Concordia University Chicago College of Education

Teacher Candidate: Christine Vassos Subject: Language Arts Central Focus: (Content of the lesson) Writing Narratives Grade Level(s): Third Grade

Lesson Plan Design 2014 adapted for EDUC1070

Date: April 23, 2014 Course for which the Lesson is developed: EDUC 1070 Classroom Teacher: Ms. Vassos Time allotted: 80 minutes

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. CC.3.W.3.a Text Type and Purposes: Establish a situation and introduce a narrator/or characters; organize an event sequence that unfolds naturally. CC.3.W.3.b Text Types and Purposes: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. CC.3.W.3.c Text Types and Purposes: Use temporal words and phrases to signal event order.

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. Students will be able to create a setting for their narratives and give traits to their characters.

Students will be able to write character responses to situations and write quotations for their characters in their narrative writing.

Students will be able to define what a temporal word is, list some examples of temporal words to include in their narratives, and organize events in correct sequential order.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) I will informally assess the students on how much they already know about narrative writing before I teach the lesson. I will give the students a sheet of paper and will tell them to write down everything they already know about narratives. I will then read their responses so I can see what the students know already and what I need to cover and go over more in the lesson. Formative: (Formal or Informal) As the students have time to work on their narratives in class during free writing time I will informally observe the students by walking around the classroom and making sure the students are staying on task, understanding the assignment, and answering any questions they have about writing narratives. Reflective: (Formal or Informal) I will informally ask the students to think about what they have learned in Language Arts on writing narratives and will ask the students what they have discovered and/or found interesting after learning this lesson.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Summative: (Formal or Informal) I will formally assess the students with an exit slip, which will be their ticket out the door and will be completed before they leave the classroom. The exit slip will assess the students knowledge and understanding of the lesson and will let me see if t here are any areas that need to be explained better. The exit slip will connect to the lessons standards and objectives so I can measure the students knowledge on writing narratives. Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. I will read the academic language including the vocabulary and process terms and I will have the class repeat the words out loud. After the students say the words then the students will write the words in their Language Arts notebook and an example or definition to go with the words so they can refer to them when writing their narratives. I will graphically show some character characteristics through physical and emotional traits so the students can visually connect the academic language to their writing. I will include interactive supports through the process terms and I will show the students how to create timelines and diagrams so the students can use those supports to engage in during pre-writing.

List the Academic Language used in the Lesson. Include vocabulary, process terms, and syntax language. Vocabulary Moods, point of view, emotions, plot, scene, theme, subject, character motivations, characteristics, past/present/and future tenses, direct quotes, key words, figurative language, first, second, lastly, and temporal words Process Terms Timelines, sequential order, and diagrams

Describe the Evidence that Students know and use

Academic Language appropriately:

I will know if the students know and can use academic language appropriately through the exit slips. Along with the students working hard during their free writing time and including their academic language in their narratives, like having a plot and character traits present in their writing. Also, through my observations and if they are participating and using the academic language in our classes discussions. In addition, when the students make their timelines and graphs before they are able to write I will use that work as evidence if they can apply their academic language.

Also, the students will need to put different stories in order, like how to make cookies or make a peanut butter sandwich so the students can apply sequential order and how to use it in their writing. Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) I will start the lesson by telling a narrative story about my favorite vacation to Disneyworld and ask the students if they know what type of writing this is. I will tell the students my Disneyworld story is an example of a narrative and then ask the students through a diagnostic/Pre-Assessment that is informal to write down on a sheet of paper everything they already know about narratives before I start teaching the lesson. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand): I will write the three objectives on the board so the students can always go back and see what they are suppose to learn from the lesson. The three objectives that will be written on the board are 1) Create a setting for their narratives and give traits to their characters. 2) Write character responses to situations and write quotations for their characters in their narrative writing. 3) Define what a temporal word is, list some examples of temporal words to include in their narratives, and organize events in correct sequential order. I will also state to the class, Class through this lesson on learning how to write successful narratives you will be able to (and then state the three lessons that are also written on the board).
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

C. Instructional Sequence: (include technology this is a technology class) 1. Introduce the lesson by telling the students my narrative story about my favorite vacation to Disneyworld 2. Pass out pencils and paper for the students to write done everything they know about narratives 3. Go over the objectives that are written on the board, goals, and expectations for their activities both done individually and in groups to help them write narratives 4. Review the characteristics of what makes a narrative; including plot, setting, temporal words, and introducing characters to the students as they take notes, so they will understand and can complete the activities 5. Go over verbally, graphically, and interactively the academic language with the students that are connected to the lesson 6. Let students use their iPads to use the QR technology narrative activity, which will be done individually. Students will need to take notes during this activity, so they can refer back to their notes. Using the QR code activity the students will scan four QR codes to take them to a website where they will need to write down the writing styles and characteristics for narratives, write down the narrative brainstorm web, and then the students can scan the QR code to play a writing game to finish off the activity 7. Once the individual technology QR lesson is completed students will get into their assigned groups of four for the next activity 8. Once in their groups students will brainstorm different narrative prompts creating a list of possible writing prompts 9.Students will agree on one narrative writing story and write the events by creating a timeline of the events in sequential order 10. After the groups make their event timeline they will end this activity by writing down all their characters in their story and their physical and personality traits on a separate sheet of paper (this activity will give students practice on how to plan out and then begin writing their narratives on their own) 11. I will conclude the lesson by reviewing the objectives of the lesson and asking the students if they have any unanswered questions 12. I will pass out the exit slips and let the students have time to fill out the slips and turn them in before they leave the classroom D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) As the teacher, I will constantly walk around the classroom to make sure the students are engaging in the activities, working well with one another, focused and staying on task, and I will ask any questions that the students may have. I will also go around to students and ask them how they are working with one another and make sure everyone is positively engaging with one another. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) I will structure opportunities for students to work in groups so students will be able to talk to others and discuss narrative topics for their writing and work on their timelines and diagrams during their pre-writing stages. When formatting groups my criteria is I will assign the groups in advanced so I students can learn to work with other students and not just their friends to spark new conversations. F. Closure: Explain how the purpose of the Lesson is clearly restated by students (Objectives and Assessment include your summative assessment here) I will conclude the lesson with a review of the three objectives that were covered in the lesson and written on the board. After the conclusion from our lesson I will pass out the exit slip for the students to formally answer what they learned and write what was their favorite part of the lesson, so I can learn from the students responses what activities they really enjoyed and learned best from.

Lesson Plan Details Instructional Materials: Exit slips, pencils/pens, loose leaf paper, iPads, QR technology activity, construction paper, markers

Use of Technology: I will incorporate technology into this lesson with the use of the students using their iPads to scan the different QR codes that will take them to different websites
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

on the internet that will connect to the lesson on writing narratives. This QR activity will let the students safely engage with technology in an educational learning experience. Safety in the Physical Environment: To ensure a safe and fun learning environment the students will need to follow the classroom safety rules that are hung in the classroom, which include no running, no hitting, always share with others, no throwing any materials, and always push in your chairs and put away your materials and supplies so no one will fall or trip on any materials that are left out.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.