Lesson 2: DAY 3 & 4 - Journey’s Narrative Writing

Elements of the Lesson Evidence that Documents the Elements

I. Standard W.5.5 - With guidance and support from

District curriculum guidelines, MDE peers and adults, develop and strengthen
core curriculum, or CCSS writing as needed by planning, revising,
editing, rewriting, or trying a new
approach.

II. Objectives/Targets and I can I can…

statements
What am I going to teach? I CAN use a graphic organizer to plan a
What will the students be able to do at descriptive paragraph. Commented [1]: Students were able to effectively use
the end of the lesson? the graphic organizer to brainstorm sensory detail
What formative assessments are used to ideas centered around their topic.
I CAN use my plan to draft a descriptive
inform my instruction? paragraph. Commented [2]: Students were able to use their plan
What challenges might students to draft a descriptive paragraph. They were able to use
encounter? the sensory details to express feeling through the
narrative piece.
Why is this concept/target important?

III. Lesson Management: Focus and ● Students will sit in their assigned
Organization seats for instruction.
What positive strategies, techniques and ● Students will raise their hand to
tools will I use? answer questions or share ideas.
What on task, active and focused student ● Students will follow the “call &
behavior will I see? response” procedure in order to
hear next directions.
● If students are struggling to listen, I
will remind them of the “Husky
Howls” (school guidelines)
● Students will participate in filling out Commented [3]: There was good participation from a
the graphic organizer as a class. variety of students.
● Students will independently plan Commented [4]: Most students were able to stay on
their own descriptive paragraph. task and use their time effectively.
● Students will participate in using
the class plan to turn it into a draft. Commented [5]: For the most part, students worked
● Students will independently draft independently, but it was nice to see students also
discussing their ideas with each other and sharing
possible sentences.
 their own descriptive paragraph.

IV. Introduction: Creating Excitement ● The teacher will (TTW) generate

and Focus for the Lesson Target interest by telling the students we
What will I do to generate interest? will continue our descriptive
How will I access prior knowledge? paragraph writing unit.
What will I have students ● TTW access prior knowledge by
practice/review? discussing what students
remember about descriptive
paragraphs and sensory details.
● TTW review the elements of a
descriptive paragraph.
V. Input: Setting up the Lesson for Task Analysis:
Student Success 1. Review what is a descriptive
paragraph and the components of
Task analysis: one.
· What information does the learner 2. Review the importance of using
need? If needed how will it be provided? sensory detail in writing.
· How is the lesson scaffolded? 3. Explain how the graphic organizer
Higher Level Thinking: Questions will help us plan our descriptive
to engage students’ thinking paragraph.
· Remembering a. Use the graphic organizer
· Understanding to plan a descriptive
· Applying paragraph with the
· Analyzing students.
· Evaluating
b. Give students independent
· Creating
work time to plan their own
description.
Webb’s Depth of Knowledge
4. Explain how the plan can be used
· Recall/Reproduction
to turn the ideas into a draft.
· Skills/Concept
· Strategic Thinking
a. Practice applying this
· Extended Thinking concept with the students.
Accommodations: Differentiating to b. Give students independent
meet students’ needs work time to plan their own
· Remediation/Intervention description.
· Extension/enrichment 5. Tell students to bring their draft
Methods, Materials and Integrated tomorrow and we will discuss
Technology revising ideas.
· Instructional techniques
· Engagement strategies Higher Level Thinking:
· Materials and Integrated Technology 1. Remembering - What is a
list descriptive paragraph?
2. Understanding - What are the
parts and purpose of each part of a
descriptive paragraph?
3. Applying - Use a graphic
organizer to plan your descriptive
paragraph.
4. Analyzing - Can you add
additional sensory details and
descriptions to your writing?
5. Evaluating - Do I have every ‘part’
included in my descriptive
paragraph (lead sentence,
supporting sentences, closing
 sentence)?
6. Creating - Create your own
descriptive paragraph.

Accommodations:
1. Remediation/Intervention- Students
who struggle may discuss their
plan with a peer or adult to help
them add more details.

2. Extension/Enrichment- Highly
motivated students may write more
than one descriptive paragraph.

Methods, Materials, and Integrated

Technology:
● SmartBoard
● Document Camera
● Computer
● ‘Prewriting: Planning a Description’
worksheet (Journey’s)
● Blank Graphic Organizers
● Lined Paper
● Give clear instructions and
expected procedures
● Encourage responses and ideas
from all students
● Use call and response to get
students attention
VI. Modeling: I Do ● Show students how to use the
SHOW/TELL (Visual/Verbal Input) graphic organizer to plan their
What will I show/demonstrate for writing.
students? What will I tell them? ● Model completing the plan as a
HOW/WHAT (Questioning and redirecting) class.
How to do as well as What to do ● Demonstrate how to turn the plan
into a draft.

VII. Checking for Understanding ● Have students repeat directions

Samples of questions to be asked back before beginning
Ways in which students will respond and ● Ask for student input while filling
be engaged out the graphic organizer
Formative assessment strategies to be ● Quickly scan over students plans Commented [6]: Some students needed additional
implemented before they begin their drafting. support during the planning time. Walking around the
room was a great way to monitor students progress
and focus.

VIII. Guided Practice: We Do ● We fill out a graphic organizer

What do the teacher and student do together.
together? ● We draft a descriptive paragraph
How will a gradual release of together using our plan as a tool.
responsibility be accomplished? ● We review possible sensory details
to use in our writing.

IX. Collaborative (You Do Together) ● Students will use the graphic

and/or Independent Practice (You Do) organizer to plan their descriptive
What practices will be demonstrated? paragraph.
● Students will use their plan to help
them write a draft of their
descriptive paragraph.
 X. Closure The teacher will state the “I CAN”
How will the ‘I can’ statement(s) be statements and discuss how we
reviewed? accomplished them.
How will students be involved? Teacher will indicate how today’s learning
What connections to future learning will will connect with future learning.
occur? -”Today we used a graphic organizer to
plan our writing and we drafted a
descriptive paragraph. Tomorrow, we will
discuss how to revise our writing. Please
bring your completed plans and drafts
back to school tomorrow.”

XI. Assessment ● I will use the graphic organizers

What evidence supports that the and the students drafts to assess
target(s)/objective(s) were met? their understanding of descriptive
What do my students know, understand paragraphs and to guide further
and are able to do now? instruction.
What formative assessments will be used
to inform instruction?

Further Reflection:

Overall, I thought the lesson went really well. I enjoy teaching topics where the students have
the freedom to be creative and use their own ideas. Writing pieces are great for this. They also
help to show the students background knowledge on certain topics and help you to learn more
about the student as a person and as a learner. I really enjoy doing whole group planning and
drafting because it is a great model for the students. It is also a time where I can bond with them
over their ideas and what we are writing about. I love hearing what they come up with and
bouncing ideas off of each other. We do a great job of working together to build on each others
ideas and create a solid piece of writing. My hope is that modeling this process for them will give
them confidence in their own writing and show them the importance of collaboration. I will
continue on with my plans because I feel as if the students have met the goals of this lesson.
However, I will give them some additional time to draft at the beginning of class tomorrow. I
can’t wait to read what these kids have wrote!