***Reminder: All fields must be completed prior to submission.

Name: Najma Bennett Grade: 4th

Lesson Introduction to Story Elements and Narratives Pt. 1 Date: October 1st, 2018
Title:
CCGPS or GPS Standard(s): ELAGSE4RI5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text

Classroom/Lesson Context (please check the following that apply):

__​X​__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students

__​X​__ Other (Please specify: _______EIP,

ESOL________________________________________________________________)

Please specify the number of students:

__​11​​___ Girls __​11​​___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson: N/A

Learning - Focus Strategies

Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?
1. What are the story elements?
2. What is a narrative?
3. How can you find key details in text?

Central Focus/Lesson 1. Students will describe the structure of events, ideas, concepts, or information in a
Objective(s) text or part of a text.
Objectives are
measurable and
aligned with the
standard.

Academic Language Language Functions​​ (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.) ​Describing the text
language demand? and referring to the examples in the assignments from the lesson will help facilitate the
What academic student’s understanding of the central focus in their lesson.
language will you
teach or develop?
What are the key Language Vocabulary ​(Identify key, content specific words for this lesson: examples of
vocabulary words vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
and/or symbols? descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
 students’ comprehension.) ​The vocabulary words for the lesson are: plot, characters,
setting, conflict, resolution, and theme.

Academic Language Demand ​(Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students ​throughout the lesson​.) ​Writing
will be the instructional strategy to get students to notate the examples and practice
formatting narratives correctly.

Materials Pencil
What resources can be Anchor Chart
used to engage Markers
students? Crayons
Color Pencils
Story Element Poster Cards
Reading Journals
Introduction to The students will participate in the “Moving True or False Activity”
Lesson/
Activating Thinking This activity requires the students to stand up and move to around in the classroom
What is the ‘hook’ for
the lesson to tap into The vocabulary words will be included in the activated thinking game.
prior knowledge and
develop students’ The students have to determine whether the definitions read to them defines the
interests? This should vocabulary word I call out from my Story Element Poster Cards. The middle left is true
tie directly into the and the middle right is false.
lesson’s objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students’ academic,
social, and cultural
characteristics.

Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
sentences): Definitions of the vocabulary and their examples will be distinguished by students
as the language syntax.

Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate):
 Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
N/A

Management Plan: Stand between the groups of students, then monitor them moving in
the classroom.

Body of Lesson/ Divide the students into groups at their tables.

Teaching Strategies
What will you have Direct students to the anchor chart with one group member that has one of the Story
the students do after Element Poster Cards.
you introduce the
lesson to learn the Each group has to write down the definition and draw a picture of the story element and
standards? What present.
questions will you ask
to promote higher
level thinking?

What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
sentences): The written definitions and the drawn pictures will symbolize the students
understanding of the vocabulary.

Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:
Give directions in small steps and in few words as possible.

Management Plan: Monitor the time and progress of what the students are contributing
to their group assignment.

Closure/ Review the purpose of story elements in narratives and how they are distinguished by key
Summarizing details.
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while Language Syntax ​(set of conventions for organizing symbols, words, phrases into structures,
making connections to sentences):
prior learning?
Language Discourse ​(structures of written or oral language; how participants of the content
area speak, write, and participate): Lecturing the terms and objectives of the lesson orally is the
language discourse.

Modification(s)/Accommodation(s) specific to this lesson ​(Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective)​:

Management Plan: Have students return to their desk.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans ​(This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments ​throughout the lesson​)​:
assessed and included. Formative; the student have to write in their reading journals reflecting over what they
Questions to consider did and learned in the lesson with extended time and assistance.
while planning:
How will students
exhibit an
understanding of the
lesson’s objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students’ Assessment Plan for Learning Objectives ​(This is a plan and should be written as such;
understanding/mastery remember to identify both formative & summative assessments ​throughout the lesson​)​:
of the lesson’s Formative; the students reflect over the lesson by writing about what they learned and did
objective(s) including in the lesson into their reading journals.
their usage of
vocabulary?
Reflection/Analyzing Lessen the time spent on drawing and coloring so students would have more time to
Teaching reflect in their reading journal .
Effectiveness

Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.