Teacher Education Program

Elementary Lesson Plan Template

Name: Laura Madrigal Date(s) of implementation:

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and
ELD standard. (TPE 3.1)
CCSS.ELA-LITERACY.W.5.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
● CCSS.ELA-LITERACY.W.5.3.A

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
● CCSS.ELA-LITERACY.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.
ELD Standards:
CCSS.ELA-LITERACY.SL.5.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Cross-Disciplinary Connection: (TPE 3.1, 3.3, 4.3) Incorporating Visual and Performing Arts: (TPE 1.7, 3.1, 3.3)
Social Studies: N/A
A
C

CA.5.6. United States History and Geography: Students

understand the course and consequences of the
American Revolution.

Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
Lesson 1: SWBAT understand the purpose of narrative writing and name the components of a narrative.
SWBAT use a story arc to start thinking about their first-person narrative and structure it with a beginning, middle, and end.
Lesson 2: SWBAT to fill out a graphic organizer to ensure that their narrative includes a beginning, middle, and end.
Lesson 3: SWBAT convert their notes from the graphic organizer into complete sentences
SWBAT write different story leads.

Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments,
learning experiences, IEPs)? (TPE 2.5, 3.2, 4.1, 4.2, 5.2, 5.7, 5.8)
Students have already produced an informational text in Spanish for the Colonial American period and then followed up with another
informational text in English on the American Revolution period. Students have built up a lot of background knowledge on this time
frame and have been exposed to perspectives other than the dominant narrative.

Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
-Students need to be able to write.
-Students need to have background context on the American Revolution Period.
 -Students need to have read the different perspectives of women, African Americans, fence-sitters, and loyalists during the American
Revolution period.
-Students need to be able to know what 1st person point of view means.

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5.2, 5)
-During the immersion portion of my lesson sequence students will be able to reflect on previous narrative assignments that they have
produced in the fall semester. This will help activate their schema
-Once students have activated their schema, they will help identify the key components of a narrative.
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
(TPE 1.5, 3.3, 3.4, 5.1)
-Students will produce a story arc and orally describe their story to their writing partner.
-Students will then fill in a graphic organizer to help them organize their narrative.
-Students will be able to produce a story lead after the story lead mini lesson.
-Students will be able to expand their notes from the graphic organizer into complete sentences to compose their first-person narrative.
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
-I will have informal assessment such as checking their writing notebooks at the end of each lesson, walk around during think pair
share, checking their graphic organizer.
-Students will also be able to check in with their writing partners during the whole writing process if they need extra support..
Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 1.5, 5.3)
-In the revision stage, students will have a checklist so that they can assess their own writing and make sure that they have included all
the components needed in this 1st person historical narrative.
-Students will also work with their writing partners and provide feedback to each other throughout the writing process.

Connections Engaging All Learners

· Connections to Students’ Lives - experiences, interests, · Range of Communication Strategies & Activity Modes (TPE 3.4,
development, and social emotional learning needs (TPE 1.1, 4.7):
2.1, 4.2): -Anchor Charts
(Maybe students are interested in -Writing partners
· Connections to Real Life Contexts (TPE 1.3) & Culturally -Nonverbal gestures:
Responsive Practices (TPE 4.1, 4.4):
● Thumbs up or down to agree or disagree
-Presenting the students with different choices on who to write ● Agree sign
their 1st person narrative about, really helps amplify the ● Students can raise their hand for any questions
marginalized groups during this time period.
-Modeling
-Students are not just presented with the dominant narrative.
-Think-pair-share
· Promoting Multiple Perspectives (TPE 1.5, 2.2):
-T will walk around during pair shares or independent work for any
-Students can decide from what perspective they would like to questions
write their narrative on:
-Location:
● Women during the American Revolution
● African Americans during the American Revolution ● -Carpet for mini lesson
● Loyalist ● -Tables for independent writing time
● Fence-sitters -During partner share, students get the autonomy to choose where
they would like to sit throughout the room

