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11/12,13,14/14
Subject/Grade Level:
Description of Lesson:
Over a weeks time students will produce a piece of narrative writing that meets
grade level writing expectations. Each day they will complete a specific portion of
the writing process.
Lesson Objective(s):
Assessment(s) of the
Objectives:
Materials/Resources:
Students will need to use their writing folders during these lessons. A narrative
writing graphic organizer will be provided to them during the first day. Technology
will be used during the first day of instruction to present the concept of narrative
writing to the class. This will be done through the use of the smartboard/ DOT cam.
The students will not need to use technology during the lessons, the visual
representations used should allow the student plenty of reference for the writing
process.
To start off the lesson I will introduce the students to narrative writing
through a PowerPoint, as well as introduce them to a narrative writing
graphic organizer.
I will go over specific instruction on forming an introduction, body, and
conclusion. Then I will explain the writing process of brainstorming,
drafting, revising, editing, and then publishing.
After the writing overview I will explain to the class that they will
produce a piece of narrative writing that will be on the topic of things
we do in the fall.
I will then move into my writers workshop lesson.
(Begin Mini-lesson)
Connections Students will be given prior knowledge about fall traditions through
my personal stories and experiences. Some traditions that I will
discuss are leaf piles, Thanksgiving dinner, and Christmas tree
shopping.
I will then link the connection to what students will be doing during the
teach portion. These types of traditions bring up emotional moments
that are from both my childhood and adult life.
Teach So today writers I want to teach you one way that writers collect small
moments by thinking about strong emotions. I want everyone to have
in mind emotions that we have felt during the fall season.
First we ask when we have felt the emotion? Then, we list a few small
moments that fit with that emotion. Finally, we choose one moment
and write a story about it.
Thinking out loud I will demonstrate this for the students using an
emotion from my prior discussion, and then giving an example of that
emotion.
Active Engagement Now it is your turn to try it out. I have placed on your desk three
index cards for three separate emotions. Make sure to use these as
you choose your emotions. First, choose an emotion, write it down, and
underline it. Then, think of a time during the fall that you felt that
feeling and write it down. You will do this for each index card until you
have completed all three.
After you have finished you will share your index cards with a partner.
Partner A goes first, and partner B goes second (these will be preassigned). Then decide which emotion and event you would like to use
as your Problem or Big Idea.
Link This emotion/event will be used throughout your three body
paragraphs during your writing.(End of Lesson)
They will begin the first step of the writing process by completing their
narrative writing organizer. After the students complete the
brainstorming step, I will conference with them individually to allow
them to move on to the next step.
Students can begin drafting when the organizer is complete and
approved through conferencing.(This will be the end of Day 1)
Day 2:
Day 3:
On the final day of the lesson students should all be approved for the
drafting stage.
On this day conferencing will take place for the majority of time.
A brief overview of the drafting process will be reviewed with the
students.
Students will turn in their final drafts for the post-assessment.
Activity Analysis:
1. Writing Overview- students will need to review writing structures and process
before the lesson. This is also a great way to go over the expectations of
writing.
2. Writers Workshop- this activity will allow students to organize their ideas for
their body paragraphs.