptive details can help to paint a picture in the mind of the reader, and make the narrative more interesting to read. We can take some words that are regular or frankly boring, and use our brainstorming ability or a thesaurus to pick a new word that means the same thing, but is much more interesting or descriptive. Remember when we edited this writing sample from Treasures, and revised some of the parts that were not in order? Were going to look at ti again, and see if we can make it more interesting by adding descriptive details. Then you will work on your own narrative draft, and
1 min 1.5 min
see where you can add more descriptive details. Please turn to your shoulder partner, and tell them what descriptive details are. SIOP 1, 2, 3, 7, 8, 9, 10, 11, 12, 26 Formative assessment: Learning Goal Students will know what descriptive details are. SIOP 29, 30 Modification/accommodations: (ELL, IEP, GATE, etc.) No modifications or accommodations are needed at this time. Focus Lesson (I do it) Students, I have put the writing sample on the board again that we edited and revised last time. Listen as I read it to you. I see here that word ran is a word that has many synonyms. Remember, synonyms are words that have other words that are different but have the same or similar meaning. Let me brainstorm a few words I know of that are synonyms for ran. *Also, use popsicle sticks to ask for more ideas. Now if I put the word weve chosen into the story in place of ran, and reread the sentence , is it more interesting? Yes! It is much more interesting now! SIOP 3, 5, 6, 10, 11, 12, 13, 14, 15, 16, 18, 21, 22, 25, 26
Success Criteria Students will share with a partner what descriptive details are.
Assessment Strategy I will listen to the students explanations, and ask one student to share what they or their partner discussed.
5 min
5 min
Formative Assessment: Learning Goal Students will see the selection of a synonym modeled on the board, and offer more ideas for a synonym. SIOP 29, 30 Modification/accommodations: None needed at this time.
Success Criteria Students will be randomly selected for new ideas for a synonym.
Assessment Strategy Students will be randomly selected for new ideas for a synonym.
Guided Instruction (We do it) Students, tell me who sees another word in this story that is a little boring? Lets brainstorm again for some synonyms that we can replace this word with to make it more interesting! *Take one or two more ideas for words that can be enhanced. Lets read the story again and see if it is more interesting overall now that we have added some descriptive details. SIOP 4, 5, 6, 9, 10, 11, 12, 13, 14, 15, 16, 18, 21, 25, 26 Formative Assessment: Learning Goal Students will understand how to use synonyms to add Success Criteria Students will be randomly selected to assist teacher in Assessment Strategy Students will be randomly selected to assist teacher in
15 min
more descriptive details into a story. SIOP 29, 30
making the story more interesting with descriptive details.
making the story more interesting with descriptive details.
Modification/accommodations: I will ask my lower students to tell me either what a synonym is, or what descriptive details are. Collaborative/Cooperative (You do it together) Ok students, now I want you take out your writing notebooks. Please turn to the draft you began of your garden narrative. You will work with your shoulder partner to add descriptive details into your narrative. Please read your partners narrative first. As you are reading, please use a blue colored pencil to circle words that you think may have one or more synonyms that would make the sentence or story more descriptive or interesting to read. After you are both done reading, please get a thesaurus and look up synonyms together. Write down the new word by the old one to remind you when you are ready to publish. Please remember to work quietly together so that others can concentrate. SIOP 6, 9, 10, 11, 12, 13, 14, 16, 17, 18, 21, 22, 25 Formative Assessment: Learning Goal Students will know how to look for words that can be enhanced with synonyms. Success Criteria Students will work with a partner to read each others writing and find synonyms to add descriptive details to their garden narrative. Assessment Strategy Students will work with a partner to read each others writing and find synonyms to add descriptive details to their garden narrative. I will monitor students work together.
Any extra time
SIOP 29, 30 Modification/accommodations: I will group my four lower students with a student whom I know to be proficient in literacy so that they gain the upmost quality of partner time. Independent (You do it alone) Students, after you have finished working with you partner on selecting descriptive details, please write a second draft of your narrative with these new synonyms added. If you do not get to this step today, do not worry, you will have more time tomorrow. SIOP 9, 11, 12, 13, 23, 24, 25
Summative Assessment: Students should have a draft with blue edits on it showing new descriptive words or synonyms, that can be rewritten into their narrative. Some students will have begun or finished writing a second draft. Modification/accommodations: I have decided to have three of my four lower students work in a small writers group with me, because I see that they need a lot of extra support on this assignment. I also have decided to give them sentence starters for the beginning, middle, and end of their stories. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.)
Review of vocabulary should be done throughout the lesson, as well as the content and vocabulary walk-aways. SIOP 27, 28
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? /I expect this lesson to take 35-40 minutes and will probably carry over into the next day.