Accommodations, Modifications, and Other Strategies to Support a Wide Range of Learners (UDL, MTSS, etc.): How will you
differentiate content, process, and/or product? (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
-Students will have direct access to any of the anchor charts we produce together or premade.
-On our writer’s workshop wall, the anchor charts will be lined up in sequence of events from: immersion, choosing, drafting, and
developing. This will help students that are absent or working at a different pace, independently check what their next steps should be.
-Before any writing is done, students will use a story arch to orally draft out their story and share it with their writing partner.
-T will model writing sequence through the use of a guided text. (The guided text is a first-person historical narrative as well but set
during the California Rancho Period.)
-During mini lessons, students will participate in think-pair-share activities so that they can also implement and analyze the mentor text.
- Students will be provided a copy of the mentor text so that they can reference it throughout their writing process.
-Students will use a graphic organizer to further help them include a beginning, middle, and end in their narrative.
Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 3.6, 3.7, 3.8, 4.4, 4.8)
-The projector will be used to display T modeling.
Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
-Narrative writing/text
-first person
-dialogue
-ProblemàResolution
-Mentor text
-Guided text
-Text structure (beginning, middle, and end)
Approaches to Support English Language Learners & Standard English Learners (TPE 1.6, 3.5, 4.4):
-Students will all have access to the anchor chart so that they can reference throughout their writing sequence.
-Writing partners provided a lot of support and feedback during the writing process.
Name: Date(s) of implementation:
Instructional Learning Strategies to Support Student Learning:
How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify
learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build
metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.
DAY _1_ of _3_

Time Teacher Student Resources / Materials

*Begin at carpet*
T: “Writers we are going to transition into ● Projector
another writing unit. The type of writing ● Notebook
you will be doing is narrative writing. I
want you to take 30 seconds to think: Ss: 30 second think time
Does the word narrative sound familiar or
does it remind you of anything?”

T: “If you have an idea can you show me a Ss: Signal with a silent thumbs up that
silent thumbs up?” they have an idea to share.

T: “Okay, can I have someone share out Ss: What connections they made to the ● Narrative Anchor
loud?” word: narrative. Chart (Semi-premade)
● As students are sharing out
loud, T is annotating those
answers on the anchor chart
under the word Narrative to
include student responses.
T: “Great, so now that we have activated
Ss: Share that they wrote a personal
your schema and you all started to make narrative at the beginning of the school
connections to the word narrative, I want
year.
you to think back to the beginning of the
school year. Do you remember what type
of writing you had to do? It is very similar
to what we are talking about here.”

● Markers
T: “Yes! At the beginning of the school
year, you all wrote a story on something
you were an expert about. That is a type
of narrative called a personal narrative. So
that is another connection you can all
make to narrative. “

T: “Alright so now I want to go ahead and

define the purpose of a narrative: The
purpose of a narrative is to tell a story.
You describe an experience, an event, or
a sequence of events.”
T: “Here I want to stop and ask: When you Ss: Signal with a thumbs up if yes or
are telling a story, are you a reporter? Use thumbs down no.
a thumbs up for yes or down for no.”

T: “I see a lot of thumbs down. Right,

when you are writing a narrative story you
are describing and adding emotions not
just stating facts.

T: “So now I want to move on to this other Ss: Have think time and when they are
question: What do narratives need?” ready to share they can show with silent
T: Takes ~6 volunteers thumbs up
● As students are sharing Ss: Share different components of a
components of a narrative T narrative.
annotates those responses on
anchor chart.
● If students don’t share out
key components, then T
will ask if they are needed
for a narrative (ex.
Problem→ resolution,
beginning, middle, end,
setting, dialogue,
emotions, detail!
T: “To help us start thinking about our
narrative we will be using a story arc
again. On the left side of the story arc is
the beginning where you can include the
setting and introduce the character/s of
your narrative, then it leads to the middle
which is where you will include the
problem in your story, after that you would
come to the end of your story where you
will include a resolution. You might find
this story arc familiar and that is because it
is the same strategy you all used for your
personal narrative.”

T: “Okay friends, so now that we have

defined what a narrative is, I want to
introduce the type of writing you will be
working on. You are going to write a first
person narrative set during the American
Revolution. Frist person means that you
are recounting the story from the
perspective of that character. You will get
to choose a person during the American
Revolution. This is because you have
become experts on the topic after reading
different articles, writing an informational
text, and doing a readers theater based on
the American Revolution.

T: “Here are the choices you have:

● Women During the American
Revolution
 ● African Americans during the
American Revolution
● Loyalist
● Fence sitters Ss: Write down their choice on their sticky
note
T: “I will give you 2 minutes to decide and
go ahead and use the pink sticky note I
gave you to write down your choice.”
Ss: Turn and talk w/ writing partner
T: “Okay friends, I see that a lot of
students are ready so now I want you to
turn and talk with your writing partner.
Share who you have chosen and why you
have chosen that person.”
Ss: 4 students share out loud and explain
T: Has 4 students share out loud. their choice.

● Pink Sticky Notes

T: “I love to hear those explanations. Now
that you have all made a choice our next
step is to go back to the table and open
your writing notebook to the next blank
page.”
Ss: Return to tables
T: Continues lesson at computer desk to
display own notebook.
Ss: Set up their story arc in their writing
T: “Okay what I want you all to do is to notebook
draw a story arc and label it like mine.
Here is the beginning, middle (problem),
end (resolution). Give me a thumbs up
when you are finished.

T: “Now that we have set up our story arc

we want to think about the sequence of
our story and write quick notes. For ● Projector
example, my first-person narrative is ● Writing Notebook
based on the Rancho period and it is from
the perspective of Native American. At the
beginning, my character is going to be
taken to a strange place. So, my setting is
a strange place. The problem, hmmmm, it Ss: Start thinking about their story and
is that my character cannot leave. Now I write short notes on their story arc.
want you to take 10 minutes to start
thinking about your narrative and write
quick notes.

T: “Okay writer, you have worked so hard Ss: Turn to their writing partner and use
today. I want you to go ahead and turn to their story are to story tell their narrative.
your writing partners and take turns story
telling what you have so far.

T: Writers, thank you for sharing with your Ss: Leave their writing notebooks and
partner, we are going to stop here and sticky notes.
continue our first person narrative
tomorrow. Can everyone leave their sticky
 notes on their desk with their names so
that I can collect and your writing
notebooks so that I can see your story
arcs.

T: Dismisses students for lunch.

DAY _2_ of _3_

Time Teacher Student Resources / Materials

T: “Good morning writers, today I want to Ss: Work and stay at their desks.
begin by activating your schema. Think
about this question again: What does a
narrative need?”

T: “Remember we have some resources Ss: Have some think time then signal
that you can access on our writers wall in with a silent thumbs up if they have
the back.” something to share

T: “Okay can I have some people raise

their hand to share?”
Ss: Share out loud
"#$%&&'()(*+$(,*$-.//*0*&($)&+1*0+$
White board, marker
(,)($+(2-*&(+$+)34$56/$+(2-*&(+$
/'07*($+'8*$9*3$:'8;'&*&(+$"$1.<<$
)+9$)='2($(,'+*$:'8;'&*&(+4$>'0$
*?)8;<*#$@*7.&&.&7A$8.--<*A$*&-A$
;0'=<*8$B$0*+'<2(.'&A$-.)<'72*A$
*8'(.'&+A$-*().<+A$+*((.&7C

T: “Now that we have reviewed all of the

Graphic Organizer Copies
components of a narrative and they are
fresh in our minds this is a great way to
lead into our graphic organizer.”

T: “Everyone should have one of these

blue papers on their desk, please raise
your hand if you still need one.”
Ss: Reads the three titles. Projector to display graphic
T: “Alright so our graphic organizer has organizer
three different boxes. Can someone read Notebook with T story arc model
those for me? “
T: “Hmm beginning, middle, and end….
Where have I seen those words and in
that order? Oh, I know! My story arc.
T: Displays story arc and points at the
beginning, middle, and end.

T: “Alright so now that I have made that

connection to my story arc I’m going to
model how I would write down notes in my
graphic organizer using my story arc to
say my story out loud.”

T: *Thinks out loud*: Okay so at the

beginning of the story I am being taken
and I am walking in a strange place.
Oh okay I can write that note in this box
that says beginning:
● Setting: Strange place
Then I was asking questions because I
wanted to know where I was going but
then people were screaming at me. So I
can write:
● Dialogue: Asking questions,
people screaming.
After people screamed at me I remember
feeling very scared and just followed
directions so I can write:
● Emotions: feeling scared
Then I remember that we arrived at a
small house where I was to stay so I can
write:
● Small house

T: “So as you can see while I am saying

my story out loud I stop to write some
notes in my graphic organizer. These
notes will then help me construct the
paragraphs for my story.”

