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Week 5 Your name: Tiffany Wilson Cooperating Teacher: Mrs.


School: Lincoln Grade:

#ate$Time: :%&' (:&& )cto!er * (& %

Su!"ect: Writing

Lesson title$Topic: +nternali,ing Story Shapes Lesson num!er: -nit (* Mini Lesson . STANDARDS/BENCHMARKS/GLCE addressed in this lesson: • CCSS./L0'Literacy.W. .% Write narratives in 1hich they recount t1o or more appropriately se2uenced events* include some details regarding 1hat happened* use temporal 1ords to signal event order* and provide some sense of closure. CCSS./L0'Literacy.W. .3 With guidance and support from adults* focus on a topic* respond to 2uestions and suggestions from peers* and add details to strengthen 1riting as needed. STUDENT LEARNING OBJECTIVES/OUTCOMES Through these learning activities, the learner will demonstrate the ability to: • 4etell a story across their fingers

5lanning their story in their head !efore 1riting it on paper

INSTRUCTIONAL ACTIVITIES: Time: :%& Intr !"#ti n En$%$ement: 6+ can tell that you are starting to see stories every1here7 + thin8 a!out small moments all the time and thin8* hey* + can 1rite a!out that7 Today +9m going to sho1 you a 1ay 1riters catch story ideas.: In&tr"#ti n%' %#ti(itie& )in#'"!in$ *#+e#kin$ , r "n!er&t%n!in$- %#ti(itie&. m !e'in$. $"i!e! /r%#ti#e. in!e/en!ent /r%#ti#e0 6When you reali,e something that happens could ma8e a story* you can catch the idea li8e this ;act out catching story and putting it in poc8et<. Writers do that. We find stories every1here in our lives and hold onto them ;act out catching again< until 1e can 1rite them do1n. Then later you can reach into your poc8et and ta8e out a story and no1 you have a story helper to help you 1rite your story7 Watch ho1 + tell a story across my fingers.: + 1ill demo this holding up one finger for each part of my story. When + have three fingers up* + 1ill say* 6+ !etter start finishing up my story* +

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only have t1o fingers left. #id you see ho1 + told one part of my story on each finger=: 6>o1 + 1ant you to catch a small moment in your minds and in your hand. Thin8 of 1hat you are 1riting a!out. >o1 turn to your partner and try to tell your moment across your fingers. 4emem!er that 1hen you only have t1o fingers left you should start finishing your story.: + 1ill allo1 one student to model this for the class. Inter!i&#i/'in%r1 %//r %#+e&: 0ccommodations for differentiated instruction for: 4esource students: + 1ill provide e?tra help for these students and they 1ill also !e 1or8ing closely 1ith their aid. A&&e&&ment E(%'"%ti n: The students demonstrate their a!ility to perform these tas8s through 2uestioning* participation* and effectiveness in using the techni2ue in their 1riting of a small moment. C n#'"&i n/#' &"re 64emem!er if you are 1riting a ne1 story today* try planning this story across your five fingers and see if this helps you ma8e sure you have a !eginning* middle and end.: A&&i$nment/, '' 2 "/ • E3ten&i n This is another narrative piece that they have !een adding to their 1riting folders and may !e one they choose to edit later on. LIST , MATERIALS %n! CLASSROOM SET U4 nee!&: • Writing page$pencil • Writing folders