You are on page 1of 2


If There Was a Tornado…

Kateri Spencer EDU 300

English Language Arts Lesson Plan Utilizing 6E Model
Ohio State Standards
Grade 3
Licensure Area: Early Childhood Education and Special Intervention
Date: May 7, 2016
Topic and Social Studies Standard: Tornadoes: Daily life is influenced by the agriculture,
industry and natural resources in different communities.
1. Objectives:
 The student will be able to formulate a short narrative in correct sequence.
 The student will create their own visuals.
 The student will have a better understanding of adjective use.
2. Context Standard:
Language Arts Standard 3 Grade 3: Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and clear
event sequences.
3. Motivation:
Students will be given a short description of a tornado occurrence in Mayflower,
Arkansas and be asked what they would do to prepare the day before the
tornado. [Engagement]
4. Instructional Materials:
 Story of the tornado survivors in Mayflower, Arkansas
 White paper separated into six sections
 Blank white paper for “book” pages
 Construction paper
 Markers
 Pencils
 Stapler
 Already completed example of narrative
5. Procedures:
 The teacher paraphrases the story of the tornado in Mayflower, Arkansas.
 The students are given the prompt “what would I do to prepare for the tornado
if I knew it was coming?”. [Exploration]
 The teacher will lead class lecture on how to make the prompt into a narrative.
 The teacher will lead class discussion and lecture on adjectives to incorporate
into the narrative.

 Each student will be given a paper with six sections. Each section will have a
prompt to be answered in one sentence.
 The students will write one sentence in each section with a small sketch of their
sentence. [Elaboration]
 The students will use this as the building blocks of their narrative.
 If the students wish, they may print out pictures from a teacher prepared file of
tornadoes and other pictures to be incorporated into their narrative. They may
also read more about tornados on a child-safe site: [E-Learning]
 After they have filled in all four boxes and their narrative, they are given a little
“book” or pamphlet to write and draw a summary of their completed narrative
 When the books are finished, the students will share their stories with their
6. Classroom Discussion:
Before we begin lesson we talk about adjectives that could be used in our
tornado stories. In order to begin the narrative these questions are asked: What
steps would you take and why? Why is what you choose to do important? What
course of actions did your peers take? [Explanation]
7. Academic Vocabulary:
 Subject, Verb, Adjectives, Punctuation, Narrative, Visual, Introduction,
Conclusion, Tornado, Weather
8. Assessment:
Students will read each others' narratives and see each others' summary books
and point out adjectives and descriptive words and ideas. Teacher will evaluate
books on creativity and use of adjectives. [Evaluation]
Value Added:
 Resources to support the discussion and narrative writing can be found in
appendix: vocabulary list; assessment rubric; narrative checklist
 Universal Design Model:
 Students that struggle with the physical ability of writing can be given
low-tech handwriting adaptations such as pencil grips that promote
correct writing form.
 Students that are hearing impaired can be given a copy of the Mayflower
tornado story with the key words highlighted.
 Students struggling with ADHD can be given simplified directions and
clear goals to begin their narrative.