Documente Academic
Documente Profesional
Documente Cultură
LESSON RATIONALE
This lesson needs to be taught because narrative compositions are reflected in fiction and non-fiction texts
and in the structure of how people tell a story. This skill allows students to reflect on their own experiences
and creatively construct a story from the imagination. (CAEP K-6 1.a)
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will understand how to write a narrative piece with a definitive a plot line with
the essential story components: characters, plot, and setting
B. Objective(s)
1. After completing this lesson, students will be able to determine the traits of a narrative
composition.
2. After completing this lesson, students will be able to write a cohesive storyline that follows a
cohesive conflict, climax, and resolution.
3. After completing this lesson, students will be able to differentiate between the components of a
narrative composition.
C. Standard(s): 5.W.3.3 Write narrative compositions in a variety of forms that – • Develop the
exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or
characters). • Develop an event sequence (e.g., conflict, climax, resolution) that unfolds naturally,
connecting ideas and events using transitions. • Use narrative techniques, such as dialogue,
description, and pacing to develop experiences and events or show the responses of characters to
situations. • Use precise and expressive vocabulary and figurative language for effect. • Provide an
ending that follows from the narrated experiences or events
(CAEP K-6 3.c)
II. Management Plan-
Time:
Anticipatory Set- 5 minutes
Instruction/Guided Practice- 20 minutes
Independent Practice- 35 minutes
Space:
Anticipatory Set- Students will be seated at their desks
Instruction/Guided Practice- Students will be seated at their desks, able to discuss in groups and
then move around the room to different seats
Independent Practice- Students will be seated at their desks
Materials:
-Personal Writing Notebooks
-Easel Paper
-Blank sheet of paper for each student
-Writing utensils
-Wooray For Wodney Wat, by Helen Lester
-Storyline Mad Lib printout (use structure to create ones on my own)
Learning Disabilities: These students will be provided with a personal chart that defines and gives an
example of each element.
Mental Illness (Anxiety): Adequate time and efficient space will be provided for each piece of
instruction so that students do not have to rush through the activity.
Purpose Statement
Today we will be learning how to write narrative compositions. This is important because we read stories
every day and share stories with others frequently.
Introduce Trait
Today we are going to learn how to write and organize narrative stories.
Utilize easel paper to make a chart and a graph to teach students the different elements of narrative writing
and the chronological order they are written in.
Writing
Students will be prompted to write their own narrative story. This story could be a real event that the student
experienced or they can create one from their imagination. The goal of the students is to include each of the
essential elements of a narrative composition (setting, characters, conflict, and resolution). Once students
have completed their narrative writing, they will illustrate the main idea or event from their story.
Conferences:
During the mini-lesson, I will ask students to provide examples for each component of narrative
writing to complete the story structure Mad Libs. This will help me to gain insight into students’
level of understanding.
During the individual writing, the lead teacher will walk around the room to assist students as
needed. The teacher will help ensure the students are on track and are successfully navigating
through each part of the activity.
Summative Assessment: At the end of the unit focusing on different types of writing, students will be given a
test to demonstrate their knowledge and understanding of the elements necessary for each type of
writing. (CAEP K-6 3.a)
Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Goals/ Lesson objectives are Lesson objectives are The lesson plan contains The lesson plan contains
Objectives/ poorly written and/or correlated with learning objectives that connect clearly stated content
Standards have little or no goals and standards. The goals and standards with objectives. Objectives are
connection to learning connection between lesson activities and logically connected to
goals or standards. Little objectives and lesson assessments. appropriate goals and
connection exists activities and standards and are
INTASC 4 between objectives and assessments is weak or consistent with lesson
lesson activities and unclear. activities and assessments.
CAEP K-6 3.c
assessments. Instructional planning is
based on individual
student needs.
The anticipatory set is The connection between The anticipatory set is The anticipatory set
missing or has little or no the anticipatory set and clear and direct and connects the current
connection to the goal or lesson objectives and focuses students’ lesson with previous and
Anticipatory Set content of the lesson. content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
InTASC 8
and attention on the day’s
lesson.
The statement of purpose A statement of purpose is The statement of purpose The statement of purpose
is ambiguous or worded included in the LP, but is clearly connected to has the power to capture
so generally that the has little power to the content of the lesson the imaginations of
Purpose connection with the motivate students and and is presented in terms students and motivate
content of the lesson is capture their that are easily them to accomplish the
not apparent. imaginations. understood by students. expected learning.
Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
Sharing elements of the lesson.
InTASC 4
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
Writing Plan of the lesson. to result in lesson mastery match lesson objectives.
InTASC 5
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment
practices, and student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students
to achieve the expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.
Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.