Jen Dougherty ENG 391 Lesson Plan Inverted Triangle Grade: 5 Subject: Writing 1.

1 Integration of Learning Outcomes Students will be able to use a graphic organizer to find a specific writing topic. 1.2 Standards PA.R.1.5: STANDARD: Quality of Writing PA.R.1.5.5.E: Revise writing to improve organization and word choice; check the logic, order of ideas and precision of vocabulary

1.3 Anticipatory Set To begin this lesson, teachers should read aloud a short personal narrative such as "Grand Slam. Beginning this lesson with a short narrative will invite students to think about their own ideas for writing such as relatives, friends, or school. 1.4 Procedures 1. The teacher will begin by sharing a personal narrative of their choice and read it aloud to students. 2. After reading, brainstorm the big ideas, your writing territories. Decide which ideas might be able to be used to create a story. For example, weather. 3. The teacher will then model an inverted triangle and explain that this graphic organizer is useful to help you refocus your camera lens from wide angle and zoom in on a specific subject. Teacher Model #1: Weather - Bad Storms - Rainstorm 1996 - I had to abandon my car in a flash flood, the most frightening experience of my life! Teacher Model #2: Summer Fun - Amusement Parks - Great Adventure Amusement Park - I rode in the front car on the Rolling Thunder for the first time and was surprised at how much fun I had. 4. After modeling, have students try the inverted triangle with their own ideas. The teacher should walk around an observe students to make sure their ideas are not general but specific. If students need help, model another example on the board. Teacher Model #3: Relatives - My Sisters - Diane and Me - We ride our bikes to the Aggie for a picnic by the pond and get into big touble with our parents.

5. Allow students to continue coming up with their specific idea using an inverted triangle. Once they have, students can begin writing their first draft a narrative. 6. If there is time at the end of class, ask students to share what they liked most about using the inverted triangle as a tool to focus on a specific writing topic. 1.5 Differentiation This lesson can be differentiated by allowing students who need extra help to draw their ideas using the inverted triangle, rather than write them. Drawing might be an easier way for students to express their thoughts and ideas. Another way for this lesson to be differentiated is to allow a small writing workshop. During a small writing workshop, classmates will be paired off to read each others inverted triangles to make sure that their partner is on the right track for writing. The teacher should partner a lower achieving student with a higher achieving student. Doing this will allow the higher achieving student to provide the lower achieving student with positive, yet, helpful feedback for writing. 1.6 Closure Before the class is over, students are to share why or why not they liked or did not like using an inverted triangle as a writing tool to help you stay focused. 1.7 Formative/Summative Assessment of Students (P-12) Formative Assessment: Students will be assessed informally when the teacher walks around the room to observe everyone's inverted triangles and make sure that students are on the right track. Summative Assessment: Students will be assessed formally when their inverted triangles are handed in to be graded. When students are finished the rough draft of their narrative, it will also be collected for feedback. 1.8 Materials/Equipment
Pen/Pencil Paper/Journal Blackboard/Smart board Narrative read aloud 20 invertred triangle handouts

1.8 Technology Technology is not used in this lesson.

2.1 Reflection on Planning I think this is a great lesson to get students to stay focused during writing. It is very easy for students to become distracted when writing, thats why the inverted triangle is a great writing strategy to begin with. I chose to use the inverted triangle to stay focused on my writing. Here is my example, Animals - Dogs - Pets - The past summer, my family and I rescued a puppy from an organization called "Home At Last." We named her Bailey and she is a great addition to our family. It helped me focus my writing going from animals to my dog, Bailey. I think all students could benefit from this strategy. As for planning, I used a lesson from our text book, " Mentor Texts, Teaching Writing Through Children's Literature, K-6 " By Lynne R. Dorfman and Rose Cappelli. Planning this lesson was not difficult. I think because I tried the lesson before I decided to write it up as a lesson plan. Most of this lesson plan is similar to the one from the text, I chose to change some things to make it easier for a 25 minute lesson. Overall, I would use this lesson plan in a future classroom, I think it is a great tool to use while writing, especially in the younger grades. 2.2 Reflection on Instruction This lesson has not been taught.