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CCSS.ELA-LITERACY.W.4.3
CCSS.ELA-LITERACY.W.4.3.A
CCSS.ELA-LITERACY.W.4.3.B
Use dialogue and description to develop experiences and events or show the responses
of characters to situations.
CCSS.ELA-LITERACY.W.4.3.C
Use a variety of transitional words and phrases to manage the sequence of events.
CCSS.ELA-LITERACY.W.4.3.D
Use concrete words and phrases and sensory details to convey experiences and events
precisely.
CCSS.ELA-LITERACY.W.4.3.E
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.4.5
With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, and editing. (Editing for conventions should demonstrate command
of Language standards 1-3 up to and including grade 4 here.)
CCSS.ELA-LITERACY.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-LITERACY.RL.4.3
LEARNING OBJECTIVES Describe what students are to learn rather than what they will do;
developmentally appropriate; linked to standards; appropriately challenging
Students will learn the proper steps of building their own story based off of a given theme.
They will learn what narrative writing is, how it compares to informational writing and what
components make up narrative writing (beginning, rising action, climax, resolution, end).
Students will learn how to use characterization when developing each character, they will also
learning how to use different resources to help them create and use quality descriptive
language. Finally, students will learn how to edit/revise their own writing, as well as how to
provide constructive criticism to peers.
The students will undergo a writing process of creating ones own story, using resources to help
one develop use of descriptive language to paint a picture in the readers mind, determine the
types of characters within ones story (protagonist; antagonist; flat character), revise own and
peer edit others work, and finalize ones work with correct grammar/punctuation and
illustrations.
Students (within each individuals own words) will be able to create a story based on the theme
from the Book of the Week. Students are expected to provide/create the following
information in Lesson #2:
The storys:
Protagonist(s)
Antagonist(s)
Flat Character(s)
For each character, the student must provide a list of descriptive words/phrases. Students are
encouraged to make use of this list and refer back to in when beginning their rough draft.
All of this information will be written by the student in his or her own Weekly Story booklet.
INSTRUCTIONAL ACTIVITIES:
Time: 2 hours Introduction/anticipatory set- How will you start
the lesson? How will you get the attention of the
students? Include your introductions!
Hour #1; Reading
Anticipatory Set
With all of the students seated quietly at
their tables:
Allow the materials handler to
help pass out one white sheet of
paper to each student, and
crayons boxes to every table.
Have Paint a Picture With
Words sheet available.
Discuss with the students what
they will be doing:
I have two descriptions
of two different
characters on this sheet.
Close your eyes and
listen as I read the
description of each
character to you. After I
describe the character,
draw and color a picture
of what you think this
character looks like.
Begin reading the description of
the first character.
Ask students to draw a
picture of what they
think that character looks
like.
Repeat for the second character.
Students should figure out both
characters described.
Discuss with the class
why this was possible.
What words did I use
that helped you figure
out each character?
Explain to students that
they need to describe
their characters in great
detail in order for their
readers to be able to
figure out exactly who
each character is, and
what each character
looks like.
Intro:
Station #1:
Students independently
complete the first two pages on
their Weekly Story booklet.
Students are allowed to talk
quietly and share ideas.
Conversations should be
focused around the topic at
hand.
Students may read when they
finish.
Station #2:
Antonym/Synonym research.
Students will choose 2
words from the Word
Bag and use a thesaurus
to find/write down the
synonyms and antonyms
of each word.
Synonyms should be
written on the cinnamon
bun illustration sheets
and antonyms on the ant
illustration sheets.
Students will save these
in their literacy folders
as a reference for their
Weekly Story.
Once a student has
completed two words,
he/she can either read or
work on his/her Weekly
Story booklet.
Students are allowed to
talk quietly and share
ideas. Conversations
should be focused
around the topic at hand.
Station #3:
Students work along with the
teacher on prepared lessons that
help build students phonics
and fluency abilities.
Data is recorded by the teacher
during this time.
Classroom Management:
Conclusion/Closer:
Conclusion/closure: How will you end the lesson?
What concluding concepts/thoughts/questions will
As an exit ticket, students will write a
end this lesson?
brief entry in their Daily Journals
about what they accomplished during
Reading/Writing time and what they
look forward to completing next time.
Students are awarded an automatic 10 minutes of Brain Break time for each day
(twice a day) at the beginning of the week. Depending on class productivity, students
will gain/lose brain break time.
The class runs a Clip Change management plan where students are asked to change
his or her clip depending on the behavior. Students can be asked to change their clip
upward towards Role Model or downward towards Reflection. Teachers record data
daily on where everyone ends up at the end of each day.
Students who fill out reflections must get them signed by their parent and then
teacher.
Using positive reinforcement, teachers can praise good work and ask students to
move their clips towards Role Model.
Students are expected to show the characteristics of a Role Model. Make use of
positive reinforcement and praise students based ones level of productivity:
Ex.) Thank you Rayshaun for being a Role Model by quietly working hard on
your story. If anyone wants to know what being a Role Model looks like,
observe your friend Rayshaun.
Everyone is expected to ask a friend first if they are struggling with their work.
Students with Exceptionalities/IEPs have Study Buddies that are willing to work
together to help guide the students through what they need to do.
An interventionist will come in during this time to help aid the students with
exceptionalities as well.
If additional help is needed, the teacher is there to answer any questions.
REFLECTION: After the lesson is over, comment on successes and areas for improvement
and make notes for future lessons.