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Idan Bismanovsky

TLS 322
TLS 322 Lesson Plan
Title: Scary Stories
Subject/Grade Level/ Date(s): ELA/Writing 4th grade

11/9/2015

Time Requirements: 45 50 minutes


Materials List: Pencil, Writers notebook, Dictionaries, Ban Boring Words
Type of Lesson: Whole group to Individual
Connection to Standards:
CC/ AZCCRS:
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences. (4.W.3)
A. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize
an event sequence that unfolds naturally
B. Use dialogue and description to develop experiences and events or show the responses of
characters to situations.
C. Use a variety of transitional words and phrases to manage the sequence of events.
D. Use concrete words and phrases and sensory details to convey experiences and events precisely
E. Provide a conclusion that follows from the narrated experiences or events.
ELP:
Standard 1: The student will express his or her thinking and ideas in a variety of writing genres (Narrative).
HI-1: writing one or more narrative paragraphs based on imagined or real events that includes characters,
setting, sensory details, appropriate word choice and logical sequencing to develop the plot using
transitional words and varied sentence structure.

Instructional Objective:
Students will be able to write a personal narrative by recalling past experiences.

Idan Bismanovsky
TLS 322
Active Instructional Plan: How will you teach your lesson step by step? What will you expect the
students to be doing? What will you/the teacher be doing? Consider including each of the following
within your instructional plan:

Anticipatory Set: To hook my students attention prior to beginning our activity, I will ask for them to
all take a minute and recall a scary experience, or an experience that they could not explain. While
they are taking time to recall any experiences they have had, I will share with them an experience
of mine that scared me and I could not explain. By sharing my personal experience, students will
formulate more ideas for their stories and be able to ask me questions.
Questions: Through out my lesson, I will ask students about their experiences and why they chose
to write about that specific event. By asking these questions, I am hoping to receive detailed
explanations that will be able to be translated on to their papers. If students cannot recall any
experiences that have happened to them, they will be allowed to create an experience.
Modeling: To demonstrate what is expected from my students, I will follow the I do, We do, You do
method. I will begin by sharing my personal experience with my class; this will be the I do portion of
the lesson providing students ideas and concepts for their own story. For the We do, I will work with
my students to help me translate my story on to paper in written form. During this process, I will ask
students for sentence starters, proper writing formats, and punctuation. Once we have created an
introduction for my story, students will move on to the You do aspect of the lesson and begin writing
their own narrative.
Guided Practice: As mentioned above, the guided practice will take place during the We do
portion of the lesson. During the guided practice, I will work with students putting together an
effective, and appropriate introduction to the scary experience I have shared. In this time, students
will be able to ask questions related to our activity. The goal for the guided practice is for students
to use words from their dictionaries and Ban Boring Words book.
Independent Practice: During this time, students will be working individually writing their personal
narratives. While writing their narratives, students will be using their dictionaries and Ban Boring
Words book to make their stories more detailed and interesting. Students are not expected, and
should not, finish their stories today but should have an introduction to their story. (These stories
will be posted in the hallway outside of our classroom when all our finished)
Closure: To wrap up the lesson for the day, I will allow for a few students to share what they have
written on their papers and then follow up with a conclusion of my own. Once students are done
sharing, they will put their papers in their desks and finish their story at home. The final closure to
this lesson will be putting the stories in the hallway for all the see.

Assessment/Evaluation: To assess this lesson, I will be walking around during the students individual
writing time to ensure everyone is on task and using the proper materials and tools. When students finish a
writing assignment, they know they must share it with the teacher before they can be fully done and turn it
in. This has been classroom procedure from day one and I will continue to use it; so when students finish
their paragraph, they will share it with myself or Mr. Sanchez before moving on.
Modifications/Differentiation: Some modifications that can be used in this activity are extra time for
students and work banks with descriptive words. Because this is a writing assignment, I need to allow my
ELL students more time to complete their work. I will also provide a word bank for any students who have
trouble formulating or using descriptive words.