T: Now I want you to listen as I share the

middle of my story out loud.
T: Shares middle of the mentor text.

T: Okay friends now that you have heard

the middle of the story. What are some
notes that I can write here. Remember
what a narrative need in the middle of a
story?”

Ss: Share what notes should be written in

T: Chooses some student volunteers. If the middle of the graphic organizer.
students are missing some essential notes
than T will suggest them and get their
input.

T: “These are some great notes! And we

were able to make sure that there was a
clear problem, added some more
 dialogue, emotions and the story started to
lead to a possible resolution.”

T: “Because of time I will quickly share out

the end of my story and then I will write
some notes. I will have you show me with Ss: Non verbally engage in activity and
a thumbs up or thumbs down if you agree decide whether or not the T notes are
with the notes that I write.” acceptable.

T: “Okay writers, so now that you have

seen me model how to take the ideas from
my story arc and orally tell my story to
help me write the notes in my graphic
organizer it is your turn to do the same
with your stories.”

T: “Make sure you have your writing

notebooks open to your story are and start
filling in your graphic organizer. Make sure
that you also refer to this list we made on
the board so that you can remind yourself
what to include in your narrative.”

T: Puts timer for 20 min.

Ss: Start to fill in their graphic organizer.

T: Checks in with students, answers any
questions.
T: “Writer, you have been so hard at work!
Our writing workshop for the day has
come to an end but tomorrow we will start
drafting. Those of you who are not done
with the graphic organizers, can I have
you put it into your homework folder and
finish it at home please.”

T : Dismiss Ss for lunch.

DAY _3_ of _3_

Time Teacher Student Resources / Materials

T: “Writers, yesterday you all worked so Ss: Begin at the carpet

hard on your graphic organizers. Now that
you have your story written out, I want us
to focus on how to expand those notes
into complete sentences.”

T: “Here I have my graphic organizer and

today we are only focusing on the
beginning of our story. So I’m going to
reread my notes real quick to remember
what I wanted to add at the beginning.”

T: Reads the notes out loud.

T: “Hmm okay so first I have:
● Place: a strange land
T: “ Let me think, how can I make this into Chart paper w/ mentor text
a complete sentence…… Oh what if I written out but only displaying
write: one sentence at a time as T
● We arrived to this strange land models expanding notes into
in the afternoon and I didnt know sentences.
what to think.
T: Reveal the first sentence of the chart
with the written sentence.

T: “Friends, does this sentence work. Ss: Show a thumbs up for yes, thumbs
Have I included my note: strange land and down for no.
expanded it into a complete sentence?
Show me with a thumbs up for yes or
thumbs down for no.”
Full mentor text:
T: “Oh I see a lot of thumbs up. Great so
now that we have all decided that I have
included this note from my graphic
organizer I am going to cross it off.”

T: Models how she refers back to the

graphic organizer and crosses off the note
that was used.

T: “Okay lets move on to my next note:

● Dialogue: asking questions
T: “Alright let me think again. What
question was I asking? I think it was:
● “Why are we here?” I asked the
people behind us.
T: “What do we think? Does that work for
my dialogue notes? Ss: Show a thumbs up for yes, thumbs
down for no.
T: “Okay, so again, I am going to go back Marker
to my graphic organizer and cross out this
note. Let’s look at the next one:
● People were yelling

T: “Oh I remember the people were

responding and yelling back at me.”
T: Reveals the next sentence: “Keep
going!” A man yelled.