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? *Written on lesson plan, typed for submission. This lesson went fantastic. The students were really excited to brainstorm new words for the writing sample, and they always love being able to work in groups or pairs. There was a lot of talking that was not exactly related to the assignment. I think in the future I should pick the partners myself, because I also see a lot of under motivation in certain pairs of students. Hopefully the data I get from this lesson will show up in the drafts I revise with the students as well as their final drafts of their narratives. I felt my lesson was strong. I had models for the students, and they worked together to add descriptive details to their own work. I felt the lesson was effective. I also had decided after the SOE charts that three of my four low students needed more assistance so I am counseling them in a small group for added structure and scaffolding. Goals More structure in pairs or grouping.
DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate Krissy Yunker Grade Level 2 Title Review and Conferencing

Contextual Factors: 23 students 12 boys, 11 girls There are no ELL students in this class. Kai was adopted from Taiwan, but raised in America and speaks fluent English. Nate has an IEP for Speech. Carter, Michael, Quincy and Grace are all higher in Math. Sophia, Nate, Tyson, and Luke T. are all exceptionally low in reading and writing. Michael, Tailor, Kai, Keely and Daxton are exceptionally high in reading. Classroom environment: This classroom is average sized. There is a door leading into the hallway, and a door that leads outside onto one of the playgrounds. There is a sink in the classroom with a water fountain. There is one window. The desks are arranged in 4 rows, broken into groups of three with a walkway between each 3. There is one semi-circle table in the room. There is a whole-group rug at the front of the room between the desks, and the white board.
to do?) State Standard/Objective: Writing Standard 3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Writing Standard 5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. *These standards will be used throughout the Unit. Content Walk-Away: I will know how to use an SOE chart in writing, I will know how to use editing and revision marks, and I will know how to add descriptive details to my narrative. Language Walk-Away: I will know how to use an SOE chart in writing, I will know how to use editing and revision marks, and I will know how to add descriptive details to my narrative. Vocabulary:
Narrative, sequence, event, description, dialogue, edit, revise
TEACHER BACKGROUND INFORMATION: A narrative is a story which has a beginning, middle, and end. Editing marks are used to point out errors in writing. They are referred to for changes that need to be made to the
writing piece. When we revise, we may change the sequence of events in the writing, and add or delete details. Sequence of events is important in writing because it helps the story make sense to the reader. Events should be arranged in a logical order. The beginning of a story should tell about the characters and the problem they will solve. The middle of a story should describe how the characters try to solve the problem. The end shows how everything turns out.
There is a chart in the classroom showing the editing marks used in writing. I will refer to this chart to show my students examples of editing sentences. These student have had some previous experiences with editing marks, I will remind them Descriptive writing, or descriptive details give more life to a story. When we add more details that are descriptive, we are able to paint a picture in the mind of the reader and make the narrative more interesting to read.
learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Students will review all of the major goals from the weeks lessons. Students will work with a partner to edit, and revise their garden narrative in a peer conference. Students will then conference with the teacher, and begin to publish their final narrative. Content Walk-Away Evidence (Summative): Students will work with a partner to revise and edit their own work in a peer conference after reviewing their SOE chart, its use and importance, edit and revision marks, and descriptive details, then begin to draft their final narrative. Language Walk-Away Evidence (Summative): Students will work with a partner to revise and edit their own work in a peer conference after reviewing their SOE chart, its use and importance, edit and revision marks, and descriptive details, then begin to draft their final narrative.
Vocabulary will be posted on the board for my students to see. Students will have a review of the major goals from the previous lessons. These two things will help my low kids greatly. High students are probably already to move on, and will most likely finish quickly.
Approx. Time 1 min

