Collaborative Unit

EDRL 442 - Fall 2013 Assignment #3 Submitted By: XXX
Unit Planner: The Day Jimmys Boa ate the Wash CCSS: W.2.3
Summary of Lesson Plan Learning Targets Notes
M
O
N
D
A
Y

After reading the story The Day
Jimmys Boa ate the Wash this lesson
will introduce the concepts of who,
what, where and when to
understand key details within the text.
The students will then translate these
concepts to a personal story about
their own lives. This lesson should take
about 20 minutes.

Students must know that who
questions refers to characters
within a literary text
Students must know that what
questions refer to things or ideas
within a literary text.
Students must know that where
questions refer to locations within
a literary text.
Students must know that when
questions refer to the time of the
events within a literary text.
Make 30 copies of graphic
organizer handout
T
U
E
S
D
A
Y

Students will discuss the skill of writing
good beginnings when telling a story.
They will focus on comparing and
contrasting the difference between
simple introductions and introductions
that capture the readers attention.
They will then practice writing their
own good beginnings using stories
they have previously written. This
lesson should last about 20 minutes.

Students must know the structure
of a story is how the story is
organized.
Students must know the sequence
of events is the order of the story
(what happened at the
beginning, middle, and end).
Students must know an
introduction (or beginning) usually
introduces the important
characters and the setting.

W
E
D
N
E
S
D
A
Y

Students will revisit the skill of writing
good beginnings when telling a story.
They will focus on comparing and
contrasting the difference between
simple introductions and introductions
that capture the readers attention.
They will then practice writing their
own good beginnings using the
personal story map from Mondays
lesson. This lesson should last about 20
minutes.

Students must know the structure
of a story is how the story is
organized.
Students must know the sequence
of events is the order of the story
(what happened at the
beginning, middle, and end).
Students must know an
introduction (or beginning) usually
introduces the important
Make sure to have extra
copies of graphic organizer
on hand.
T
H
U
R
S
D
A
Y

Students will revisit their Personal story
and write down sentences that
explain a sequence of events, or what
happened at the beginning, middle
and end of their story.
Students must know temporal
words are phrases that show the
passage of time (e.g., later, in the
evening, before I went to school).

F
R
I
D
A
Y

Students will finish the personal stories
they have been working on during
days 1-4. They will then apply the
process of peer editing in order to
refine their stories and produce a final
product that contains a good
beginning, logical sequence of
events, and a conclusion. This lesson
will take about 30 minutes.

Students must know temporal
words are phrases that show the
passage of time (e.g., later, in the

Make 30 copies of the peer edit
rubric.

Assignment #2: Collaborative
Planning

Submitted By: Kevin Schwallie & Megan
Kanowitz
EDRL 442: Teaching Literacy 1
Nevada State College - Fall 2013
Instructor: Karen Powell

Lesson Title: Writing- My Personal Story Submitted By: Kevin & Megan
Trophies Teacher Edition: Just for You Theme 1 (2-1) T.Ed Pages: 14M, 16-31
Trophies Story: The Day Jimmys Boa Ate the Wash CCSS: RL.2.1

EDRL 442 - Fall 2013 Page 2
A. Summary of the Lesson Plan:
After reading the story The Day Jimmys Boa ate the Wash this lesson will introduce the
concepts of who, what, where and when to understand key details within the text.
The students will then translate these concepts to a personal story about their own lives.
This lesson should take about 20 minutes.

Student Population:
Grade Level: 2
nd
grade
Skill Level: on-level
Groupings: whole group (direct instruction), partners
B. Materials:
Trophies T Ed. 2-1 (Just for You) pages 14M, 16-31, The Day Jimmys Boa Ate the
Wash
Trophies Teaching Transparency 105; Student Model: Personal Story
Graphic organizer handout
C. Objectives:
Common Core State Standard
RL.2.1- Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
Learning Targets
Knowledge Targets:
Students must know that who questions refers to characters within a literary text
Students must know that what questions refer to things or ideas within a literary
text.
Students must know that where questions refer to locations within a literary text.
Students must know that when questions refer to the time of the events within a
literary text.
Reasoning Targets:
Students must answer who, what, where, when, why and how questions.
Vocabulary
Who
What
Where
When

