8/9/2019 4th Grade Writing

1/5

GradeLevel/ContentArea

4th Grade Writing

( 6 0 M INUTES)

Pre-

Planning

OBJECTIVE. CONNECTION TO BIG GOAL.SWBAT generate and organize supportingdetails of a personal narrative by usingthe prewriting strategies of brainstormingand using graphic organizers.

Generating and organizing supporting details is standard4.12.E2 and will help students score a 5 on the statewriting test, which is our big goal.

ASSESSMENT. KEY POINTS.

I will collect andevaluate the studentsindependent practice (agraphic organizer withdetails listed).

A personal narrative tells a story about the authors life that has focuson one event and uses supporting details

The focus of the story is the main event

The supporting details surround one main event

Good writers plan their ideas before writing to keep their ideasorganized

OPENING. MATERIALS.

P-3(1): This lesson aligns withlong-term instructional goals

because this teacher can show how

mastery of the objective isconnected to the big goal. (AP)

The quality of the objective isassessed in P-2(1).

8/9/2019 4th Grade Writing

2/5

LessonC

ycle Before the lesson, Ill return to my model topic and prepare

three vivid details to support my main event (focus). Ill be surethat my details meet the criteria for effectiveness.

Ill ask my students to respond to the following quick write (2minutes): Look at the picture of Keon hitting a home run. Whatdetails do you see in the picture that support Keonsaccomplishment? (The picture captures a specific

event/accomplishment that students can use to visualize thedetails surrounding the event.)

Ill debrief the quick write with my students, being sure to probefor students thoughts on why some details will work better thanothers in supporting the main event.

Yesterday, you all chose a focus or main event for yourpersonal narrative.

Today, we will work on creating three strong supporting detailsthat help to paint a picture of your main event. Your details arethe most important part of making your main event real to thereader, but theyre also the hardest to master, so youre goingto have to do some advanced thinking today. Are you ready?

(5 minutes)

Completed Elements of aPersonal Narrative graphicorganizer from Tuesday (listindefinitions and examples fromliterature) for studentsreference

Criteria for Excellence chart(see example)

Students individual copies ofCriteria for Excellence(partially completedyesterday)

Elements of a PersonalNarrative organizer fromWednesday

INTRODUCTION OF NEW MATERIAL. How will you introduce theknowledge and/or skills of the lesson? What will your students bedoing to process this information?

P-3(2): This part of the openinghel s to connect the lesson to

P-3(1): This part of the opening aligns with what students will beexpected to do by the end of the lessonorganize the supporting detailsfor their own personal narratives. (AP)P-3(2): This part of the opening engages students by communicating through the quick writethe what, how and why for what is about to happen. This accomplishes the purpose behind

P-3(2): This part of the openinghelps to accomplish the purpose

of an opening because itconnects the lesson to previous

material. (AP)

P-3(2): This part of theopening helps to accomplishthe purpose of an openingbecause it engages students

by communicating the what,how and whyfor what is

P-3(3): The timing for theopening seems likely to befeasible. Five minutes shouldbe enough time to engagestudents and prepare them

8/9/2019 4th Grade Writing

3/5

The most effective personal narratives use vivid, specificdetails to paint a picture of the main event. [Ill point to Criteriafor Excellence chart.] Lets look at each one of these a littlemore closely:

First, your details need to focus on the main event of your story.For instance, if my main event were winning the spelling bee,details about the competition, the crowd, the judges, and thefinal word would help paint a picture of this main event. (Illallow students to respond.) Lets all record the idea that details

should be focused on the main event on our criteria ofexcellence sheets. [Ill pause and allow students to recordcriterion.]

Allow the reader to experience the emotions you felt from youraccomplishment. When you use emotion to convince people,you have to make sure that youre not exaggerating. You haveto tell the truth, but do it in a way that makes your audiencefeel. Go ahead and write this idea down. [Ill pause and allowstudents to record criterion.] So far weve learned to makedetails focus on the main event and appeal to the readersemotions. The last way to make details is to appeal to peoplessenses (smell, touch, taste, sight). What did the gym smell likewhen you shot the winning basket? What did your classmates

sound like when your name was announced for the citizenshipaward? When you plan your details, think about what senseswill help make this event real to the reader. Now record thisidea. [Ill pause and allow students to record criterion.]

