Planning for Learning :
Standard
4th Grade: English Language Arts - Writing
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
By: Dominic Davis
Objectives
The student will use a plot pyramid to sequence events of a real or imagined narrative
The student will develop a real or imagined narrative using the plot pyramid and descriptive adjectives
The student will identify and recognize errors in the student's own writing
The BIG Ideas
Planning, revising, and editing narratives gives writers an opportunity to express their thoughts and ideas in beautiful, creatives, and sincere ways.
Developing real or imagined narratives develops storytelling skills.
Self editing one’s writing helps the writer bring structure and balance to the written piece.
Scaffold 1: The teacher will go over new vocabulary words that relate to narrative writing. The teacher will make sure that the students understand the terms plot, characters, setting, narrative, problem and solution.
Scaffold 2: The teacher will have the students watch an informational video that describes plot, characters, setting, narrative, problem and solution and have will have the students complete a worksheet to reinforce the information from the video.
Scaffold 3: After the video, the teacher go over the content from the video by asking the students questions using the Pause, Ask, Pause, Review method.
Scaffold 1: Before the students complete their plot pyramid, they will tap into their prior knowledge to remember the elements of a plot and what elements they should include in their plot pyramid.
Scaffold 2: After students think about what elements they will use in their plot pyramid, the students will mean in groups with their peers and talk about what they think they will include in their plot pyramid.
Scaffold 3: After the students finish their plot pyramids the students will show their plot pyramids to their peers and explain to the class the events they they will write about in there narratives.
Scaffold 1: The teacher will model for students what types of errors they should look for when they are editing their narratives.
Scaffold 2: The teacher will show the students a graphic designer that helps students see the correct format that narratives should have.
Scaffold 3: Students will be put into groups and will need to read their narratives a loud to their group members to make it easier to here grammatical errors in narratives.
Key Factors
Prior Knowledge: Understanding the students already know about a topic is important because this information helps the teacher know how much detail should be put into the content. In addition the teacher can clear up any incorrect ideas or notions that students my have about the topic. In this case, when the teacher knows what the students remember about narrative writing, the teacher will have a better idea as to what part of narrative writing he/she should focus on.