Activate/Building Background Knowledge Before beginning this lesson, I will have the students read with me the content and language objectives. Boys and girls, Lets discuss our SOE charts. Who can remind me what they are, and how to use them? *popsicle sticks Who can tell me why SOE charts are so important in writing? *popsicle sticks Now lets discuss edit and revision marks. I have the poster here on the board. Id like the three people in each row to discuss these marks together. Share how and when to use each one. Try to give examples for some of them like the carrot mark. Like; For example, if your sentence said this _____ I would maybe make a carrot mark and add ____. Does that make sense? Ill give you 5 minutes for this exercise. Now boys and girls, let's discuss descriptive details and synonyms. Pull out your narratives drafts, and look for the blue marks and new words. Discuss with a new partner that you havent worked with yet the reasons you chose these synonyms. Please remember to stay on task, or I will have to end the activity early. SIOP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 26
2 min
5 min
5 min
Formative assessment: Learning Goal Students will know what an SOE chart is and how/why to use one. Students will know the edit/revision marks and how to use them. Students will know what descriptive words are, and how to use them. SIOP 29, 30
Success Criteria Students will share as a whole group and with their table partners.
Assessment Strategy I will listen to the students explanations. I will check for and correct understandings.
Modification/accommodations: (ELL, IEP, GATE, etc.) All students are doing this exercise together as a review of the major concepts from the lessons. Focus Lesson (I do it) Boys and girls, Lets discuss our SOE charts. Who can remind me what they are, and how to use them? *popsicle sticks Who can tell me why SOE charts are so important in writing? *popsicle sticks Now lets discuss edit and revision marks. I have the poster here on the board. Id like the three people in each row to discuss these marks together. Share how and when to use each one. Try to give examples for some of them like the carrot mark. Like; For example, if your sentence said this _____ I would maybe make a carrot mark and add ____. Does that make sense? Ill give you 5 minutes for this exercise.
Now boys and girls, let's discuss descriptive details and synonyms. Pull out your narratives drafts, and look for the blue marks and new words. Discuss with a new partner that you havent worked with yet the reasons you chose these synonyms. Please remember to stay on task, or I will have to end the activity early. SIOP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 26 Formative Assessment: Learning Goal Students will know what an SOE chart is and how/why to use one. Students will know the edit/revision marks and how to use them. Students will know what descriptive words are, and how to use them. SIOP 29, 30
Success Criteria Students will share as a whole group and with their table partners.
Assessment Strategy I will listen to the students explanations. I will check for and correct understandings.
Modification/accommodations: All students are doing this exercise together as a review of the major concepts from the lessons. Guided Instruction (We do it) Boys and girls, Lets discuss our SOE charts. Who can remind me what they are, and how to use them? *popsicle sticks Who can tell me why SOE charts are so important in writing? *popsicle sticks Now lets discuss edit and revision marks. I have the poster here on the board. Id like the three people in each row to discuss these marks together. Share how and when to use each one. Try to give examples for some of them like the carrot mark. Like; For example, if your sentence said this _____ I would maybe make a carrot mark and add ____. Does that make sense? Ill give you 5 minutes for this exercise. Now boys and girls, let's discuss descriptive details and synonyms. Pull out your narratives drafts, and look for the blue marks and new words. Discuss with a new partner that you havent worked with yet the reasons you chose these synonyms. Please remember to stay on task, or I will have to end the activity early. SIOP 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 26 Formative Assessment: Learning Goal Students will know what an SOE chart is and how/why to use one. Students will know the edit/revision marks and how to use them. Students will know what descriptive words are, and how to use them. SIOP 29, 30 Success Criteria Students will share as a whole group and with their table partners. Assessment Strategy I will listen to the students explanations. I will check for and correct understandings.
Modification/accommodations: All students are doing this exercise together as a review of the major concepts from the lessons. Collaborative/Cooperative (You do it together) That was an excellent review! I think you all have a firm understanding of the components of a narrative. Now you will work with the partner that I have assigned to you. You will proofread each others writing making editing marks and revision marks if needed. Remember to use your SOE charts, or your partners. Check for clarity in the SOE, and look for caps and puncs. SIOP 5, 6, 7, 8, 9, 10, 12, 13, 14, 16, 17, 18, 21, 22, 23, 24, 25, 26, 29 Formative Assessment: Learning Goal Students will proofread and edit each others writing. Success Criteria Students will work with their partner to make necessary changes to their writing. Assessment Strategy Students will rewrite their narratives and prepare for conference with me to begin publishing.