Student-Friendly Learning Targets

Student Knowledge Targets:
I know that who questions are asking me about characters.
I know that what questions are asking me about ideas or things.
I know that where questions are asking me about locations.
I know that when questions are asking me about a time.
Student Reasoning Targets:
I can answer who, what, where, when, why and how questions.
Student-Friendly Vocabulary
Who
What
Where
when
D. Procedure:
1. As a class, brainstorm different characters in the story, different places in the story,
different items, things in the story, and different times in the story.
2. List the students responses on pieces of paper.
3. Put four categories on the front board labeled who, what, where, when
4. Discuss the four categories on the board
Explain that who is about the characters.
Explain that what is about ideas or things.
Explain that where is about locations.
Explain that when is about time.
5. Hang the papers on the board in the middle and have the students move the papers
into the four different categories.
6. Display Teaching Transparency #105 A Personal Story
7. Have students pair up and tell their partner a short story. Give students a few prompts
for their stories
One time my family went to.. and .. happened
My best friend and I went .. and .. happened
8. Handout graphic organizer worksheets and have the students fill in the who, what,
where, when categories on the worksheet based on their own story.
9. If students are struggling with ideas, help with more prompts.
10. If students are struggling with organizing their story pieces, refer them to the front
board.
E. Closure:
Have a few students share their graphic organizer and then share a little bit about their
personal story. Have the class help the volunteer out to see if they have their categories
organized correctly.

F. Assessment:
Assessment Tool
Exit ticket: Students will line up at the door and the teacher will ask each student a who,
what, where, or when question about their personal story.
What Is Being Assessed?
The students knowledge of the concepts who, what, where and when and
their ability to know what pieces of a story fall in to which category.
G. Reflection& Thoughts:
Which part of the lesson do you think will be the easiest to teach?
Understand the who, what, where, and when of the story were reading.
Which part of the lesson do you think will be the most challenging to teach?
Having the students come up with their own stories and figure out the who, what, where,
and when.
What lesson or concept should be taught prior to this lesson?
How to use graphic organizers
How will you follow up or extend this lesson?
Use the first part of this lesson, and discuss who, what, where, when for other stories we do
in the near future.
What will you do for students who dont grasp the concepts?
Next time we do stations I will make sure to include that in the station for kids who did not
grasp the concept.
Which part of the lesson, if any, do you think might need to change?
The time frame for the students to come up with a story that has all elements may take
longer than expected, so I might want to make sure weve done multiple journal entries
about things the students have done to make sure they have a firm grasp of drawing from
their own experiences.
When you were writing this lesson plan, what was the most difficult part?
Making the lesson more than just finding the who, what, where, and when of The Day
Jimmys Boa Ate the Wash.

Planning

Kanowitz


Lesson Title: Writing Good Beginnings Submitted By: Kevin S. & Megan K.
Trophies Teacher Edition: Just for You Theme 2 (2-1) T.Ed Pages: 16-31, 33C

Students will discuss the skill of writing good beginnings when telling a story. They will focus
on comparing and contrasting the difference between simple introductions and
introductions that capture the readers attention. They will then practice writing their own
good beginnings using stories they have previously written. This lesson should last about 20
minutes.
B. Student Population:
Grade Level: 2
nd
Grade
Groupings: Whole group (direct instruction), Small group (Discussion), Individual writing,
Partner (sharing)
C. Materials:
Trophies T Ed. 2-1 (Just for You) pages 16-31 & 33C, The Day Jimmys Boa Ate the
Wash
Trophies Teaching Transparency 110; Organization: Good Beginnings and Emphasis on
objects
Individual writing journals
D. Objectives:
RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
Learning Targets
Knowledge Targets:
Students must know the structure of a story is how the story is organized.
Students must know the sequence of events is the order of the story (what happened at
the beginning, middle, and end).
Students must know an introduction (or beginning) usually introduces the important
Vocabulary
Characters
Events
Sequence of events
Story structure

I know the structure of a story is how the story is organized.
I know a story has a beginning, middle, and end.
I know the beginning or introduction usually tells me about important characters and the
problem the characters have.
Characters
Events
Sequence of events
Story structure
E. Procedure:
1. Discuss the beginning of a story and what might make a good beginning
a) Information about what happens in the story
b) Written in an interesting way to make the reader want to read.
2. Reread the beginning of The Day Jimmys Boa Ate the Wash. Have the students
comment on how they thing the introduction captures the audience attention.
3. Display Trophies Teaching Transparency 210, part A. Compare beginnings.
a) Have the students discuss in small groups which beginning is better and why.
b) One or two groups share their opinions
4. Students will each select a story they have already completed from from their writing
journals. On a new page, they will rewrite the beginning sentence so that it follows the
guidelines of a good beginning.
F. Closure:
Students will partner up and share their good beginning rewrites and their original
sentences with their buddy. They will respond to each other through discussion.
G. Assessment:
Assessment Tool
During closure, I will walk throughout each group and listen to the rewrites and
responses.
Student ability to apply their new knowledge of good beginnings to stories they have
already written and compare and contrast the two.
H. Reflection& Thoughts:
I believe that having the students identify good beginnings will be the easiest to teach
because they will be able to recognize which one they would like to read more.

