Teacher Candidate: Danielle Dunas Date: May 10, 2012 Lesson Plan Template: You may not use

every box every day during field experience Unit Title: Narrative Writing Subject: English Grade Level: 2nd

Essential Question(s): What is a narrative and how can I write one?

Lesson Title/Number Common Core, State Standards, and/or Performance Indicators Writing Standard # 3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Only include what will be assessed.

Lesson Objectives
(Blooms Taxonomy)

1. Students will be able to 1) Propose ideas for their narratives by brainstorming events of importance from their life. 2) Create a first draft of their narrative from one life event of their choosing. 3) Revise and edit their first drafts for grammar, spelling, and mechanical eras, as well as peer edit a classmates narrative. 4) Assemble a final draft.

Must be numbered.

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

1.Evidence that students have achieved objective # 1 1) Students will fill out planning map. (Attached) 2) Students will hand in first draft of paper. 3) Students will correct their own papers and then peer edit using different colored pencils. 4) Students will hand in a hand-written final copy of their narrative.

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*The teacher willThe students will (chronological) Day 1 I. a) Teacher will write on the board (visual): Describe an important event that has happened to you in your life. (Bell Ringer) b) In their journals students will write down an event of importance to them. II. a) Teacher will explain that each student is going to be writing their own story called a narrative. Teacher will explain and define what a narrative is and give an example from her own life of what she would write about. (auditory) b) *** (CFU- content) Teacher will ask a few students to describe what a narrative is in their own words. c) Teacher will provide hand out (visual) to the students entitled, When Writing Narratives in order for students to see what the writing process for narratives will entail as well as to identify what I will expect out of them at the end of this lesson. III. a) Teacher will use smart board to brainstorm with class about important events that they may want to write about. (visual) b) Students can offer suggestions by raising their hand and talking about the event they chose to write about in their bell ringer or any significant event they can think of and teacher will write down their ideas in the front of the classroom. (visual & auditory) IV. a) Teacher will provide the students with hand out of a planning map (visual) and explain how they are going to use it to pre-write their narratives. Teacher will also state it is a good way to get all their ideas out and use it as a tool to organize their writing. *** (CFU-directions) Teacher will ask one of the students to repeat the purpose of the planning map. b) Student will choose a topic either from the board or from their journal and fill out the diagram. V. Closure a) The teacher will bring the class back to attention in the front of the room and instruct the planning map be completed by the next day. b) Students will ask questions if anything is unclear. Day 2 I. a) ***(CFU-content and directions) Teacher will review what a narrative is with students and ask them to take out their finished pre-writing map from the day before. II. a) Teacher will explain the next step of the writing process: a first draft. She will tell the students everything that needs to be included in the draft: beginning, middle, and end. (auditory) Teacher will explain that it does not need to be perfect, but students should use the ideas they worked on from the day before. b) Teacher will introduce what temporal words are and how the students can use them in their writing. *** (CFU-directions) Teacher will ask student to repeat what she wants each of

Label: Bell Ringer

Also may be called: set induction, anticipatory set, introduction/review

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)

Ex. (CFU directions)

them to do. She will also ask the students to explain how temporal words are. c) Students will have an extended amount of time to work on their drafts. III. Closure a) Teacher will bring the class back together and request the students to finish their first drafts, if they have not already done so. b) Students will ask questions. Day 3 I. a) Teacher will check to make sure everyone has their first draft done and guide the students through the revising/editing process. b) *** (CFU-routine of editing) However, first to review grammar as well as spelling and to go over the proper way to edit a paper, the teacher will put a document up on the smart board. As a class, they will correct the paper together making sure proper English is used. (visual & auditory) This will remind everyone how to edit their papers. c) Students will go to their own paper and make the appropriate corrections using a colored pencil of their choosing. (In this way I will be able to see the specific corrections they made to their writing). d) Students will swap papers and peer edit each others narrative using a different colored pencil than the one that the previous student chose. (In this way I will be able to clearly recognize the edits that student made on their peers paper). II. Closure a) Teacher will get the attention of the class and ask the students to bring paper for tomorrows class as they will be copying their final draft. b) Students have time to ask questions if anything is unclear.

Day 4 I. a) Teacher will instruct all students to copy their final draft onto a piece of new paper. They will be reminded to use their best handwriting and to take their time. *** (CFU-directions) Teacher will ask one of the students to repeat what she wants them to do next. b) Students will complete their final draft and hand it in to teacher along with their planning map and first edited draft. II. Closure a) At the end of the day, the students will have time to read their narratives out loud if they choose to do so.

Assessment/Evaluation Day 1 Formative Assessment Bell ringer- The purpose of this is to get students thinking about events in their life and come up with their own ideas before the discussion is opened up to the entire Label: formative or summative class. and describe purpose Planning Map- The purpose of this is to get students to see all the parts that need to

be included in their narrative. In this way they will not be missing any pertinent information and it will get them to organize their actions, thoughts, and feelings while at the same time, use temporal words. Day 2- Assessment First Draft- The purpose of this is for students to prepare themselves for the final draft by including the necessary events and details to make their narrative complete. This will organize their ideas in a coherent manner. Day 3 Assessment Editing- The purpose of this is for students to auto-correct their mistakes from the day before. They need to do this in two ways. The first is through checking to make sure they included all required parts that narrative writing entails. The second is to make sure they went through their paper to correct spelling, grammar, and mechanic mistakes. Peer editing- Allows for another classmate to work on his/her proof reading skills by reading a friends paper. Day 4 Assessment Final Draft- The purpose of this is for students to see what a complete piece of their writing looks like. Also checks that the students understand what a narrative is and how they can recount events from their life using detail and temporal words. End of day. Closure Day 1- The teacher will bring the class back together and students will be asked to have their planning map completed for the following day. Day 2- The students will be asked to complete their first draft for the following day. Day 3- The students will be asked to bring paper and have their pencils ready in order to create their final draft of the paper. Day 4- If students want, the teacher will allow them to read their final narrative copy to the entire class.

Accommodations and/or Interactions with Support Staff

Resources/Materials

Journal When Writing Narratives (handout) Smart board Planning map (handout) Different colored pencils Paper for Final Draft

Time Required

A block of time each day during the four day period (an estimated 40-45 minutes).

Reflection: This is the first lesson plan I have ever written out fully. At first, I was extremely nervous to start, but once I began my ideas began to flow and I realized this is something that I am definitely capable of doing. I discovered that it is just a matter of planning what you want the students to learn from your lesson and what you want them to accomplish. As long as you keep your objectives and end goals in mind, you can plan the rest of your lesson around that material. In the future, I look forward to incorporating even more types of learning styles into my lessons, in order to reach a wide array of learners, as well as coming up with creative ways to engage my students. I believe the students would enjoy doing this specific lesson because they get to choose a significant event from their life and express it in writing. Children love to talk about and share what happens to them from day to day and what better way to hear what they have to say then through writing!