Modification/accommodations: Low students are in small group with me. All other students are grouped with people I know they work better with, but do not talk too much about other things. Independent (You do it alone) When youve finished with your peer conference, please add your name to my conferencing list, and I will call you one by one to conference with me. If everything is great, I will give you a publishing paper. If you are not ready to conference with me, please continue to peer conference tomorrow during writers workshop. Summative Assessment: Most students should now be ready to conference with me and prepare or begin to publish their narrative. Modification/accommodations: Higher kids may already be trying to publish, and most of those will complete publishing tomorrow. I will prepare another writing activity for them so they are not bored during writers workshop. Lower kids are still working with me in small group. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Review of vocabulary should be done throughout the lesson, as well as the content and vocabulary walk-aways. SIOP 27, 28
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
For this lesson, I need to have the edit poster ready. I also need to remember to pay attention to my lower kids!!
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? *Written on lesson plan. Typed for submission. This lesson went well. I am sure that most of the students understand the narrative components and structure. I am sure they understand how to use the SOE charts, how to use descriptive words in their writing, and how to use edit and revision marks to revise their own or peers writing. Hopefully all of this will show in their final draft of their narratives. I will be able to examine their drafts, as well as their published piece for evidence of understanding of these concepts. I feel that most of this lesson was effective. The students were on task, and worked well together in their arranged partner groups. Goals Continue to pay special attention to my low students so they are achieving their potential. I also am working toward giving my higher performing students extensions when they need them, and stretching their thinking. These students were prompted individually to add more dialogue to their narratives.
Standard IV: Analysis of Student Learning The unit I created for this second grade class for my student teacher work sample was based on the Treasures program for writing. I included one lesson for grammar because it correlated with their writing prompt which was a narrative. 4-Point Scoring Rubric
Writers Checklist My writing presents a story about a garden. The sequence of events in my story is clear, with a logical beginning, middle, and end. I used at least three descriptive details to make my story more interesting. My sentences are complete and end with the correct punctuation mark. I use pronouns correctly.
The table that follows shows the scores on a 4-point scoring rubric for a narrative-style writing these students had previously completed. The same 4-point rubric is used to score the narrative story the students wrote for my unit. Students were given the rubric/writers checklist during the introductory lesson to narratives. Students receive one point for each component in the checklist. (For the Pre-assessment, the first point is given not if their story was about a garden, but if it clearly told a story about Halloween, because that was the topic.) Halloween Narrative Pre-assessment 3 2 2 2 1 2 3 3 3 1 0 3 3 2 3 1 2 Garden Narrative Post-assessment 4 2 3 3 2 3 3 2 3 2 2 4 3 4 2 3 3
Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J Student K Student L Student M Student N Student O Student P Student Q
Student R Student S Student T Student U Student V Student W
3 3 2 1 3 3
3 4 3 3 3 4
The following table shows the break-down of three students scores of the Halloween narrative compared to the garden narrative. Again, the 4-point rubric was used, and this is a n explicit break-down of each component required for a point, and how each student scored on each component. Halloween Narrative Pre Assessment Student A Female Academic Range 4-Point Rubric Points Earned 1 1 1 0 Total 3/4 1 0 1 0 Total 2/4
High
Writing is about Halloween. SOE is clear with B, M, and E. 3 Descriptive details + Correct grammar
Student B Male
Mid/Basic
Student C Female
1 0 1 0 Total 2/4 The following table shows the scores the students received on their final garden narrative with the 4-point scoring rubric used to score their pre-assessment narrative on Halloween. Garden Narrative Post Assessment Student A Female Academic Range 4-Point Rubric Points Earned 1 1 1 1 Total 4/4
Low
High
Writing is a garden. SOE is clear with B, M, and E. 3 Descriptive details + Correct grammar
Student B Male
Mid/Basic
Writing is about a garden. SOE is clear with B, M, and E. 3 Descriptive details + Correct grammar
1 0 1 0 Total 2/4 1 1 1 0 Total 3/4
Student C Female
Low
Writing is about a garden. SOE is clear with B, M, and E. 3 Descriptive details + Correct grammar
The bar graph that follows compares the scores on the pre-assessment writing sample and the post-assessment writing sample of students A, B, and C.
4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 Student A Student B Sturdent C Halloween Narrative Garden Narrative
Student C was chosen to represent the low scoring-student within the TWS unit. It can clearly be seen by this graph that student C was actually the student who made the most significant progress and growth within the 4-point scoring rubric. Student A, who was chosen as the high student for this unit is not normally considered a high achiever in language arts. She did, however, have one of the strongest garden narratives in the class. Her handwriting was neat, she scored 4/4 on the rubric, and the length of her story was three pages. There was significant dialogue in the narrative, and her use of descriptive words was spot on. Student B was chosen to represent the mid student from the TWS unit. This students work on the garden narrative was much improved from the first narrative as well, however, his SOE with beginning, middle, and end was unclear, and he also had some grammatical errors that could not be overlooked. His writing was longer, and the handwriting was much neater. This student made great improvements but still remains around the mid-range for writing.