Having them rewrite their own beginnings into good beginnings will be the most difficult.
Students should have some understanding that a story consists of a beginning, middle,
and end.
This lesson will be extended by having the students continue to either analyze or wrote
their own good beginnings to stores throughout the week.
The students who do not grasp the concept will be partnered up in a small group with for
the following lessons. I will be sure to check in more with this small group and provide extra
support.
I think that it may hard for some students to rewrite beginnings to their own stories so I
might have them write new beginnings to their partners stories if the first plan does not
seem to be going smoothly. I believe this might take away some of the pressure of
correcting their own work.
The most difficult part of writing this lesson plan was finding an activity that was both
logical and effective to teach the concept of writing new beginnings and also one that
would not take too much time, since it is a short lesson.

Planning

Kanowitz


Lesson Title: Writing- Good Beginnings Submitted By: Kevin S. & Megan K.
Trophies Teacher Edition: Just for You Theme 2 (2-1) T.Ed Pages: 16-31

Students will revisit the skill of writing good beginnings when telling a story. They will focus on
comparing and contrasting the difference between simple introductions and introductions
that capture the readers attention. They will then practice writing their own good beginnings
using the personal story map from Mondays lesson. This lesson should last about 20 minutes.
Grade Level: 2
nd
Grade
Groupings: Whole group (direct instruction), Individual writing, Partner (sharing)
C. Materials:
Trophies T Ed. 2-1 (Just for You) pages 16-31 & 33C, The Day Jimmys Boa Ate the
Wash
Trophies Teaching Transparency 110; Organization: Good Beginnings and Emphasis on
objects
Writing journals
Graphic organizer handout
D. Objectives:
RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
Learning Targets
Knowledge Targets:
Students must know the structure of a story is how the story is organized.
Students must know the sequence of events is the order of the story (what happened at
the beginning, middle, and end).
Students must know an introduction (or beginning) usually introduces the important
Vocabulary
Characters
Events
Sequence of events
Story structure
I know the structure of a story is how the story is organized.

I know a story has a beginning, middle, and end.
I know the beginning or introduction usually tells me about important characters and the
problem the characters have.
Characters
Events
Sequence of events
Story structure
E. Procedure:
1. As a group, discuss and recap yesterdays lesson on good beginnings having students
recall why it important to catch a readers attention with a good opening sentence.
2. Display Trophies transparency 110, part B, Write a good beginning
a) Have students volunteer to help rewrite the opening sentences
b) Discuss the different option for the sentences and how it is possible to have
more than one right option.
3. Have the students take out their personal story graphic organizers from Monday.
a) Model how to take this information from their graphic organizers to form a
good beginning to start their stories.
b) In their writing journals, each student will write a good beginning to start their
own personal story
c) When finished, students may share their opening sentences with their buddy.
F. Closure:
To close, we will have 2 students volunteer to share their openings with the class. All students
will turn in journals at the end of the lesson.
G. Assessment:
Assessment Tool
Journal Check: Journals will be collected at the end of the lesson to be checked.
Student understanding of writing good beginnings using information acquired on days
1,2, and 3.
I think the easiest part to teach will be having students rewrite beginning sentences to
form good beginnings because this is a skill they have previously practiced and it will be
fresh in their minds.

I think having the students translate the information from their graphic organizer to an
opening sentence(s) will be the most difficult because the students will have to sort
through the information and separate the order of the information.
Students should understand the concept of writing good beginnings.
Taking todays good beginning and developing it into a story and doing a peer edit will
extend this lesson.
Since journals will be checked after this lesson, the students who are struggling will meet
with me during free reading time to discuss the concept more. If more than a few students
are not grasping the concept, I will revisit the concept whole group before moving
forward.
I think that I might need to add in a little more information on sequencing and picking out
information that needs to be addressed in the introduction.
The most difficult part writing this lesson plan was trying to balance the skills of sequencing
as well as ensuring that we are still focusing on writing good beginnings.

Planning
Kanowitz


Trophies Story: The Day Jimmys Boa Ate the Wash CCSS: W.2.3

Students will revisit their Personal story and write down sentences that explain a sequence
of events, or what happened at the beginning, middle and end of their story.
Grade Level: 2
nd
Grade
Groupings: whole group (direct instruction), independent
C. Materials:
Graphic organizer from Day 1
Writing Journals
D. Objectives:
1. W.2.3 - Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure.

Learning Targets
Knowledge Targets:
Students must know temporal words are phrases that show the passage of time
(e.g., later, in the evening, before I went to school).
Performance Targets
Students must write a narrative that includes details, transitions from one event
to another, and provides a sense of closure.

