Pron 1 Allison Pron Read Aloud Writing Narratives Grade: 4 Common Core Standards: CCSS.ELA-LITERACY.W.4.

4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.4.3.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.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Objectives: Students will be able to creatively write a narrative based on running the country with their best friend. Students will be able to use the text as a reference to write their own narrative. Students will be able to create a beginning, middle, and an end for their narrative in practice for the NJ ASK. Materials: Worst of Friends by Suzanne Tripp Jurmain Narrative Writing Task Pencil Procedure: Introduction Teacher will introduce the text, Okay readers, today we are going to be reading one of my favorite books, Worst of Friends, has anyone heard of it? This book is about the relationship of two presidents, Thomas Jefferson and John Adams. Who can share one thing about Jefferson? Adams? Readers we are going to pay close attention to the relationship between the two characters because afterwards, we are going to be practicing writing narratives. Who can remind the class what a narrative is? During Reading Teacher will stop at certain pages for students to notice how the friendship is changing. This will be helpful for when they write their narrative after reading.

Pron 2 Teacher will begin reading and stop at page 3 and ask if students have a best friend who is completely different from them. Teacher will share, My best friends name is Anna. She is very shy and quiet, I am more outgoing. She goes to college near home, I do not. (Teacher example). Stop at page 7 and ask if anyone has traveled somewhere with their best friend (Jefferson and Adams went to talk to King George). Stop at page 10 and ask if anyone has had an argument with a friend. Also ask students whose side they are onAdams (who believes the president should be the countrys biggest leader) or Jeffersons (who believes a president should not have all the power because they could turn into King George). Stop at page 12 and ask the class what they are noticing about Jefferson and Adams behavior. What in the text makes you think that? Stop at page 18, Do you think Jefferson and Adams will ever be friends again? What in the text makes you think that? Stop at page 24, Will Jefferson write back? Would you write back? Stop at page 26, What are you noticing now about their relationship? How has it changed again? What in the text makes you think that? Continue reading the last few pages. After Reading Readers, what did you notice? Isnt it crazy how two best friends became enemies then friends again? And they were running our country by doing so. Writing Task You are going to be writing your own narrative similar to this book. Your narrative writing task is: You wake up and realize you are not at home; you are in the White House with your best friend. One of you is president and the other is the vice president. What would be the first thing you do? Do you and your friend agree on your action? Being president of the United States of America is a huge responsibility; a president must work hard to ensure the United States is a place where everyone wants to live. Keep in mind that when we write, we need to create a beginning, middle, and end. You can write about a situation between your two characters, like Jefferson and Adams. If you do, remember to establish a problem and find a solution. Describe your sequence of events. Does anyone have any ideas that they want to share? Refer back to the NJ ASK rubric that you all have. The rubric asks if your writing uses compositional risks. Name a compositional risk. (dialogue, onomatopoeia, sensory detail, vivid word choice, simile, metaphor, etc.)

Pron 3 Students will go back to their seats and work on their narratives. Teacher will walk around the classroom and offer help and monitor student work. Teacher will remind the class when they have 10 minutes left, 5 minutes left, 1 minute left. Closure Boys and girls, who would like to share with the class what they wrote? Four to five students will share their stories. Assessment Students will be successful if they write a narrative with a beginning, middle, and an end with samples of compositional risks. Teacher will formatively assess students in the closure by asking students to share their narratives with the rest of the class. Teacher will also assess the students while they are working independently.

Pron 4

You wake up and realize you are not at home; you are in the White House with your best friend. One of you is president and the other is the vice president. What would be the first thing you do? Do you and your friend agree on your action? Being president of the United States of America is a huge responsibility; a president must work hard to ensure the United States is a place where everyone wants to live.