The pie charts below show the scores received on each assessment. Zero points awarded is in dark blue, one point is in red, two points is shown in green, three points is in purple, and last four points is shown in light blue.
Halloween Narrative
0 1 4 Zero points 11 One point Two points Three points Four points 7
Garden Narrative
00 5 5 Zero points One point Two points Three points Four points
12
After looking at this data it is clear to see that there were marked improvements in the scores of all students. There were 5 students who earned a total of four points out of four on the
second narrative, 12 who earned 3 out of points, and 5 that earned 2. There were no students who earned one or zero points on the post-assessment narrative. Throughout this unit, I used many different ways to assess the learning of the students. The formative assessments I used are as follows; various practice sheets were given throughout the grammar lessons (one of which is included in this TWS). Students were required to create an idea web, fill in an SOE (a sequence of events chart), and begin a first draft. The students were involved in many peer discussions on the all of the major concepts and components that involve narrative writing, as well as whole group discussions. Three of my lowest students who were males were pulled into a small group for more individualized instruction with myself, (data and more details in my lesson plans and reflections). The students also held peer conferences with more than one other peer, before coming to me for a final conference. After I was satisfied with their drafts, the students were able to begin their final publish of their piece. The published work was eventually used as their final summative assessment for the unit. The pre-assessment and post-assessment writing pieces; the Halloween narrative and garden narrative, were graded with a 4-point scoring rubric and this data is shown in the above charts and tables as disaggregated data.
6 5 4 3 2 1 0 Garden Narrative Halloween Narratvie
Student M
Student I
Student H
Student K
Student F
Student E
Student P
Student R
Student S
Student A
Student D
Student V
Student J
This final chart shows the scores in a linear fashion of students A-W. The blue line shows their scores on the pre-assessment; Halloween narrative. The red line shows their scores on the post-assessment; garden narrative. The students in this class were also taught a series of lessons within this unit on grammar. The grammar learned related directly to the narrative concepts being taught in the writing
Student W
Student N
Student Q
Student O
Student U
Student L
Student C
Student G
Student B
Student T
Student
lessons. The grammar I taught for this unit was mainly on the proper use of the pronouns I, me, we, and us. The work samples from the assessments given during the grammar lesson, as well at the narrative writing lesson on proofreading can be found in Appendix B.
Standard V: Reflection and Self-Evaluation
DM1- Diversity I was not really able to include much culturally responsive curricula or multicultural education in my TWS for this classroom. All of the students are American citizens with only one student born outside the USA (Taiwan, but raised in USA from infancy). There were times when I had the opportunity to read fables and folk tales from other cultures, but these were planned from Treasures, not by me. The best I felt I could do in the time I was able to squeeze anything extra into the days lessons, was to try to incorporate activities of particular interest to low achieving and low motivated students, which were also interesting to the other students. DM2- Effective Pedagogy There were many ways in which I used technology in my classroom to enhance the learning experience, support instruction and extend learning. For math, we use the MyMath program in this second grade classroom. Before I took over teaching the math lessons, my mentor teacher used a textbook displayed under the Elmo. I was fiddling around on the computer, and found out that ConnectEd had the MyMath program online. When I took over teaching the math lessons, I decided to use ConnectEd instead of the textbook. I would display the math lessons, and write the work on the whiteboard. ConnectEd also offered songs and videos to enhance the math lesson. The students loved this, and I could tell that they were becoming more engaged in each lesson. The most significant increase in scores I saw by doing this was that two of my lower performing students were actually completing more of their work in class. I also used YouTube and Google Images to my advantage to show the students videos and images as an enhancement for my science lessons. I showed the students videos about jellyfish during our ocean habitat science unit. I showed my students photos of various forests during our art/science unit and activity on forests. This was beneficial for the students because they were being given a real-life connection to the lesson; something they could physically see. During small reading groups, I assigned one of my higher performing groups to use the ChromeBooks for research on oil spills and their effect on the environment and animals as an extension to the book they had read on oil spills. The reports they began with just the book were strengthened with research online. The students were excited to share with me the new information they had gained from the online research. DM3 Subject Matter I feel that my confidence and subject matter knowledge in the area that I taught for my TWS was very high and strong. I have always been proficient in the language arts, and writing is my passion, especially creative writing. My unit was taught on language arts; narrative writing. I
have taken extra writing courses in college, and also a childrens literacy class specifically. I understand the mechanics and components of a successful, interesting, and well written story. I feel that I conveyed the important facets of a narrative story to my class, and the outcomes were wonderful pieces of work. DM 4- Environment Coming into this classroom, I could feel that the environment and climate was already a comforting, inviting, and safe one; for the most part. There are a few students who have shown great issues with self-management and behavior. The student that has had the most issues during my time in the classroom, is a female student who achieves quite high academically, but has poor social skills (female 1). This young girl has been sent to the office for physically (not badly) harming other students, displaying baby-like actions, and tantrum outbursts. There are many situations that I could discuss here, but I will choose one as an example to share. This female and another female student (female 2) are constantly arguing and these encounters usually end in tears. In an attempt to soothe these troubled waters, a third female student (female 3) attempted to befriend the other two females and act as a mediator. This actually ended in the first two girls (female 1 and 2) telling the mediator (female 3) something along these lines: You cant be friends with her, only with me! This girl (female 3) came to me very sad that it didnt work the way she thought it would. She explained that she had a better idea: I will be friends with her one day, and her on the next day, and keep both a secret! In an attempt to support but also protect this girls own feelings, I encouraged her to stand up for herself, and tell both girls that she could be friends with whomever she wanted. This is currently still an ongoing problem between all three girls. One of the ways in which I attempted to manage the behavioral issues of female 1; was to implement a star chart that was taped to her desk. This girls mom works quite a bit, and she seems to crave attention. For each assignment that she successfully completed throughout the day without any outbursts, baby-talk, wandering in the room, and keeping her hands to herself, she would earn a star on her chart. At the end of the week, if she had earned 25 stars, I would hand-write a personal letter to her mother. This letter was meant only to tell the mom all of the good things that female 1 had accomplished during that week. I refrained from making any negative comments in the letter about academia or behavior concerning the student. This behavior plan has improved the students day immensely! She still has issues of course, but I have seen a marked improvement in her social life, social skills, and the day just runs more smoothly.
DM 5- Reflection The data from the assessments in this unit show me a marked improvement in the writing skills of these students. The 4-point rubric shows me that many students earned three or four points on their garden narrative where they had only earned maybe two or three on their Halloween narrative. But those are just technicalities. The garden narratives they produced within my unit were longer than their previous story, the students delved deeper into their imaginations, and there were much more descriptions used in their garden narrative. I could also see more use of pronouns than before in these stories. Not only did almost every student earn a better score on this narrative, but I could actually see, smell, and feel their garden. They are developing broader and deeper imaginations and they are becoming better writers. DM 6- Teaching Dispositions During this teaching experience, I feel I have not only grown as an educator, but as a person. I have begun to dress nice every day, whereas before I didnt take the time to care much about my professional appearance. I feel like a teacher and so I want to look like a teacher. I speak more slowly now than I used to, and I choose my words more carefully. I speak clearly, and ensure that I am getting my point across in a simple, yet effective manner. I have gained more knowledge in the past three months about such a wide range of things than ever before in my life. I feel empowered as a woman, an educator, and a person. I feel that the relationships I have made with my students and colleagues through this experience are going to follow me throughout my life. I will always remember the little smiles, the thank yous, the youre the best student-teacher EVERs! and the impact I know I have made on my students lives. I feel connected to my mentor and her teaching team. I feel that at any given time in the future, they would be willing to collaborate with me, and I will have lifelong friends in the teaching community.
Appendix A References August, D., Bear, D., Tinajero, J., Dole, J., Echevarria, J., Fisher, D., et al. (2011). Treasures, Unit 5. New York: Macmillan/McGraw-Hill.
Appendix B
4-point scoring rubric that was used to score pre and post assessments (narratives).
Writers Checklist My writing presents a story about a garden. The sequence of events in my story is clear, with a logical beginning, middle, and end. I used at least three descriptive details to make my story more interesting. My sentences are complete and end with the correct punctuation mark. I use pronouns correctly.
Sequence of events chart (SOE) that students used for their post narratives.
Sequence of Events Chart Topic_________________________ Setting_________________________ Characters________________________________________
Beginning
Middle
Detail-
Detail-
Detail-
Detail-
Detail-
End
Lesson 1 Support
Vocabulary:
Narrative, summarize, describe, dialogue

