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Preliminary Information
Teacher Name: Kathryn Woon Date: 4/2/2019
Grade: 4 Learning Segment:
Number of Students: 25 Students in Grade 4 will be able to write a narrative essay
and describe their life or life of a character in a California
Mission.
https://www.elacommoncorelessonplans.com/writing-
standards/how-to-write-reflective-essay.html
Language Function: What main communication language function do students need to use to communicate their understanding
of this content? (Ex. Analyze, Argue, Categorize, Compare/contrast, Describe, Explain, Interpret, Predict, Question, Retell,
Summarize)
• How does student use language (see Toolkit samples for use of language)
• Identify a key learning task in your lesson plan that provides opportunities for students to practice the identified language
function:
Additional Language Demands: Identify demands in academic Language Supports: Identify/describe supports you will put in
vocabulary, discourse and syntax place prior and during instruction to help students achieve the language
function within the context of the lesson. Be specific and link to
standards and students.
Academic vocabulary/symbols:
-Spanish Mission:
-Time: Time Period
-Climax: Points of Tension
-Hook: Interesting introduction to lure audience
-Rising Action: Problem in Narrative
-Conclusion: Solution to problem
Discourse: (Use Graphic Organizers in Toolkit to help students learn Narrative Checklist
to speak and write language for this content)
List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.
Language of Sequencing
First, … and second, …
Meanwhile, the ___ appeared to be …
While [subject 1] was …, [subject 2] was simultaneously/concurrently…
Finally ___ proceeded to…
Consequently the ____ began to …
Previously, ____ had decided to …
Following this event, …
Initially …. Some time later…..
After … the next step is/was to…
What occurred/happened prior to… was that…
In the first stage/phase, ….
The transition between stages __ and __ can be described as….
Closure/After Strategy for restating key points, extend ideas, check for understanding/other
Teaching Explain:
Students will be assessed using the Narrative Story Rubric and the elements from the Narrative Story
Plot worksheet. The Narrative Story Plot worksheet will introduce the different elements of a narrative
while also applying knowledge learned about Spanish Missions. Students will be assessed for knowledge
of Spanish Missions and elements of a narrative essay. In order to scaffold students’ learning, students
will be given sentence frameworks to aide in the their story telling.
Students, you did a great job on your narratives. We learned that we can use facts that are true and write
a creative story with our own characters.
Assessment Strategy:
Students will be assessed according to the Narrative Checklist. They will use the Narrative Checklist as a rubric to ensure that they have
all the elements of a proper story. In addition to the Narrative Checklist, they will be given a rubric to ensure that the 3 facts in the
narrative are accurate.