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Narrative Lesson

Narrative Lesson

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Published by whuduppmaggiie

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Published by: whuduppmaggiie on Nov 18, 2012
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12/04/2012

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Teacher Candidate:
Maggie Monaco
Date:
5/9/12
Unit Title
: Narratives
Subject:
English
Grade Level:
3rd
Essential Question(s):
How can students write a narrative in a different perspective?
 Lesson Title/Number
 
Writing a Narrative with Perspective
Lesson Question (s)
If you, the student, were an ant, or a giraffe, how would you get around inyour third grade classroom? What challenges would you encounter?Would anything be easier with the major size change? How would youfeel with the change of environment?
State Standards andPerformanceIndicators
Grade 3:3Write narratives to develop real or imagined experiences or events usingeffective technique, descriptive details, and clear event sequences.
a.
Establish a situation and introduce a narrator and/or characters;organize an event sequence that unfolds naturally.
b.
Use dialogue and descriptions of actions, thoughts, and feelings todevelop experiences and events or show the response of characters tosituations.
c.
Use temporal words and phrases to signal event order.
d.
Provide a sense of closure.
Lesson Objectives(Bloom’s Taxonomy)--
 Knowledge
--Acceptable Evidence
*Could be collectedfor accountability/auditing purposes.1. Students will be able to prove they understand perspective.2. Students will be able to do so by writing in the perspective of an ant or giraffe and staying in character throughout the narrative.3. Students will be able to explain the conflicts the animal would have if they were present in their very own classroom, and share some possiblefeelings the animal could have as well.-----------------------------------------------------------------------------------1. Evidence that students have achieved objective # 1:Student will brainstorm in small groups on how the animals may feel if they entered a classroom, and what struggles they would encounter. All of 
 
their ideas and observations must be in the mindset of an ant or giraffe.2. Evidence that students have achieved objective # 2:Students will begin writing a rough draft of their own short storydepicting the adventures of an ant or giraffe in the classroom.3. Evidence that students have achieved objective # 3:The final draft of the students stories should reflect an understanding of writing in the perspective of another character, in this case the ant or giraffe. Different feelings and conflicts will be pointed out and explained.
Bell Ringer and PriorKnowledge Tap
This can be together or separate. Also may becalled: set induction,anticipatory set,introduction/review
 _________________ Procedure
Teacher input,development,instructionalmethod(s), modeling,guided practice,independent practice,and/or activities
UDL***Accommodationsfor learningmodalities arerequired.
Label…visual,auditory, andkinestheticTo check for formative assessment to prior knowledge of writing with aspecific perspective, teacher should write out one important question onsmall slips of paper and have student answer them individually. Thencollect the slips of paper and check for accurate understanding. Theteacher can then gather an understanding of where she should start andwhat areas she may need to concentrate on.
 ___________________________________________________ 
The teacher will read the story aloud to the class.
The teacher will immediately ask guided questions and lead thestudents to the right answer during and after the reading.
The students will listen to the story and actively participate in thefollowing question session by answering and asking newquestions.
Teacher will talk with students about how the charactersexperienced troubles matching up with partners and objects thatmatched their size.
Teacher will then introduce the concept of perspective.
Teacher will revisit the characters from the story and their struggles, but this time explain it revolving around the term perspective to help students make the connection. 
Guideline 1:
Provide options for perception; present information indifferent ways so that students with ranging learning styles can obtain the
 
* TechnologyIntegration
Include type and purposeinformation in the way that works best for them.(see accommodations below)
Visual: use smart board to create interactive learning with thechildren.
EX
: bring students on a virtual tour of how an ant or giraffe see the world from their perspective in their naturalenvironment.
Auditory: not only read the story,
To Big, Too Small, Just Right 
aloud to the students, but allow the students to read out loud withyou (echo reading), or in small groups together.
 Kinesthetic :
have students pretend to be an ant or giraffe in theclassroom
EX:
students could crawl around the classroom and stay as closeto the ground as possible to help them imagine what it would belike to be an ant, and how everything would appear to them in theclassroom.
Teacher will introduce the writing activity.
Teacher will do so by walking students through the activity basedon an example she has previously completed.
Teacher will then show two pictures of different animals, an antand a giraffe.
Students will brainstorm, together as a class, and discuss the sizeof the animals.
Teacher will then ask students to imagine that the animals were inthe classroom they were in.
Students would then offer ideas of how that animal would fit intothe classroom, or rather what challenges they think the animalswould have, also how the animal would feel in the classroom.
Students will then be instructed to write their own short storyabout either an ant or giraffe and what would happen during a dayif they entered the classroom.
Students will write from the perspective of the animal and tell astory about what objects would be too big or too small and whatchallenges the animal may have.
Ex:
Could the animal get throughthe doorway? Could the animal sit at a desk? Could the animalreach the board? How would the animal feel? Would anything beeasier for the animal to do, or more difficult?
Students will conference with the teacher to check for grammar errors and overall understanding.
Students will writing a final copy of their story and draw a picturereflecting their story to go along with it.

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