Writing Lesson Plan TLS 322

Title:​ Extra! Extra! Read all about it!

Subject/Grade Level/ Date(s):​ ELA, 4th grade, 9/11/18

Time Requirements:​ 45 min-1 hour

Materials List:​ Fireboat by Maira Kalman, laptops, group cards(fireman, bystander, news
watcher)

Type of Lesson:​ whole group

Connection to Standards:
4.RL.6​ Compare and contrast the point of view from which different stories are narrated,
including the difference between first-and third-person
Narrations.

4.W.3 ​Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally.
b. Use dialogue and description to develop experiences and events or show the responses
of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events
precisely.
e. Provide a conclusion that follows from the narrated experiences or events.

4.SL.4 ​Report on a topic or text, tell a story, or recount an experience in an organized

manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.

Instructional Objective:
1. Students will analyze and discuss with group members the possible senses each
group of people might feel during 9/11
2. Students will create their own news article of the events of 9/11 from the point of view
of their given card(fireman, bystander, news watcher)

Active Instructional Plan:

● Anticipatory Set: ​I’m going to read them the story Fireboat by Maira Kalman to give
them background knowledge on 9/11 and spark their interest in the topic. I will show
them short video clips and photos of the event to give them more details. Students will
have the ability to share their thoughts and ask questions after the reading and
viewing of photos.
 ● Questions:
○ How do you think the characters felt?
○ Do you think different people had different emotions and reactions to this
event?
○ How do you think sensory language could help us describe important events?
○ Why do you think I chose to create a newspaper article for this assignment?
● Modeling:​ I will model this by showing them photos and news articles of 9/11 to
exemplify the type of writing style and details they should include in their article. They
can use these articles as foundation for the format of their own articles.
● Guided Practice:
1. First, I will be explaining and giving students an outline of what is required in
their articles.
2. We will go over the details as well as answer any questions students have.
3. Students will be given their character perspective(fireman, bystander, news
watcher)
4. Students will begin drafting up their article with a title, photo given to them, and
their description of the event in their characters POV.
5. Students will switch with a partner(if time allows) and read give feedback to
partner
● Independent Practice:​ Students will practice their writing skills by writing their short
newspaper article outline in the point of view of the given character. They will decide
the sensory language to include and important details crucial to their article from
previous notes and lessons about sensory language. Using these two concepts,
students will create a detailed article outline describing 9/11.
● Closure:​ To close the lesson we will discuss some volunteers writing samples and why
they described the event that way. We will also discuss any final thoughts or questions
related to 9/11

Assessment/Evaluation:​ Students will be able to create a newspaper article in the POV of a

firefighter, bystander, or news watcher. They will describe the event, sensory details, and
emotions at the time of the event. They will show mastery by including these details and stay
connected to the event and point of view. This will be the first draft and students will be able to
reread and work with partners to edit and create a final draft in the future.

Modifications/Differentiation:​ To differentiate this activity, students who are not as proficient

in typing could use alternate resources like pencil and paper to complete their article. This
could include students who prefer hand writing or students who are less proficient in typing.
Students in need of extra help can refer back to previous notes on sensory details to describe
the event fully. All students will have access to dictionaries, thesaurus, and the internet to
further their research.