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I. Objectives
How does this lesson connect to the unit plan? Interjections/short sentences are an important piece of the puzzle of narrative
writing. They help to engage the reader and convey emotion.
cognitiveR U Ap An E C*
R,U,Ap
U,An
U, C
physical
development
socioemotional
Common Core standards (or GLCEs if not available in Common Core) addressed: W.5.3.b: Use narrative techniques such as
dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
W.5.3.b: Use concrete words and phrases and sensory details to convey experiences and events precisely.
L.5.1.a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
*Note: ACS teachers have split up the 5th/6th grade standards. This unit is being taught using 5th grade standards per ACS language arts teachers request.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Outline assessment
activities
(applicable to this lesson)
-ask a variety of students to volunteer their own answers throughout the lesson
-ex: where do you see interjections in the story?
Formative (as learning):
-have students write their own stories and underlining the interjections/short sentences that they use.
This will be collected (along with the rest of the packet) by the teacher in order to track students
understanding.
Summative (of learning):
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
-Unit packet
-Interactive whiteboard
-green markers
-computer (for Silas)
-Youtube video of Schoolhouse Rocks Interjections (Media component)
Components
Motivation
(opening/
introduction/
engagement)
5 min
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2 min
Development
(the largest
component or
main body of
the lesson)
3 min
5 min
5 min
20
min
I taught this lesson on Tuesday, November 1. There were things that went well, and there were plenty of things
that needed tweaking. The nice thing about having two sixth grade LA classes is that if I didnt like how
something went I could alter it for the next class.
The first thing that I felt went really well was my connection to faith- WHY is it important for us to learn how
to tell stories effectively? The kids were really responsive to this- they answered So we can tell people about
Jesus right away. I went on to expand on that answer, explaining that we have the most wonderful story of love
and redemption to tell and we need to learn how to tell it well.
The second thing I felt went well was the variety of activities that were involved in the lesson. There was a
movie, underlining, discussion with neighbors, listening, writing, etc. The students were very engaged.
The third thing that went well was something I changed from the first class to the second class. During the first
class, after I read the roller coaster paragraph I had them open their eyes and then I explained the directions of
their short assignment. The students seemed to be a bit distracted during this time, so in the second class I had
them keep their eyes closed while I gave them directions for the short response assignment. They didnt lose
their focus and they stayed quiet during this time.
As for things that could use some work, technology proved to be a bit of an issue. I had some trouble getting
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the sound for the video to work, so we had to call the tech guy in to look at it. Fortunately this all happened
before school started, but in the future I think it would be best to double check these things a day or two before
rather than the morning of.
Another thing that I felt needed work was my timing. I really struggled to stay focused on my teaching as well
as the time that remained in the class period. We didnt get to finish everything in the second class, which was
frustrating, but the second class does tend to be quicker to understand things, so it wasnt a huge deal.
Finally, transitions. Going from warm up, to going out to lockers to get markers, to sitting still and listening-these transitions were all very difficult. The students had a hard time refocusing after getting up and talking,
and the transitions ended up wasting a lot of time. Next time I should try to have the least amount of transitions
possible.
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