EDN461:GoodBeginningsscavengerhunt

Author:KellyGrimm
Datecreated:02/16/201610:06AMCSTDatemodified:02/22/201610:43AMCST

Demographic/ContextualInformation
Grade/Level

Grade4

NumberofStudents

28

DateofLesson

TuesdayFebruary23,2016

LessonStartTime

10:30AM

Howmanyminutesisthe
lesson

40minutes

Course/Subject

LanguageArts(English)

Unit/Theme

NarrativeWriting

TitleofLesson

Goodbeginningandendingsscavengerhunt

WhereintheUnitdoesthis
Lessonoccur?

Middle

Structure(s)/Groupingforthe
Lesson

StudentCharacteristicsthat
NeedtobeConsidered

WholeClass
OnetoOne
Studentwilllosefocusquicklyifthelessonisslowpaced.
Studentsbenefitfromrepeateddirections.
Giftedstudentsneedactivitiesthatwillchallengethem.
Strugglingreadersbenefitfromareadaloudbecausetheyarenotfocusingondecodingthewords.

ListtheNeedsofStudents
withIEPs

N/A

ListtheNeedsofStudents
with504Plans

N/A

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea

Thecentralfocusofthisunitisanarrativestory.Withinthisunit,studentswilldeveloptheirwritingskillsby
participatinginactivitiesthatwillteachthemthecomponentsofagood,whileincludingdetailsthroughoutthestoryto
engagethereader.

Rationale/Context

Thislessonisinthemiddleoftheunit.Inthepreviouslessons,studentswereintroducedtonarrativewritingandthe
characteristicsofapersonalnarrative.Inthenextlessonsstudentslearnedaboutwhatmakesagoodbeginninganda
goodendingtoanarrativestory.Inthislessonstudentsareusingtheirknowledgeofgoodbeginningandgoodendings
toanalyzestoriesinordertodetermineiftheyhaveacomponentofagoodbeginningandagoodending.Inthe
followinglessonsstudentswilllearnaboutlayingouttheirnarrativeandbeginwritinganarrativestory.

PriorKnowledgeand
Conceptions

PriorKnowledge:
Developingstageofnarrativewriting
Characteristicsofapersonalnarrative
Momentintime
GoodLead
Includesensorydetails
GoodBeginnings
List
Sound
Dialogue
GoodEndings
Circle
Surprise
Summary
Priorskills:
Writingincompletesentences
Creatinggoodbeginnings

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PriorVocabulary:
Narrativewriting
Goodbeginning
Dialogue
List
Onomatopoeia
Goodending
Summary
Mysterious
Standards

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade4students:
Strand:Writing
Domain:
TextTypesandPurposes
Indicator:
3.a.Orientthereaderbyestablishingasituationandintroducinganarratorand/orcharactersorganizeanevent
sequencethatunfoldsnaturally.
Indicator:
3.e.Provideaconclusionthatfollowsfromthenarratedexperiencesorevents.

AcademicLanguageDemands
Vocabulary
Goodbeginning
Dialogue
List
Onomatopoeia
Facts
Humor
Introduction(tomaincharacters)
Goodending
Summary
Mysterious
Poignant
Circularformat
Surprise
Functions

Studentswillanalyzethebeginningsandendingsofstoriestodeterminethetypeofgoodbeginningorgoodending
thattheauthorused.

SyntaxandDiscourse(1
Required)

Discourse:Studentswillanalyzeastorytodetermineiftheauthorincludesagoodbeginningandagoodending.

OBJECTIVE1

SWBATidentify4goodbeginningsandendingsthattheauthorsusedinthestoriesprovided.

Tool(s)UsedforAssessment

Objectiveonewillbeassessedwhenstudentsworkinpairstocompletetheirscavengerhuntworksheet.

EvidenceandAssessmentof
StudentLearning

Studentswillmakeprogresstowardsobjective1whentheycompletetheirscavengerhuntworksheet.Studentswillbe
makingprogressiftheycorrectlyidentifyatleast5ofthetypesofbeginningsandendingsinthestoriesprovided.
Studentswillstillbeinthedevelopingphasewhentheycorrectlyidentifyupto4typesofbeginningsandendingsinthe
storiesprovided.

ExpectationsforStudent
Learning

Exceeds:Studenthascorrectlyidentified810goodbeginningsandendings.

Meets:Studenthascorrectlyidentified57goodbeginningsandendings.

Below:Studenthascorrectlyidenifedupto4goodbeginningsandendings.

OBJECTIVE2

SWBATanalyzethebeginningandendingofthestorytodetermineiftheauthorusedagoodbeginningorending.

Tool(s)UsedforAssessment

Objectivetwowillbeassessedwhenstudentsworkinpairstocompletetheirscavengerhuntworksheet.

EvidenceofStudentLearning

Studentswillmakeprogresstowardsobjective1whentheycompletetheirscavengerhuntworksheet.Studentswillbe
makingprogressiftheycorrectlyanalyzethebeginningandendingtodetermineifthestoryincludesacomponentofa
goodbeginningorendinginatleast5problems.Studentswillstillbeinthedevelopingphaseiftheycorrectlyanalyze
thebeginningorendingsentencetodetermineifthestoryincludesacomponentofagoodbeginningorendinginat
most4problems.

ExpectationsforStudent
Learning

Exceeds:Studenthascorrectlyanalyzed810goodbeginningsandendings.

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Meets:Studenthascorrectlyanayzed57goodbeginningsandendings.

Below:Studenthascorrectlyanayzedupto4goodbeginningsandendings.

