Design for Learning

Instructor: Aaron Conner Grade Level/Cooperating Teacher: 3

rd
Grade
Lesson Title: Time for a Story Date: April 17, 2014
Curriculum Area: Narrative Writing Estimated Time: 45 minutes


Standards Connection: AL 3
rd
English Language Arts (24) Write narratives to develop real or
imagined experiences or events using effective technique, descriptive details, and clear event
sequences.

Learning Objective(s): The students will create an original narrative when given a writing
prompt.

Learning Objective(s) stated in kid-friendly language: Class, I am going to give you a
prompt and you are going to write your own


Evaluation of Learning Objective(s): The students will complete a narrative that includes a
title, introduction, beginning, middle, end, and conclusion.

Engagement: The teacher will read a book to the class that is related to the prompt.
Good morning class! We are going to read a book today called Goldilocks and the Three
Dinosaurs. After we are done reading the story, we are going to talk about writing narrative
stories of our own.
The teacher will read the book to the class and will follow on with a review of the story
Alright class what was the title of the story? Goldilocks and the Three Dinosaurs. How would
you say the story was introduced? Yes we met the three dinosaurs and learned that one of them
was from Norway. Now what happened as the beginning of the story? Yes the dinosaurs made
their beds, made chocolate pudding, and positioned their chairs in a particular position. Then
what happened in the middle? Yes the dinosaurs leave the house and wait for a child to enter
their house so that they can eat them. We also met Goldilocks who was wondering through the
woods and came to the house of the dinosaurs and ate the pudding. She figured out it was a trap
and left. Finally, how did the end of the story go? Yes Goldilocks left and the dinosaurs did not
get to eat the girl like they wanted to. Now what was the conclusion like? Yes the author put two
morals of the story as his conclusion and they said If you find yourself in the wrong story, leave.
And for the dinosaurs he said to lock to door.

Learning Design:

I. Teaching: The teacher will describe the different parts that are included in the narratives:
Title, Introduction, Beginning of the Story, Middle Events, End of the Story, Conclusion.
How did you like the book class? I thought it was great too. Well just like the story we read, all
stories have a common format or way that they are set up. The first part is the title. The title
names the narrative and gives clues to what it might be about. The introduction is the part of the
story that presents the characters, setting, and starts off the plot. In the story, this is where we
are introduced to the dinosaurs who live at the massive house. The beginning of the story
includes the first details that develop the story and present a problem. This includes the part
where the dinosaurs make the pudding, set the chairs and beds up and leave hoping for a girl to
walk inside their trap house. The middle events describe the main events. This is where
Goldilocks finds the house and eats the pudding, looks at the bed and then realizes that she is not
in a bear house but a dinosaur house. The end of the story gives the final details and tells how
the conflict was resolved for the main characters. This is where Goldilocks escapes and the
dinosaurs come in to catch her but are late and miss getting her. The conclusion is the summary
of what happened. This can look like a moral of the story much like we read in the book or it can
be a continuation or call to a sequel. Now all of these elements are required for a complete
narrative.
The teacher will give the class a prompt and will work on an outline with the class on the
Promethean board.
Alright class, now I am going to give you a topic and we are going to work together to make a
skeleton of a story in our journals. I am going to write my idea on the board and we are going to
brain storm some thoughts that you have that go with the topic. So you all remember the topic
from last week right? Well we are going to work off of that for this activity. So the topic is: Why
was the space ship being launched into space?


II. Opportunity for Practice: The teacher will instruct the class to pull out their writing journals
and have them separate their page into sections.
Okay class now before we just start writing we need to brainstorm some ideas. So please take out
your writing journals and take out your pencils. So at the top of the first page please write your
name, topic, and under that write the word Brainstorming.
The teacher will be doing everything he is instructing the class to do on the Promethean board.
Alright now that our paper is set up, who can give me some examples or ideas that come to mind
when they read this topic. (Mars, Moon, 3000, aliens, zombies, rescue, space ranger, robots,
volcano, explosion, earth, dinosaurs, etc.) Awesome! These are such great ideas. Now I want you
to circle the ones that you like best and tear that sheet out. Great now on the next page, lets
head our paper with our name and the word Title. Now next to the word title I want you to think
of what you want your story to be called. My tory will be called The Great Rescue of 3019. When
choosing your title you want to make sure that it has enough about your story to fit with it but
that it is still short enough to be a title. Now lets write the word Intro. This is short for
introduction and this is where we are going to introduce our characters. So take a few minutes to
fill in some details about who your characters are. Great, now I want you to do the same for the
beginning, middle, end and conclusion of your story. I will be walking around and I will leave
my example on the board so that you can see how it is supposed to look.

III. Assessment: The students will be given thirty minutes to complete a rough draft of their
narrative on the Rocket Paper.
Alright class, now that we have worked together and talked a little bit about planning and
organizing our ideas, it is time to work on our rough draft. We are going to organize our
thoughts from our skeleton into a rough draft that will include your introduction, body, and
conclusion. Remember what comprises a story: characters, plot, setting, details, and an ending. I
will be walking around to help you stay on task. I suggest that you use what you have outlined in
your skeleton to help you develop your rough draft. Remember to use details and complete
sentences on your rough draft. I want the introduction to be 1-2 sentences, the beginning,
middle, and end to be 5-7sentences and the conclusion to be 1-2 sentences. You will have thirty
minutes to get a rough draft ready so lets get started and stay on task.


IV. Closure: The teacher will answer any questions regarding the papers and will inform the
class what they will do the next day.
Alright class the time is up. Please hand into me your papers. I will look them over tonight, make
corrections and give them back to you tomorrow. Tomorrow we are going to work on revision
and our final drafts. You all have come up with such great ideas and stories so far. I am excited
to see the final product tomorrow. Make sure that you all go home and think about extra details
that you can include in your story after you revise it. Have a great day!


Materials and Resources:
Goldilocks and the Three Dinosaurs by Mo Willems
Promethean Board
Rocket Paper
Graphic organizer
Journals
Pencils



Differentiation Strategies (including plans for individual learners):
Higher Students who need a challenge will be given additional details that must be included in
their story.
Lower Students who need additional support will work with the teacher in creating their own
rough draft.

Data Analysis: We worked on the stories for another day and they all turned out so well! The
students developed and made great story that met the length requirements and were very original.

Reflection: I think this was my favorite lesson because all of the students thoroughly enjoyed
writing and it went pretty much as I had planned it which is always a good thing. I definitely
have some new ideas for how to teach writing now and will try using more engagement next
time.






Samford University
Design for Learning