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Name: Najma Bennett Grade: 4th

Lesson Intro Pt. 2/Branching Out Thoughts, Stemming to Narratives Date: October 2nd, 2018
Title:
CCGPS or GPS Standard(s): ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

ELAGSE4RI1: Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.

Classroom/Lesson Context (please check the following that apply):

__​X​__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students

__​X​__ Other (Please specify: ____​EIP,

ESOL_​​__________________________________________________________________)

Please specify the number of students:

___​11_​​_ Girls __​11_​​__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson: N/A

Learning - Focus Strategies

Essential Question(s) 1. What helps support text?
1-3 BIG ideas! How 2. What is a narrative?
can these questions be
used to guide your
instruction?

Central Focus/Lesson Students will describe the overall structure of events, ideas, concepts, or information in a
Objective(s) text or part of a text.
Objectives are
measurable and Students will refer to details and examples in a text when explaining what the text says
aligned with the explicitly and when drawing inferences from the text.
standard.

Academic Language Language Functions​​ (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.) ​Refer to examples of
language demand? organized and appropriately written text that students can analyze and identify
What academic supporting key details that is needed in writing.
language will you
teach or develop?
What are the key
vocabulary words Language Vocabulary ​(Identify key, content specific words for this lesson: examples of
and/or symbols? vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
students’ comprehension.) ​The vocabulary words for the lesson are: plot, characters,
setting, conflict, resolution, and theme.

Academic Language Demand ​(Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students ​throughout the lesson​.) Writing,
becauses students will write their thoughts and ideas in the lesson’s activity.

Materials Pencil
What resources can be Story Element Task Card Game
used to engage Using Story Elements: Plan a Story Worksheet
students?
Introduction to Divide students into 4 Teams to play a Story Elements Task Cards game.
Lesson/
Activating Thinking The teams have to listen to me read a passage and determine which of the following Story
What is the ‘hook’ for Element choices does the passage describes.
the lesson to tap into
prior knowledge and If the team answers the question incorrectly, the question goes to the next team to answer.
develop students’
interests? This should
tie directly into the
lesson’s objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students’ academic,
social, and cultural
characteristics.

Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
sentences):
 Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate): Oral language is used when the students discuss yesterday’s
lesson and vocabulary.

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Stand near the student when giving directions or be their partner.

Management Plan: Monitor the time and noise level.

Body of Lesson/ Students work on Using Story Elements: Plan A Story worksheet independently.
Teaching Strategies
What will you have They will come up with their own elements and combine them to create their stories.
the students do after
you introduce the I will use the “I Do, We Do, You Do” method to help students that need assistance with
lesson to learn the conjuring up ideas for their story elements to plan a narrative.
standards? What
questions will you ask
to promote higher
level thinking?

What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
will you offer? sentences):

Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate): Writing was used as the language discourse when students
were forming their story elements and stories.

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Repeat and explain directions to them individually.

Management Plan: Monitor students’ work and progress on the worksheet by walking to
each table.

Closure/ Have students volunteer to present their elements and stories to the class.
Summarizing
Strategies: Review the essential questions and highlights of the lesson.
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
prior learning? sentences):

Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate): Students are presenting orally using language discourse as
they discuss their story elements and stories.

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Have the student practice presenting in a small group before presenting to the class.

Management Plan: Time each presentation.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans ​(This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments ​throughout the lesson​)​:
assessed and included. Formative, the student presented with their group with assistance from their peers and
Questions to consider extended time.
while planning:
How will students
exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students’
understanding/mastery Assessment Plan for Learning Objectives ​(This is a plan and should be written as such;
of the lesson’s remember to identify both formative & summative assessments ​throughout the lesson​)​:
objective(s) including Formative, the students presented their group assignment to summarize what they
their usage of learned and how they used the vocabulary.
vocabulary?
Reflection/Analyzing Monitor the time better and have an alternative assignment on standby for those that
Teaching finish early.
Effectiveness

Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.