II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction

Numberof
minutes
3minutes

Introduction
Review:
Whatdoesagoodbeginningdoforthereader?(itgrabstheirattention,it
setsupthestory)
Whataresomeexamplesofgoodbeginnings?(list,sound,dialogue,
question,facts,setting,humor,drama,beginsinthemiddle,beginsattheend,
introductiontomaincharacter,traditionalonceuponatime)
Lastweekwetalkedaboutgoodbeginningsandgoodendings,todaywearegoing
tolookthroughbookstodeterminewhatifanauthorhasagoodbeginningor
ending.Iftheauthordidincludeagoodbeginningorendingwearegoingto
determinethetypeofgoodbeginningorendingtheyusedtocapturethereaders
attention.

InstructionalSequence

Numberof
minutes
25

InstructionalSequence
Explainactivity
PassoutBeginningandendingsscavengerhuntworksheet
ExplainDirections:
Youaregoingtoworkwithapartneror2otherpeopleandgothrough
onebookorpaperatatime.
Youaregoingtolookatthebeginningandtheendingofthestoryand
determineiftheauthorusedanyofthetypesofbeginningandendings
thatwetalkedabout.
Iftheyincludedagoodbeginning,thenonthebeginningscavengerhunt
sideoftheworksheetunderthecategoryIfoundsomegood
beginnings:youwillwritedownthetitleandthebeginningsentence
thatyoufoundthenunderIthinktheauthorusedthefollowing
strategyyouwillwritetheauthorsnameonthelinethenwritethe
strategyusedunderneaththeirname.Youwilldothesamethingonthe
EndingsScavengerHuntsidebutwiththeendingsofthestories.
Yourgoalistofind5goodbeginningsand5goodendings

ModelusingCharlotte'sWeb.
Readthefirstsentencealoud,"Where'sPapagoingwiththatax?saidFernto
hermotherastheyweresettingthetableforbreakfast.
WritedownundertheIfoundsomegoodbeginningssection,thetitle
(Charlotte'sWeb)andthebeginningsentence(Where'sPapagoingwiththat
ax?saidFerntohermotherastheyweresettingthetableforbreakfast.).
IntheIthinktheauthorusedthefollowingstrategysectionwritedownthe
author(E.B.White)thenstrategy(dialogueandquestion)

Breakstudentsupinapredeterminedgroups

Allowstudentstoworkintheirgroupstocompletetheirworksheet.

Closure

Numberof
minutes
2

Closure
Review:
Whatmakesagoodbeginning?(Itbeginswithalist,sound,dialogue,question,
facts,setting,humor,drama,beginsinthemiddle,beginsattheend,introductionto
maincharacter,ortraditionalonceuponatime)
Whataresomeoftheexamplesthatyoufound?(answerswillvarydependingon
thestory)
Whatmakesagoodending?(itendswiththeelementofsurprise,summary,circular
format,mysterious,somethinglearned,orsomethingtothinkabout)

Whataresomeexamplesofgoodendingsthatyoufound?(answerswillvary
dependingonthestorystudentslookedat)
Nowthatwehavepracticedpickingoutgoodbeginningsandendingsandcreating
theminthepastlessons,theclassisexpectedtoincludeagoodbeginningand
endingwhilewritingafreeresponseortheirnarrativeessay.

Differentiation/Extension

Forthestudentswhowilllosefocusquicklyifthelessonisslowpaced,Ikeptthereviewandactivitiesshort.

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Forthestudentswhobenefitfromrepeateddirections,Irepeatedthedirectionsandhadthemontheboard.

Forthegiftedstudentswhoneedactivitiesthatwillchallengethem,Igavethemanextrachallengeofcreatingagood
beginningorendingtooneofthestoriesthatdidnothaveone..

Forthestrugglingreaderswhobenefitfromareadaloudbecausetheyarenotfocusingondecodingthewords,Ipaired
studentsupsothattheirpartnercanhelpthemreadthebeginningandendingstothem.
WhatIfs

Thelessongoestoolong:Havestudentsfind3goodbeginningsand3goodendings

Thestudentsarefinishedearly:Havethemgobacktoabookthatdoesnothaveagoodbeginningorendingandhave
themtrytocreateagoodbeginningorendingtothestory.

Thestudentsdonotrememberwhatagoodbeginningorendinglookslike:Goovergoodbeginningsandendingsmore
indepthbeforethestarttheirscavengerhunt.

Studentspartnersleaveforinterventionorareabsent:Havethemjoinandbecomeagroupof3.

ResourcesandMaterials
Materialsandresources:
Finley,T.(2015,December15).22PowerfulClosureActivities.RetrievedFebruary19,2016,from
http://www.edutopia.org/blog/22powerfulclosureactivitiestoddfinley?utm_source=twitter
Kraynak,Karen.GoodBeginningandEndingsScavengerHunt.YoungElementary.HomerGlen,IL.
NarrativeStudentWritingSamples.(2013,November5).Retrievedfromhttp://texasteachingfanatic.com/narrative
studentwritingsamples4thgrade/
White,E.B.,&Williams,G.(1952).Charlotte'sWeb.Harper&Brothers.
Attachments:
1. ScavengerHuntgroups.docx

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback

A.Whydidyoudecidethatthisbeginningwasgood?Isthereanothertypeofgoodbeginningorendingthatwecould
use?Howelsecouldwegrabthereadersattention?Canyoumakethisbeginning/endingbetter?

B.Thefirsttwoquestionshelpguidethestudenttothinkaboutwhytheychooseaspecificanswerandthinkaboutif
thatisthecorrectchoiceorifthereisanotheronethatwouldbebetter.Thelasttwoquestionswillfurtherstudents
learningbychallengingthemtocreatetheirownbeginningorendingtothestory.

Assessment/Rubrics

N/A

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