Now theres one last thing to keep in mind when were writingdetails. Its really important to be specific. Instead of saying thatyour friends were cheering for you, describe the sound of theirvoices, what they were saying, what their faces looked likepaint a picture. [Ill pause and allow students to record criterion.]

Now listen to me think aloud. Im going to show you how Igenerate one detail for my story that meets our criteria.

[Ill reread the main event (focus) that students helped mechoose yesterday and then model how I generate a detail and

cross-reference the criteria of excellence chart.](15 minutes)

GUIDED PRACTICE. In what ways will your students attempt to dowhat you have outlined? How will you monitor and coach theirperformance?

P-3(1):The introduction tonew material aligns withwhat students will beexpected to do by the end ofthe lesson and is thereforealigned to both the objectiveand assessment. (AP)P-3(2): Accomplishes the purpose

of an introduction to new materialbecause it emphasizes key pointsand ensures that students actively

take in information by providing thespace and time to use a graphic

P-3(3): The timing for theintroduction to new material seemslikely to be feasible. Fifteen minutes

should be enough time to introducenew material and allow students to

process it. (AP)

P-3(2): Accomplishes the purpose ofguided practice because it allows the

teacher to monitor and correct studentperformance. Here, the teacher and

the class are working on a narrative

together. (AP)

8/9/2019 4th Grade Writing

4/5

Ill return to my personal narrative and explain that students aregoing to help me write my other details. Ill guide students tohelp me think of two supporting details that appeal to the mainevent, emotions, senses, and are specific (Ill keep my pre-prepared details in mind in case students need prompting.) Asstudents suggest details, Ill cross-reference the criteria ofexcellence chart and encourage students to do the same. Illguide students to articulate why each detail is effective.

Ill fill in the Elements of a Personal Narrative graphicorganizer to indicate their details.

(10 minutes)

INDEPENDENT PRACTICE. In what ways will your students attemptthe objective on their own? How will you gauge mastery?

You all have helped me to write my details. Now its time towrite your own.

Ill remind students to use their Criteria of Effectiveness sheet(or the one posted on chart paper) as they write their details. Illcirculate and provide guidance as students work.

(25 minutes)

CLOSING. How will you have students summarize what theyvelearned? How will you reinforce the objectives importance and itslink to past and future learning?

P-3(1):The guided practicealigns with the objective, aswell as with what students willbe expected to do by the end

of the lesson. Students arebeing guided through thesame ra hic or anizer the

P-3(3): The timing for the guided

practice seems likely to be feasible.Ten minutes should be enough timeto practice more than one exampletogether. (AP)

P-3(1):The independentpractice (the assessment) aligwith the objective and with threst of the lesson. (AP)P-3(2): Accomplishes the purpose ofindependent practice because it allowstudents the opportunity to demonstra

P-3(3): Twenty-five minutes forindependent practice should allow

students the time they need tocomplete their own graphic

organizers. (AP)

P-3(2): Accomplishes thepurpose of a closing because it

allows students to demonstratemastery of the objective. (AP)

8/9/2019 4th Grade Writing

5/5

Ill ask students to return to the quick write topic and lead a briefdiscussion about whether their thoughts have changed aboutwhat details of the photograph are most effective in telling astory. Help students to connect the details to the criteria forexcellence.

This was an important day in the planning of our personalnarratives. Today, we will work on creating three strong

supporting details that help to paint a picture of your mainevent. Youve done so much great thinking! Before we can writeour first draft, well learn how to use a three paragraph formatfor our personal narrative. Thats our goal for tomorrow.

Ill collect students graphic organizers to ensure that theirdetails meet all criteria for excellence.

(5 minutes)

P-3(2): This part of the closing helps

to accomplish the purpose of a

closing because it enables students tosummarize what they learned as wellas its significance. (AP)

P-3(3): The timing for the closinseems likely to be feasible. Five

minutes should be enough time fstudents to summarize what they

have learned and for the teacher reiterate the importance of theobjective. (AP)