SEI Sheltered ELA Lesson Plan

Title: Picture This

Subject/Grade Level/ Date(s): Reading / 4th / 11/5/18

Time Requirements: 1 hour

Materials List: voice worksheet, comic strip worksheet, colored pencils, markers,
pencils

Type of Lesson: Whole Group, individual, small table groups

Connection to Content and Language Standards:

4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character’s thoughts, words, or actions).

4.W.3 Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the
responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and
events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.

4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse

media and formats, including visually, quantitatively, and orally.

4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized

manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.

4.L.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening. a. Choose words and phrases to convey ideas precisely. b.
Choose punctuation for effect. c. Differentiate between contexts that call for formal
English (e.g., presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion).

4.L.6 Acquire and accurately use grade-appropriate general academic and domain-
specific words and phrases, including those that signal precise actions, emotions, or
states of being

Instructional Content and Language Objectives:

-Students will be able to effectively express voice in their writing portion of the
assignment.
-Students will be able to create a descriptive narrative to convey an creative storyline.
-Students will be able to illustrate a comic strip including plot, characters, and
descriptive voice.
-Students will be able to communicate and present their illustrations to the class.

Active Instructional Plan:

Anticipatory Set: To begin this lesson, I will start by asking my students what voice in
writing is. I will ask if they can give me any examples that they have written or seen.
We will brainstorm on the board for their understanding.

Questions: (throughout)

Modeling: I will read a short, descriptive excerpt that shows voice in writing. I will
have students remember and identify parts of the excerpt that they heard voice. We
will go around the room identifying parts of voice they heard in the excerpt. I will be
asking them why that sound alike voice to them. I can also ask them if there were any
parts that had no voice.

Guided Practice: During this time, students will begin working on their voice
worksheet, identifying what voice they would use for certain phrases. They can work
and discuss with group members, but will write down answers on their own paper.
After this exercise, I will ask students to give me some of their personal answers of
how they use voice in those phrases.

Independent Practice: Students will move onto an activity where they will create their
own 4 panel comic using their writing voice. I will give them four options for a starter
prompt. Each box will have a picture and a text or thought bubble with words
expressing voice of the character. Students will complete this individually.
Prompts:

You become a character in your favorite video game, and…

You are an astronaut who finds something strange on the moon…
Your parents tell you that you’re moving across the country.
Every time a dog barks, something unusual happens…

Closure: As a closing activity, students will pair share their comics with an elbow
partener. They will read theirs will their “voice” and show the partner their images. I
will choose a few students to read their comic aloud and identify where they added
“voice”

Assessment/Evaluation: After all students have completed their comic, complete

with pictures and text expressing their voice, students will go on a gallery walk.
Students will walk around reading and observing three of their classmates comics. On
a sticky note they will write one thing they liked about the students comic strip.

Modifications/Differentiation: For my 4th grade classroom, my students are not

ELL. If they were I could create some modifications for this lesson to help them be as
successful as possible. One modification I would make would be to let students work
in pairs with a language buddy. These students could help each other with language
and ideas creating their own comic. I also could give students a starting picture or
sentence for their comic, so they would be able to brainstorm their comics from that
point. For the voice worksheet, I would allow my students to simply discuss what they
would use as voice for that phrase. This would replace writing it down.