WEEKLY BLOCK PLAN

Name: Samuel Bishop Dates: 2/13-2/16 Class Period or Subject: Writing

Topic: RACE; Realistic Grade Level: 4th Co-op initials with date:
Fiction Narratives
Monday Text Structure Comprehension test (reading), RACE TDA 4
when done. Full Plan already created.
Tuesday Creating RACE graphic organizer. No plan created for this. Was
a change from the original plan of beginning to answer TDA
questions, which has been nixed for now.
Wednesday I misunderstood what was to be done in writing for the day and
days upcoming. I thought that the reading plan was for both
reading and writing, so plan was not created ahead of time. I was
able to talk to my cooperating teacher this morning and was told
which pages of the basal to look at. It was simple to begin, but
was not planned out ahead of time.
Students began thinking about ideas for their realistic fiction
personal narratives.
PA Anchor/Standard or Standard - CC.1.4.4.M
Eligible Content Write narratives to develop real or imagined experiences or events.
E.C. N/A
Standard - CC.1.4.4.P
Organize an event sequence that unfolds naturally, using a variety of
transitional words and phrases to manage the sequence of events;
provide a conclusion that follows from the narrated experiences and
events.
Eligible Content - E04.C.1.3.1 Orient the reader by
establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally to support the
writer’s purpose.
Eligible Content - E04.C.1.3.2 Use narrative techniques such
as dialogue and description to develop experiences and events or to
show the responses of characters to situations.
Lesson Objectives The students will be able to plan out a realistic fiction narrative.
Sequence of activities Students have their journals out. I ask students “What is a
realistic fiction text? What is a narrative?” to which students
respond.
Using p. T51 in the Basal, I use the blue box of questions to
remind students about what a realistic fiction should include.
Using sequence words to tell events in the order that they
happen
Includes dialogue to develop the plot and characters
Gives sensory details to help readers see, hear, smell,
taste, and feel the characters’ experience
Move on to page T53. Explain what students will be doing
 Students will use the back of their journals to write about
some topic ideas based on times that they have felt nervous.
They are allowed to partner talk about these ideas as well. Let
them know that grammar, spelling, and punctuation does not
matter at the moment.
Review some of the ideas that students have thought about with
the class.
Differentiation I asked students explicitly about what things they have felt
nervous about before, allowing them to verbally state it before
writing it down (process)
Assessment Do students know that they are writing about realistic fiction
narrative?
Did students start writing down some of their experiences about
a time they felt nervous

Thursday Students plan out their realistic fiction narratives. Planned out
the night before.
Filling in the graphic organizer about where their setting
PA Anchor/Standard or Standard - CC.1.4.4.M
Eligible Content Write narratives to develop real or imagined experiences or events.
E.C. N/A
Standard - CC.1.4.4.P
Organize an event sequence that unfolds naturally, using a variety of
transitional words and phrases to manage the sequence of events;
provide a conclusion that follows from the narrated experiences and
events.
Eligible Content - E04.C.1.3.1 Orient the reader by
establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally to support the
writer’s purpose.
Lesson Objectives The students will be able to plan out a realistic fiction narrative.
Sequence of activities Review-What is realistic fiction text? Turn-talk
What is a narrative? Turn-talk
https://www.youtube.com/watch?v=HZuvk-leHgM
Watch video, and Hand out a graphic organizer
“This is something to help you organize your information that
you have thought of for your story. The more details you add,
the better. If you just want to do this in the back of your journal,
that is fine. But you should still have the same layout as shown
on the board
What you need to do now is look at
Characters: main, others that will be met? (Do not use your
own name for any characters in the story. This is from a third
person perspective) Students can turn and talk about characters
that they want to develop for their stories, receiving peer
feedback on them.
Setting Ask-what should be included in a setting? (time and
 location)
The beginning? How far before the problem occurred do you
want your text to begin? Turn and talk about this. (Explain each
of these steps individually, and have them talk about each
step. Remind them that they should write down wht they
talk about)
Discuss what you want your problem to be. Remember it has to
be something your character is nervous about.
Now, start thinking about three actions your character might do.
What do they see, feel, hear, smell, and how do they respond to
the environment? It must be something that you could watch
them do.
Differentiation Ask students multiple times about more specifics, such as how
they want their reader to feel when a character does something
to someone, or how their problem is going to affect the character
either positively or negatively, so that the students can then
write it down easier (process)
Allow students to write in their journals instead of using the
printed prompt. (product)
Assessment Continuous monitoring throughout the lesson and room by
circulating and asking students how they are doing.
Viewing student graphic organizers as they talk with each other
about characters they want to use, the setting of the story, etc.
Friday No School

Modification/Accommodation (Generalized across the week):

End of the week self-evaluation: