Lesson Plan for edTPA

Marian University
Name Jennifer Schuette Date taught 9/6/2013 Course Title/Grade level(s) 4th Grade
Writing

Lesson Title: School

Generating Story Ideas-Thinking of a Person That Matters

Elmore Elementary __ introduction

Field Experience Teacher _X__ continues development

Mrs. Mallien ___ completes instruction

Type of Lesson:

Big Idea or Essential Question

I can think of a person that matters, then list several small moments Ive experienced with him or her, and choose one of these moments to write as a story.

Learning Target /Objective(s)

The student will be able to think of person that matters in their life, list small moments they have had with this person and then choose a moment to write a story about with all of the other strategies they know.

Assessment of Objective(s)
I will be walking around listening to the partner discussions about small moments to see if the students understand what a small moment consists of. I will be reviewing the writers notebooks at the end of the lesson.

Standard(s) Common Core State Standards or Wisconsin Academic Standards

W.4.4 Product clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.

Academic Language (describe function and form and student application) / Vocabulary (list & define)
Small moment= A very small moment in time. The students will have to understand that a small moment is just a small moment and not a long day. The students will have to show that they know what a small moment means, by writing small moments in their notebooks. Strategy: The students will have to understand that I am teaching them a strategy to use when they are writing in the future.

Lesson Rationale Students have to understand that writers have to be excited about their writing, if they want to have motivation for their work. I will teach the students how to generate writing ideas that mean something to them and that they are excited about. Student prior knowledge and prior thinking (include student misconceptions about what will be taught):
Students will have to understand what a small moment is from the previous lesson. The students may think that they have to write about more than one person in their writing.

Teacher Background Knowledge

I have to be able to give examples of how to use the strategy I am teaching. I have to have examples of small moments with someone special in my life and how I can write about that moment.

Instructional Materials, Resources, and Technology List

Writers Notebook Anchor Chart Paper Essentials of Narrative Writing anchor chart (already made)

Rationale
The students will use their writers notebooks to write down their small moments in time about an important person. The students will also help me create an anchor chart titled Strategies for Generating Personal Narratives. The other anchor chart will already be created due to time, but will be referred to during the lesson.

Classroom Management Considerations

I will pick the partners for the discussion. I will have students that can work well together. I will help some of the below average students use the strategy in their writers notebook.

Learning Tasks
aligned with learning targets, state standards, big idea and/or essential question aligned with students learning needs of individuals and whole class aligned with the academic language demands of this lesson.
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Time & Questions

5 min. What are some of your favorite activities? Are you more excited to write when you get to write about something that means something to you? 30 min. Who is a person that means something to you, that you have had a memorable moment with?

Plan 1. Engagement/Anticipatory Set I will ask the students to name some of their favorite activities or people. They will shout them out and then I will ask- Do you think you would write a more detailed story about something you just listed or about a topic that I give to youlike math equations? I will then state that writers have to be excited about what they are writing about.

Rationale Students have to understand that they will write better if they feel a connection to what they are writing about.

2. Development (steps and procedures during lesson) a- I will explain to the students that it is essential for writers to be excited about what they are writing, if they want to have motivation. b-I will tell the students that writers need ideas to write about. c- I will explain that I am going to teach them a strategy that writers use to help them decide which story to write. I will then explain that the strategy is to think of a person they care about and then make a list of small moments they have had with that person. They should list the moment that they remember with crystal clear clarity. Then I will explain that the writers select one of those times and they make a movie in their minds and then write down the details to make the story. d-I will model how I make my list of moments So, lets say it is writing time and Ive got my writers notebook in front of me, open to the first blank page. I might pick up my pen and just start writing, but it might be one of those days that I cant think of anything to write. So, I need a strategy to help me. e-I will point to the chart entitled Essentials of Narrative Writing- this chart will list the following: *The main character experiences events that happen in order. *Effective narratives zoom in to a small episode, telling the detailed order of that one twenty-minute or so episode. (example: An entry will not summarize the entire visit to Grandmas farm but will rather focus on the part of the visit when the pigs got loose.) *Bring your small moment to life by including action and dialogue. f-I will read through the chart stating that these are strategies they should use in their writing. g- I will give the students an example of listing small moments in their writer notebook- that moment should be a long phrase and not just single words. h- I will then explain that when I am done recalling special moments, I choose one to make a movie in my mind and then put it to paper. i. The students will then turn to a partner and talk about small moments they have had with a special person. I will make sure they are crystal clear as to why the moment is important to them. j. The students will then be sent to their desks to list small moments in time in their writers notebooks. k. Once the students have at least three small moments, they will be asked to make a mental movie of the moment and then put it down on paper with details. They will

Students will understand that they have to be excited about what they are writing about in order to have the motivation to write. The students will learn that small moments can make up a whole story with details.

What do you think a small memorable moment is?

How can you bring your small moment to life on paper?

Students will be able to make a list of small memorable moments, so that they have ideas to pick from when they have to write a narrative story.

Students will get excited about talking about someone that means something to them. This excitement will carry over into their writing.

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write the story in their writers notebook. 5 min.

Students will have the opportunity to The students will finish their stories and will be able to share their stories and excite the share them with the class if they want to. I will go over the strategy on the anchor chart one more time and will tell readers. They will learn from each other. them that they will use this strategy to help them write their narratives from now on. Questions to elicit higher thinking in students during the lesson and provide opportunities for students to engage in dialogue about their learning. Develop for each section for your learning tasks above

3. Closure

Assessments: Assessments to help teacher and students monitor and support student learning:
1. 2. 3. Assessing prior knowledge and readiness for lesson (pre-assessment) Assessing learning during lesson and at end of lesson including student self-assessment of learning as associated with the learning target (Formative / informal assessment) Planning the next steps of learning based on the data or information gained through the lessons assessments.

Plan
1. Pre-Assessment- I will have the students pre-assessed before the lesson. The pre-assessment will be the quick narrative writing they have done at the beginning of the unit. 2. Formative (informal)- I will listen to the partner share when the students are talking to each other. I will also check the lists the students make in their notebooks. 3. Post Assessment- I will check the stories the students have written in their writers notebooks.

Rationale
The assessments will show me if the students understand the lesson. The students will be assessed not only on the lesson content, but if they can work independently and within a group. I will make notes on the students that have problems. I will assess the finished writers notebooks to see who understood the new strategy.

Accommodations / Differentiation to support student learning Plan

During writing workshops, the special education teacher will be in the classroom to assist two of the students, whom have active IEPs. I will work with struggling students one-on-one during independent work time. I will make sure that the struggling students understand the strategy. If needed, I will take a small group of students aside and help them think of small moments to list in their notebooks.

Rationale
The special education teacher would like two of the autistic students to be a part of the lesson, but she will help them with the writing portion. I know some student struggle with writing. I will know from the pre-assessment who may need one-on-one attention. I will work with those students so that they feel comfortable. I will also want to make sure everyone is on task when they start to decorate.

Collaboration
I attended a writing workshop with my collaborating teacher before the school year started. At this workshop we were able to work on lesson plans for language arts, reading and writing following the Lucy Calkins technique of teaching. This writing unit is new to my collaborating teacher, so we worked together to break down the lessons and create a unit that would be effective and useful to the students. I worked with my collaborating teacher to create the Essentials of Narrative Writing anchor chart.

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