Lesson Planning Template

Lesson Title: Using Transition Words in Narratives Grade:___5____

Goals or Objectives:
Students will be able to write a clear, cohesive, and collaborative narrative. Students will build off of
each other’s work effectively using transition words to develop the narrative.

Grade Level Guide: Content Standards

Content Curriculum Focal Points
http://www.ncte.org/standards/ncte-ira
NCTE & ILA standards
5. Students employ a wide range of strategies
as they write and use different writing
process elements appropriately to
communicate with different audiences for a
variety of purposes.

ISTE standards (1 tech component)

http://www.iste.org/standards/standards
ISTE Standards for Teachers
2. Design and develop digital age learning
experiences and assessments
c. Customize and personalize learning
activities to address students’ diverse
learning styles, working strategies, and
abilities using digital tools and resources.
ISTE Standards for Students
1c. Students use technology to seek feedback
that informs and improves their practice and
to demonstrate their learning in a variety of
ways.

PreK-12 Proficiency standards

http://www.tesol.org/docs/books/bk_prek-
12elpstandards_framework_318.pdf?sfvrsn=
2
Standard 2: English language learners
communicate information, ideas, and
concepts necessary for academic success in
the area of language arts.
Interdisciplinary: Standard 1: English language learners
communicate for social, intercultural, and instructional
purposes within the school setting.
● This standard is connected due to the discussion
portion of the lesson.

Common Core State Standards

Speaking and Listening: Interdisciplinary:
CCSS.ELA-Literacy.SL.5.1 Ohio Learning Standards Social Studies
Engage effectively in a range of collaborative History Strand 2
discussions (one-on-one, in groups, and Early Indian civilizations (Maya, Inca, Aztec,
teacher-led) with diverse partners on grade 5 Mississippian) existed in the Western Hemisphere prior
topics and texts, building on others' ideas and to the arrival of Europeans. These civilizations had
expressing their own clearly. developed unique governments, social structures,
Writing: religions, technologies, and agricultural practices and
CCSS.ELA-Literacy.W.5.3 products.
Write narratives to develop real or imagined ● This standard will be incorporated into the lesson
experiences or events using effective as the themes of the narratives will be related to
technique, descriptive details, and clear event history.
sequences.
CCSS.ELA-Literacy.W.5.3.a
Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.5.3.c
Use a variety of transitional words, phrases, and
clauses to manage the sequence of events.

Academic Language:

Narrative, transition, point of view, relevant

Students’ Needs: Students will have already been learning how to write narratives and the parts of a
narrative.

English Language Learners Special Needs (can be a

Student would receive
transitional word list in
both English and their
native language.
group such as “struggling
readers” or individuals)
Teacher will read the
narrative to the student
with dyslexia before the
student contributes their
paragraph.

Materials:

Students Needs: laptops, paper, pen/pencil

Teacher Needs: laptop, projector, whiteboard marker, transitional word handout, pictures

Language Function:
Students will move from writing their narrative in a simple way to writing in a complex form using
higher level vernacular and structure. Students will describe the setting, characters, plot, and outcome of
their narrative. Students will explain progression of the narrative using transition words. Students will
analyze the use of transition words in the production of a narrative.

Lesson Plan:

Before:
1. Review components of a narrative using Kahoot.

During:
1. Introduce transitional words.
a. Ask students what they might know about transition words then teacher will define
transitional words as the words that signal the order of events.
b. Ask students to share some transitional words they know.
c. Teachers will first give the class an example then fill out the example as a class.
2. Break the class into three groups
a. Students will be instructed to take out two sheets of blank paper and a pen or pencil.
b. Each student will receive a picture, according to the group they are in, face down.
c. The teachers will then instruct the students to flip the picture over, analyze it and begin
writing the introduction paragraph to a narrative about it using their transitional words
for five minutes.
d. When the five minutes are up all students will pass the piece of paper to the right and the
next student will have six minutes to read what has been written and continue writing,
using transitions between paragraphs. Each student should write their name next to the
paragraph that they write.
e. Step D will be repeated adding a minute to each time the piece of paper is passed until
reaching the original author having the person prior to the original author writing the
conclusion paragraph.

After:
1. Students will take five minutes to read over their finished narrative and highlight all transition
words or phrases.
2. In their small groups, students will discuss the transitional words and the process of writing a
narrative.
3. The class will then come back to the large group.
a. Teachers will ask questions such as: which transition words were used best in the
narrative?, what was difficult in using transition words?, how could you do better next
time?
4. Time permitting the class will be able to share some of the narratives out loud
5. Students will turn in their final narratives.

Assessment:

Type of assessment Description of Modifications to the Evaluation Criteria- What

(formal or informal) assessment assessment so that evidence of student learning
all students could (related to the learning objectives
demonstrate and central focus) does the
learning assessment provide?
 Reading the inapplicable If the students uses transitional
Informal narratives to see if words in the correct manner, in
students understood the correct position, and if they
transitional words. apply them correctly in
organization.

Resources:Transition word list

Transition Words List
Words that show location: Words that show time:
above across about after
against along at before
among around during first
behind below second third
beneath beside until meanwhile
between by today tomorrow
down in back of yesterday next
in front of inside soon later
into near finally then
off on top of as soon as when
outside over suddenly eventually
throughout to the right
under

Words that compare two things: Words that show differences:

in the same way likewise on the other hand otherwise
as while but although
similarly like even though however
aslo still yet

Words that conclude or summarize: Words that add information:

as a result therefore again also
finally lastly another for instance
in conclusion because besides for example
moreover and finally as well
along with in addition
next in fact

Words that emphasize a point: Are there any other transition words
Again you can think of?
to repeat
truly
in fact
especially
to emphasize
for this reason
so
 I jumped for joy at the sound of the school bell on the last day of school. I couldn’t wait for
summer to begin. First of all, I am going to Arizona to visit my Aunt Cindy. We will have a great time
shopping, swimming and baking cookies. After I get back home, I will stay up late many nights and
watch lots of movies. My mom does not like scary movies. However, she lets me watch them when I
don’t have school the next day. Finally I will do my favorite activity of all. I will work on my scrapbook
project. There are many boxes of pictures waiting for me to turn them into a scrapbook. I like school,
but I love summer.