Review words:
setting, plot, characters
Content Walk-Away: I will know what a narrative is. I will brainstorm ideas, and develop a topic and characters for a narrative. Language Walk-Away: I will discuss what a narrative is. I will be able to brainstorm ideas for a narrative topic and characters verbally, and written.
Lesson 2 Support
Content Walk-Away: I will know how to create a sequence of events chart using an idea web.
Language Walk-Away: I will know and be able to use an idea web to create a sequence of events chart. I will understand the importance of sequence of events in my narrative writing.
Vocabulary: Narrative, sequence, event
Lesson 3 Support
Content Walk-Away: I will know how to create a sequence of events chart using an idea web. Language Walk-Away: I will know and be able to use an idea web to create a sequence of events chart. I will understand the importance of sequence of events in my narrative writing.
Vocabulary: Narrative, sequence, event
Lesson 4 Support
Content Walk-Away: I will know the pronouns I, me, we, and us, and how to use them in writing. Language Walk-Away: I will know the pronouns I, me, we, and us, and how to use them in writing.
Vocabulary: Narrative, pronouns, edit
Pronouns Practice (Lesson 4) i am going to the store with my mom.
My mom and I are planting a garden.
My brother told i that he likes apples.
The shop owner helped my mom and me.
If you give ______ a quarter, Ill pay you back.
I will clean my room when ______ get home.
They told _______ to take our seats.
When _______ sat down, the lights were turned off.
Yesterday, i went to the store with my mom. Us bought fruits, vegetables and bread. When us got home, my mom asked I to help put the food away. After me helped my mom with the groceries, I cleaned up my room. My brother came home from soccer, and told we that he had scored 3 goals! Us were so excited for him. When me turns 7, i want to play on a soccer team too!
Exit Slip for Pronouns
Yesterday, i went to the movies with my Dad. Us saw a great movie! When us got home, my mom asked I to clean my room. After me cleaned up my room, my sister came home from dance practice. She is a great dancer. When me turns 10, i want to take dance classes too! Yesterday, i went to the movies with my Dad. Us saw a great movie! When us got home, my mom asked I to clean my room. After me cleaned up my room, my sister came home from dance practice. She is a great dancer. When me turns 10, i want to take dance classes too! Yesterday, i went to the movies with my Dad. Us saw a great movie! When us got home, my mom asked I to clean my room. After me cleaned up my room, my sister came home from dance practice. She is a great dancer. When me turns 10, i want to take dance classes too! Yesterday, i went to the movies with my Dad. Us saw a great movie! When us got home, my mom asked I to clean my room. After me cleaned up my room, my sister came home from dance practice. She is a great dancer. When me turns 10, i want to take dance classes too!
Lesson 5 Support
Content Walk-Away: I will know how to use editing marks when proofreading another persons writing. I will know the difference between editing and revising.
Language Walk-Away: Content Walk-Away: I will know how to use editing marks when proofreading another persons writing. I will know the difference between editing and revising.
Vocabulary: Narrative, describe (description), dialogue, edit, revise
Lesson 6 Support
Content Walk-Away: I will know how to use descriptive words and details to make my narrative more interesting to the reader.
Language Walk-Away: I will know how to use descriptive words and details to make my narrative more interesting to the reader.
Vocabulary: Narrative, describe (descriptive, description), synonym
Lesson 7 Support
Content Walk-Away: I will know how to use an SOE chart in writing, I will know how to use editing and revision marks, and I will know how to add descriptive details to my narrative.
Language Walk-Away: I will know how to use an SOE chart in writing, I will know how to use editing and revision marks, and I will know how to add descriptive details to my narrative.
Vocabulary: Narrative, sequence, event, description, dialogue, edit, revise
Writers Checklist I used to keep track of progress.
Treasures Writing Transparencies 130-132 used for Proofreading lesson.
My own examples of using an idea web and SOE chart to draft a narrative.
This is the draft I modeled for the students on the board from my idea web and SOE chart.
Appendix C
Samples of students A, B, and C proofreading practice sheets and exit slip (Lesson 5).
Samples of students A, B, and C pronoun practice sheets used in the grammar lesson (Lesson 4).
Samples of students A, B, and C SOE charts. *Student A did not turn in an SOE chart.
Students A, B, and C pre-assessment writing samples (Halloween narrative).
Student A
Student B
Student C
Students A, B, and C post-assessment writing sample (garden narrative).
Student A garden narrative
Student B garden narrative
Student C garden narrative