Vocabulary
Closure
Details
Event
Temporal words
Sequence of events


I know temporal words are phrases that show the passage of time (e.g., later, in the

Student Product Targets:
I can write a narrative that includes details, transitions from one event to another,
and provides a sense of closure.

Beginning
Middle
End
E. Procedure:
1. Have students get out their writing journals
2. Have the students get out their brainstorm graphic organizer from Day 1
3. Review temporal or time order words with the students
a. Write a few time order words on the board such as finally or next and
have the students offer ideas for other time order words
b. Take those time order words and place them in categories of beginning,
middle and end. Some words may fall into multiple categories.
4. Review with the students what was discussed the last few days about beginning,
middle and end of a story.
5. Have students revisit their story and write down at least 3-5 sentences
a. What happened at the beginning (1 sentence)
b. What happened in the middle (1-3 sentences)
c. What happened at the end (1 sentence)

F. Closure:
Have different students share different parts of their papers. Have a few read their
beginnings, a few read their middles, and a few read their endings.
G. Assessment:
Assessment Tool
Collect the students writing journals and check for their ability to use time order words
to write sentences that sequence events.
The students understanding of a sequence of events.

I believe the students will be able to produce time order words and know what they
mean.
Having the students use those time order words within their sentences to show sequential
thought.
The concept of time order words and sequence of events should be taught prior to this
lesson.
Continue with the writing process to show the students how it all fits together.
Use Interventions Teachers Guide p. 164 and reinforce the concepts in a small group
format.
I may have to break up the middle and the end. We did a day on beginnings, so maybe
we need to do a day on endings or conclusion.
The hardest part was meeting the standard.

Planning

Kanowitz



Students will finish the personal stories they have been working on during days 1-4. They will
then apply the process of peer editing in order to refine their stories and produce a final
product that contains a good beginning, logical sequence of events, and a conclusion.
This lesson will take about 30 minutes.
Grade Level: 2
nd
Grade
Groupings: Whole group (modeling), Partners (peer edit), Individual (final drafts)
C. Materials:
Trophies T Ed. 2-1 (Just for You) pages 14M, 16-31, The Day Jimmys Boa Ate the
Wash
Trophies Teaching Transparency 105; Student Model: Personal Story
Writing journals
Peer edit rubric
D. Objectives:
1. W.2.3 - Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure.
Learning Targets
Knowledge Targets:
Students must know temporal words are phrases that show the passage of time
(e.g., later, in the evening, before I went to school).
Performance Targets
Students must write a narrative that includes details, transitions from one event
to another, and provides a sense of closure.
Vocabulary
Closure
Details
Event
Temporal words
Sequence of events


I know temporal words are phrases that show the passage of time (e.g., later, in the

Student Product Targets:
I can write a narrative that includes details, transitions from one event to another,
and provides a sense of closure.

Beginning
Middle
End
E. Procedure:
1. As a group, briefly remind students that all good narratives have a good beginning,
logical sequence of events using temporal words, and a conclusion. Answer late
questions that the students may have.
2. Using Trophies transparency 105. Model how to quickly peer edit a story using the peer
edit rubric.
3. Pass out the peer edit rubric to each student.
a) Have students cut and glue the rubric into the first empty page behind their
rough drafts.
b) Each student will switch their writing journal with the same buddy they have
worked with all week.
c) The students will then read their buddys stories and make suggestions using
the peer edit form.
d) Once peer edit is complete, the students will get back their own journals and
discuss their rubrics with each other.
4. Students will take their rough draft and rubric and compose a final draft, they will turn
in journals when complete.
1. Closure:
Once all students are done with their final rewrites, a few students will be allowed to share
their whole stories with the class.
2. Assessment:
Assessment Tool
Journals will be collected to check for completion and comprehension.

Students comprehension of the writing process including forming a beginning, middle,
and end as well as responding to feedback after the peer edit and on their final draft.
3. Reflection& Thoughts:
The easiest part to teach will be the use of temporal words. Since students already use
many of these words in their speech, I just need to make sure that they are aware of them
as they are writing.
The most challenging part of this lesson will be peer editing. I worry that students may feel
anxiety over giving constructive feedback to their peers.
Students should know how narratives are organized and how to write a good beginning.
Students will continue to write narratives throughout the year, before each unit, we will
review the basic rules to narrative writing that we learned this week.
Students who do not grasp the concept will be considered when grouping in further
writing assignments. Since this will not be the last time we will do similar units this year, I will
simply monitor progress and provide support when needed.
I think that the length of this unit might need to be extended slightly. I would have to see
how the rest of the week goes but students might not have time to complete a final draft
in the time given.
The most difficult part in writing this lesson plan was tying up all the loose ends in the lesson.
It was hard to find closure for the whole unit in this one day.
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EDRL 442 - Fall 2013 Assignment #3 Submitted By: XXX

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