Overview

Teacher: Kari Delaney

Grade/Course: 5th
Title of the Unit of Study: Narrative Writing

Big Idea What 21st Century Themes

To write a narrative writing piece.
will students learn with
Recognize different features of narratives such as well-structured event sequence, revealing thoughts, the Big Idea and Essential
dialogue, transition words, figurative language and descriptions. Question?
Global Awareness
Financial, Economic,
Essential/ Messy Question Business, & Entrepreneurial
Can I write narratives using effective sequencing, transitions, and narrative techniques to engage a Literacy
reader? W 5.3 a, b, c, d Civic Literacy
Can I produce clear and coherent writing in which the development and organization are appropriate to Health Literacy
task, purpose, and audience. W 5.4 Environmental Literacy
Can I write routinely over extended time frame and shorter time frames for a range of discipline-specific
tasks, purposes, and audiences. W 5.10
Can I apply knowledge of language and its conventions when writing, speaking, reading, or listening? L
5.3 a, b
Can I demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. L. 5.5 a, b, c
Common Core Standards Addressed Concepts and Skills
W 5.3: Write narratives to develop real or imagined experiences or events using Students must demonstrate knowledge of sentence structure, different
effective technique, descriptive details, and clear event sequences. literary elements that make up figurative language, word relationships, and
a. Orient the reader by establishing a situation and introducing a narrator and/or have clear and coherent writing.
characters; organize an event sequence that unfolds naturally. Know narratives have a beginning, middle, and an ending that are logically
c. Use a variety of transitional words and phrases to manage the sequence of events sequenced.
d. Use concrete words and phrases and sensory details to convey experiences and Know how to use dialogue.
events precisely. Know how to use descriptive details
e. Provide a conclusion that follows from the narrated experiences or events.
W 5.4: Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
W. 5:10: Write routinely over extended time frame and shorter time frames for a
range of discipline-specific tasks, purposes, and audiences.
L. 5.3 Apply knowledge of language and its conventions when writing, speaking,
reading, or listening?
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and
style.
L. 5.5 a, b, c: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs
c. Use the relationship between particular words to better understand each of the
words.

The cluster of standards illuminate the concepts in the Big Idea by helping the
students connect to the larger world, engage their curiosity into how the written word
can help them become better communicators, help students to become problem-
solvers, tap into creativity, and how collaboration can help improve their learning.
The students will be able to
demonstrate that there is a variety of transition words End of Unit Assessment: Units Instruction Includes
writers use to maintain a logical order in their writing Assessment: Create assignments for real
process. audiences and with real purpose
explore the use of transition words in a picture book and Formative Assessment Tools (ongoing; as needed)
explain how it helped maintain a logical order. Writers Workshop Notebook Focus on the learning process, not
apply the correct usage of transition words/phrases to a Writing Conferences Peer & Teacher just content
picture book. Reading Response Journal
apply figurative language into their writing piece Practice paragraph Lead high-level, text-based
Summative Assessments: discussions
Paragraph Writing
Teach argument writing which
appeals to logic and reason

Increase text complexity in both

Performance Task Project: literature and informational text
Students will be able to create a picture book using correct
grammar, descriptive (figurative language), transition words,
punctuation, complete sentences, dialogue, and beginning
middle and end.

Students will solicit student input and have co-designers by

working together online to create a picture book. Students
will work on Google Docs during the writing process.
Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so that you are demanding a 21st
century collaborative environment while allowing time to meet students on an individual basis.
Intro Lesson: CCSS Habits of Mind
The teacher will What teacher actions might encourage students to engage in
ask students what important elements we have learned to these Habits of Mind?
include in our narrative writing, (idioms, vivid verbs, ELA Capacities
onomatopoeia, similes, and juicy adjectives). I will place
Demonstrate
picture books from past lessons out.
independence
ask the students what role does writing play in our lives.
Build strong content
play a video from Flocabulary on transition words (to hook
knowledge
students). It uses the video game Pac Man to demonstrate Respond to the varying
transition words. demands of audience, task,
introduce a new essential ingredient for writing, purpose, and discipline
transitional words/phrases. Comprehend as well as
share a picture book from a different culture. critique
Value evidence
Use technology and digital
media strategically and
capably
Come to understand
other perspectives and
cultures
Mathematical DOK Level
What levels of Depth Of Knowledge
Practices
will the lesson target to demonstrate
Make sense of problems
student understanding of the Big
and persevere in solving
Idea, concepts, and skills?
them.
Reason abstractly and Level 1: Recall & Reproduction
quantitatively. Level 2:
Construct viable Basic Skills & Concepts
arguments and critique the Level 3: Strategic Thinking &
reasoning of others Reasoning
Model with mathematics. Level 4: Extended Thinking
Use appropriate tools
strategically. (Combination of level 3 & level 4
Attend to precision. depending on student.)
Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Student Reflection & Goal Setting:
Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further learning. Goal setting is a great
opportunity for students to personalize learning goals and provides teacher specific targets for differentiated instruction.

