First Observed Lesson (ELA), 10.10.12

LESSON PLAN TEMPLATE
Subject Area(s): Literacy / Language Arts / Writing
Date: 10/10/12	Time Allotment: 11:40–12:30 (50 min)			Grade Level: Grade 4
Conceptual Goals/Essential Questions: 1.     What are strategies for generating personal narratives? 2.     What are strategies good writers use to make writing more powerful? 3.     How can we raise the quality of our writing?		Learning Objectives: 1.     All students will build stamina as independent writers by writing for an extended period of time without interruption. 2.     All students will know how to use strategies for writing personal narratives. 3.     All students will know how to use strategies to make writing powerful, such as repetition, dialogue, and using strong verbs.
Wheelock Teaching Standards: Standard 2. Understanding all children in their many dimensions 2.4 Aware of range of students’ special needs and seek out information concerning strengths/resources to address developmental and learning needs Standard 3. Knowledge of Content and Integrated Curriculum 3.2 Create meaningful learning experiences to develop children’s understanding of subject matter and age/grade level Standard 4: Educational practices that foster learning, development, and achievement in all of the nation's children
MA Curriculum Frameworks: Writing Standards Grade 4 Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.      b. Use dialogue and description to develop experiences and events…      c. Use concrete words and phrases and sensory details to convey experiences and events precisely.
Prior Knowledge Needed: Social-emotional competency – must be able to recall different feelings Knowledge of what a personal narrative is Fine motor stamina
Implementation:
Prior Knowledge Assessment: In the first few minutes of whole group instruction, students are asked to -recall previous strategies for generating personal narratives -share examples of strong emotions (sad, worry, embarrassed)
Lesson Plan Procedure: Agenda- -       Whole group instruction (assigned seats, stadium style on the rug) -       5-10 min: Partner work during whole group instruction -       20 min: Independent writing -       10 min: Whole group share out Materials: -       Chart paper -       Markers -       Writers notebooks -       Pencils -       Microphone Whole group instruction: “We have been learning about strategies for generating personal narratives.  What are some strategies we have learned so far? Today we are going to learn another strategy.  We are going to think about a moment in your life when you felt a strong emotion about something.  I want you to think about a strong feeling.  What are some strong feelings?” I will write student responses on chart paper in one of two columns. “I remember at time I felt this way…”  I will come up with one or more examples of times when I had some of the class generated strong feelings.  I will write the example(s) in the second column on chart paper. Partner work: “Can you remember a time when you felt one of these feelings?  Turn and talk with your partner.  Share a small moment where you have felt a strong feeling.  Afterwards we will share some of our stories to the list.” Pre-assigned partners turn and talk. Partners will be called upon to share their partner’s stories. Stories will be added to chart paper. Independent writing: Students will be asked to return to their desks and write independently using this strategy or one of the old ones.  They will be reminding about stretching during writing and what to do when they finish a piece or can’t think of one. Whole group share out: After 15-25 minutes, students, chosen at random using popsicle sticks, will be asked to stop writing and share out a piece of what they wrote.			Differentiation: Students who struggle with sitting without support can sit on chairs near the rug or crates on the rug. All children are given specific rules for how to do partner work (make eye contact, sit crisscross with knees touching partners knees, share partners answer to make sure they actively listen). Goal setting and outlining for students who struggle with regulation and organization. * During independent writing children are given the opportunity to stand and stretch and are given verbal and nonverbal reminders to keep writing. A microphone will be used during the share out.
Assessment/evidence of learning: Evidence- their writer’s notebooks			Other evidence: Share out
Post-Lesson Reflection: