Teacher: Jessica Pozankowski Date: November 10th, 2016

Subject: ELA

Objective Category: The students will be able to write a seed idea for a personal
narrative about how others can impact how they feel using a mentor text.

New York State Common Core Standards:

CCSS 4: Writing- Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequence
CCSS 9: Writing- Draw evidence from literacy or informational texts to support
analysis, reflection, and research.
CCSS 1: Speaking and Listening – Engage effectively in a range of collaborative
discussions with diverse partners on grade 4 topics and texts, building on others’ ideas
and expressing their own clearly.
CCSS 1b: Speaking and Listening – Follow agreed upon rules for discussions and
carry out assigned roles.

Rationale:

This lesson is the beginning to our unit in writing a personal narrative on how others
affect our hope. During this lesson, the students will use mentor texts to inspire seed
ideas for their personal narrative piece. Students will be using their seed ideas to later
sequence, write, revise, and edit their personal narratives.

Materials:
 Mentor Text: Rosie Revere, Engineer by Andrea Beaty
 Song lyrics: “Shake It Off” by Taylor Swift
 Song lyrics: “Wings” by Cimorelli
 Students’ Writer’s Notebooks
 Teacher Example on Chart paper

Development/Procedures:

Introduction: The teacher will begin by asking students to think back to the Song Lyrics
that was listened to on Monday, “Shake It Off” by Taylor Swift and the read aloud from
the day before, Rosie Revere, Engineer. The students will listen to the song “Wings” by
Cimorelli while following along with the lyrics.

Instructional Strategies:
1. The teacher will ask students to put a star next to the most powerful lyric in the
song. The teacher will have a few students share the lyric that they felt was most
powerful and why.
2. Students will come to the carpet area for a class discussion. Students will turn
and talk about: how do others impact the way we feel? Can others impact how
 we feel negatively? Can others impact how we feel positively? Some students
will share what their partner has told them.
3. The teacher will ask students to think back to the read aloud from yesterday,
Rosie Revere, Engineer. What happened to Rosie in the story? How did Great-
Great Aunt Rose support Rosie’s dreams? Why did Rosie cheer for her
classmate’s failure?
4. The teacher will ask students to think about a person in their lives that has ever
inspired or motivated them?
5. The teacher will share with the students that today they will think of that person
who has made an impact on their lives and brainstorm moments they have had
with that person.
6. The teacher will model an example for the students using a circle map on chart
paper. As the teacher brainstorms, students will observe quietly.
7. Students will close their eyes and think on one person they would like to write
about. When they are ready they will transition to their seats to begin their
writings.

Small Group: During independent writing time, the teacher will pull a small group of
students to the back table to help them begin their writing. These will be students who
struggle to transfer ideas onto paper or students who struggle to brainstorm
independently.

Closure: Students will come to “share position” on the rug with their writer’s notebooks
to share their person and one moment they had written down.

Assessment:

Short Term:
The students will be assessed by their ability to generate a seed idea that demonstrates
how another person has had an impact on their life. The teacher will assess student
work by the concept of their seed idea and if it was relevant to the task.

Long Term:
The students will turn their seed ideas into a personal narrative writing piece about a
moment when someone inspired them.