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Krissy Yunker Writing Narrative, Grammar February 2014- April 2014 2nd grade Language Arts

Grade Level 2nd Grade Content Area

B. Utah State Core or Common Core Curriculum Standard

C. Enduring Understanding/Big Idea

D. Essential Questions/Guiding Questions

CONTEXTUAL FACTORS (classroom factors)

Narrative, describe, dialogue Review words: setting, plot, characters

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 1.5 min

ACTIVE LEARNING PLAN

SIOP 29, 30 Modification/accommodations: None are needed for this pair-share.

SIOP 27, 28, 29

REFLECTION AFTER LESSON

CONTEXTUAL FACTORS (classroom factors)

Narrative, sequence, event

TEACHER BACKGROUND INFORMATION:

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 1 min

ACTIVE LEARNING PLAN

SIOP 23, 24, 25, 26 throughout

CONTEXTUAL FACTORS (classroom factors)

Narrative, describe, dialogue Review words: sequence, events

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ACTIVE LEARNING PLAN

SIOP 23, 24, 25, 26 throughout

REFLECTION AFTER LESSON

Vocabulary: Narrative, pronouns, edit

TEACHER BACKGROUND INFORMATION:

pronouns I, me, we, and us.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ACTIVE LEARNING PLAN

CONTEXTUAL FACTORS (classroom factors)

focus on a topic and strengthen

Narrative, describe (description), dialogue, edit, revise

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

ACTIVE LEARNING PLAN

Success Criteria Students are randomly selected to answer.

Success Criteria Students will revise and edit the passage.

Assessment Strategy Students will revise and edit the passage.

Students will edit a passage together.

Students will work with a partner to edit another persons writing.

Students will show edit corrections.

SIOP 23, 24, 25, 26 throughout

CONTEXTUAL FACTORS (classroom factors)

Narrative, describe (descriptive, description), synonym

TEACHER BACKGROUND INFORMATION:

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Approx. Time 1 min

ACTIVE LEARNING PLAN

1 min 1.5 min

more descriptive details into a story. SIOP 29, 30

making the story more interesting with descriptive details.

making the story more interesting with descriptive details.

Any extra time

REFLECTION AFTER LESSON

CONTEXTUAL FACTORS (classroom factors)

Narrative, sequence, event, description, dialogue, edit, revise

Sequence of Events Chart Topic_____________ Setting_ Characters____________________________