T: “Does this sentence include my note of

people yelling back?”
Ss: Show a thumbs up for yes, thumbs
T: “Alright, we are getting close to down for no.
including all the notes from our graphic
organizer. The next note is
 ● Emotions: feeling scared

T: “Okay let me think…. I want to write:

● Scared, I followed the direction
they were telling us. “What are
they going to do to us?” I asked.
“FOLLOW AND DON’T ASK
QUESTIONS” the scared and
nervous man shouted. I said
nothing and felt like I wanted to
cry.
T: “ I added my notes my showing some
emotions but I also added a little more
dialogue, some more questions and
yelling back. I can cross out my emotion
note. We are now at our last note:
● Small house

T: “Oh right! I end up at a small house

where I will stay:
● When we arrived to a small
house that barely had any space
for me. The man said, “Here is
where you will stay.” He pushed
me inside the house and didn’t
know what to do so I sat alone.
T: “As you can see I include my note but I
also add some more detail so that my
reader can really visualize what is
happening.”

T: Crosses off the last note

T: “Okay so now, have we included all of T Graphic Organizer w/ all notes

my notes from the beginning of the from the beginning box crossed
graphic organizer?” out:
Ss: Show with a thumbs up for yes,
show with a thumbs down for no.
T: “Yes, we have included all of our notes
and we know that because they are all
crossed out. When it’s your turn to start
drafting, I want you to do the same. Make
sure that as you expand your note into a
complete sentence with details you go
back to your graphic organizer and cross
off that note.”

T: “So now that I have modeled and we

worked together to expand my notes I
want to also show you the different ways
you can begin your story. These are called
story leads.

T: Pulls out story lead anchor chart.

T: “Can I have Rachel read what a story
lead is please?”

T: “So a story lead helps the writer hook Ss: Rachel reads the definition of a story
the reader in to want to read more. Here lead.
are some ways different ways you can
write a story lead:
Begin with a:
● Question
● Action
● Problem
● Setting
● Dialogue
● Sound

T: “ I want you to silently read the first

sentence of my story that we just started
and think about what type of story lead I
used?”
Ss: Get some think time.
T: “Once you have an answer please
show me with a silent thumbs up.”

T: Call on student to volunteer answer Ss: Those who are ready to share show a
(If students do not chose setting ask them silent thumbs up.
to refer back to the first note in my graphic
organizer:
Ss: Answers setting
● Setting: A strange place

T: My story began by telling the reader

where it was taking place, the setting. I
have two other friend who are going to
read out loud two different leads that I
have written for the same story. As you
Ss: Hazel reads out loud the story lead
listen start thinking what type of lead is
example.
being used. Hazel can you read your
example?”

T: “Alright friend take some time to think

about what type of lead was used in this
example.”
T: “Now I want you to go ahead and turn
and talk with your writing partner. Share
what lead you think was used and why.” Ss: Have some think time

T: “Friends, I heard some great

conversations can I have someone share Ss: Turn and talk w/ writing partners
what type of lead they think it is and why?”

T: Chooses 2 students to share out loud.

T: “Great so this lead begins with some

great dialogue and leaves the reader
wondering what is happening. Now we
have a different lead that will be read by
Emma. Go ahead Emma.”
T: “Again I want you to take some time to
think……Okay now turn and talk with your
writing partner. What type of lead did you
hear this time?”
Ss: 2 students share their response and
reasoning. Story lead premade anchor
chart
Ss: Emma reads out loud another
example of a story lead.

T: “Friends can I have someone share out

what type of lead they think is used?” Ss: Turn and talk

T: Chooses 3 students, this lead is a little

tricky because it included multiple leads
being used at once.
2 Story Lead Examples:
T: “Writers now you have listened to three
different ways to begin a story. I will leave
our story lead chart up here with the two Ss: 3 students share their responses and
example leads so that you can reference reasoning.
them as you write the beginning of your
story.”

T: “Remember to use your graphic

organizer to read your notes and then
expand them into complete sentences.
And choose one of these types of leads to
begin your story.”

T: “Are there any questions you might

Story lead anchor chart w/ the 2
have?”
examples.

T: Answers questions and then has

students go back to their seats to begin
writing.

T: While students are writing, T is

answering any more questions and
Ss: After asking their questions, students
checking in with those students that still
return to their seats to begin writing their
need to finish their graphic organizer.
story.

T: “Friends our writing workshop has come

to an end today. You were all working so
hard on your stories. They are starting off
great. Tomorrow we will move on to
writing the middle of your story. Please put
your writing notebooks away and let’s get
ready for lunch.”

T: Dismisses students for lunch