3-5 Reflection Activities: CCSS Habits of Mind

Sequence of Tasks, Problems, or Activities What teacher actions might encourage students to engage in
The teacher will ask questions about what we have learned in the these Habits of Mind?
past and clarify vocabulary and questions.
ELA Capacities Mathematical DOK Level
The teacher will model lesson. What levels of Depth Of Knowledge
Demonstrate Practices
The students will create a practice paragraph from a selected picture will the lesson target to demonstrate
independence Make sense of problems
from Aaron Beckers Journey. student understanding of the Big
Build strong content and persevere in solving
The students will go into groups for peer conferencing. Idea, concepts, and skills?
knowledge them.
The students will meet with teacher for teacher conference.
Respond to the varying Reason abstractly and
The student will work on group project of creating a paragraph for a Level 1: Recall & Reproduction
demands of audience, task, quantitatively.
David Wiesner book, Flotsam. Level 2:
purpose, and discipline Construct viable Basic Skills & Concepts
Comprehend as well as arguments and critique the
Craft Key Questions for each of lessons or set of lessons Level 3: Strategic Thinking &
critique reasoning of others
What role does writing play in our lives? Reasoning
Value evidence Model with mathematics.
What important elements make up writing? Level 4: Extended Thinking
Use technology and digital Use appropriate tools
What important elements make up a sentence?
media strategically and strategically.
Describe: idiom, vivid verb, onomatopoeia, simile, juicy adjective,
capably Attend to precision.
alliteration, hyperbole, metaphor, personification
Come to understand Look for and make use of
What is a hook? What does a hook do?
other perspectives and structure.
Why is organization important in writing?
cultures Look for and express
Scaffold or differentiate student demonstration of concepts. (Build regularity in repeated
depth, flexibility, & try same thing in different ways.) reasoning.
1. Show and tell (Think Aloud)
2. Tap into Prior Knowledge
3. Give Time to Talk (Pair-share)
4. Pause, Ask Questions, Pause, Review
5. Pre-teach Vocabulary
6. Front Load Students
7. Give Visual Aids
Co-Design Authentic Performance Task(s ):
Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student voice and choice in their end
product. Students write their Essential Question to guide learning outcomes for their end of Unit performance task (Project).
Students will
create a picture book (topic to be selected by student, must be approved by teacher). Created with an iPad app or online.
create an Explorer Online Journal or Blog as if they were an explorer.
create a President Online Journal or Blog as if they are the President of the United States.
create a personal narrative about an important event in their life with a PowerPoint presentation.
create a podcast staying in character as the President. (Must turn in written notes)
Assessment
Formative Assessment Lesson: CCSS Habits of Mind
Students will What teacher actions might encourage students to engage in
share literary elements. these Habits of Mind?
share examples of different literary elements with peers. ELA Capacities
share their quick write (paragraph written on Book Creator)
Demonstrate
with a partner.
independence
Build strong content
knowledge
Respond to the varying
The teacher can quickly pinpoint area of needs, so the teacher can
demands of audience, task,
adjust the presentation of the lesson while the lesson is being taught.
purpose, and discipline
If students are still struggling, the teacher can call a student or a
Comprehend as well as
small group of students back and reteach the concept to help ensure
critique
all students understand.
Value evidence
Use technology and digital
media strategically and
Demonstrating knowledge in using transition words and literary
capably
elements in writing will help students become better communicators.
Come to understand
other perspectives and
cultures
Mathematical DOK Level
What levels of Depth Of Knowledge
Practices
will the lesson target to demonstrate
Make sense of problems student understanding of the Big
and persevere in solving Idea, concepts, and skills?
them.
Reason abstractly and
Level 1: Recall & Reproduction
quantitatively.
Level 2:
Construct viable
Basic Skills & Concepts
arguments and critique the
Level 3: Strategic Thinking &
reasoning of others
Reasoning
Model with mathematics. Level 4: Extended Thinking
Use appropriate tools
strategically.
Attend to precision.
Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
Summative Assessment: CCSS Habits of Mind
Students will What teacher actions might encourage students to engage in
write a narrative paragraph using an iPad and the app Book these Habits of Mind?
Creator (written response) focused on adding transitional ELA Capacities
words to a select picture from a David Wiesner book.
Demonstrate
share with class reading their paragraph and displaying
independence
their picture.
Build strong content
complete research on an iPad or desktop on their topic
knowledge
from a selected picture from a David Wiesner book and Respond to the varying
share with class. demands of audience, task,
purpose, and discipline
Comprehend as well as
critique
Value evidence
Use technology and digital
media strategically and
capably
Come to understand
other perspectives and
cultures
Mathematical DOK Level
What levels of Depth Of Knowledge
Practices
will the lesson target to demonstrate
Make sense of problems
student understanding of the Big
and persevere in solving
Idea, concepts, and skills?
them.
Reason abstractly and Level 1: Recall & Reproduction
quantitatively. Level 2:
Construct viable Basic Skills & Concepts
arguments and critique the Level 3: Strategic Thinking &
reasoning of others Reasoning
Model with mathematics. Level 4: Extended Thinking
Use appropriate tools
strategically.
Attend to precision.
Look for and make use of
structure.
Look for and express
regularity in repeated
reasoning.
 How will you and your students reflect on and
Individual Student Reflection & Peer Reflection: evaluate the performance task (project)?
Class discussion Fishbowl
Students will use exit slips after the lesson. Student-facilitated formal debrief
Teacher-led formal debrief
Student-facilitated informal debrief
Individual: Individual evaluations
What I liked Group evaluations
I wonder Other:
I now understand Why?
In the future. Why?

After reading our newly created picture book with paragraphs written by class in their groups,
students will answer these questions.

Group: At home, please blog or video record yourself answering the following questions.
How did teamwork help you during this project?
How did positive communication help you during this project?
If you could do something differently, what would you do (In the future)?
What is a celebration from your work together (What we liked)?
Questions we still have (We wonder)
Questions we got answered (I now understand)

Students will blog on Kid Blog about their picture book and the experience of creating the picture
book. Peers will then comment on two blogs.