- I can write the end of a pourquoi tale that provides a resolution to the problem and wraps up my story. (W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.5, L.3.3a)
- I can use temporal words and phrases to show the order of events. (W.3.3c, L.3.3a)
These are the CCS Standards addressed in this lesson:
- W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- W.3.3a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
- W.3.3b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
- W.3.3c: Use temporal words and phrases to signal event order.
- W.3.3d: Provide a sense of closure.
- W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
- W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- L.3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- L.3.3a: Choose words and phrases for effect.
Daily Learning Targets
Ongoing Assessment
- End of a pourquoi tale (W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.5, L.3.3a)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Returning Mid-Unit 1 Assessment (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mini Lesson: Temporal Words and Phrases (10 minutes) B. Analyzing "Why Do Polliwogs Wiggle?" Class Narrative (5 minutes) C. Independent Writing: End of a Pourquoi Tale (25 minutes) 3. Closing and Assessment A. Independent Practice: Planning a Pourquoi Tale (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas where students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Mid-Unit 1 Assessments are returned to students with feedback in this lesson. Ensure that you have provided feedback for each student.
- Post: Learning targets.
Tech and Multimedia
- Work Time C: Students type their drafts using Google Docs or other word processing software.
- Work Time C: Students complete their drafts in a word processing document, for example a Google Doc using Speech to Text facilities activated on devices, or using an app or software like Dictation.io.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.C.10, 3.II.A.1, 3.II.A.2, 3.II.B.5.
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to see all of their work on narratives finally coming together as they finish their stories.
- ELLs may find it challenging to create a clear text structure and cohesive narrative. To reinforce their understanding of text structure, review students' writing with them while they are working independently. Encourage them to reread what they wrote in previous lessons to make sure that their narratives are cohesive. Some students who are struggling with writing may feel pressure to finish. Assure them they will have time to finish and revise in the next lesson.
Levels of support
For lighter support:
- Invite students to identify and use varied linking language to create a cohesive narrative. For example, if students tend to rely on first, second, and third, encourage them to experiment with alternatives such as before, then, and as it turns out to add greater nuance and variation to their writing.
- Ask students to explain and demonstrate the difference between transition words such as and and in addition.
- Invite students to work as the expert in home language groups with students who need heavier support. The expert can explain how to use key English linking language such as and, also, another, and so in contrast with the usage in the home language. Provide the expert with simple sentences to link as a demonstration for other students.
For heavier support:
- To use linking words effectively, ELLs need to begin to understand the English clause system. This concept may be new and possibly overwhelming for students. Unlike English, not all languages require a subject and a predicate to form an independent clause. However, nearly all languages use coordinating conjunctions to connect clauses. Use these facts as a departure point for talking with ELLs about English clauses. In general, students need to know that linking words can connect two independent clauses, an independent and a dependent clause, or two or more phrases or words. Temporal linking language can be used to introduce an independent clause. Remind them about their work in Units 1 and 2 on subject-predicates, independent clauses, and writing complete sentences. Be explicit about these grammar terms (or use equivalent terms, such as "complete thought" for "independent clause" and "incomplete thought" for "dependent clause"). Reassure them and encourage them to do their best, emphasizing that learning these terms and concepts will help them write clearly over time.
- For ELLs and students who may need support organizing their ideas in writing: Consider marking places where temporal words could be added on their copy of the "Why Do Polliwogs Wiggle?" class narrative so they can attempt revisions on their own rather than listening to peers offer suggestions.
- For ELLs: Link the word web branches to cardstock cutouts or sticky notes and write the temporal words directly on the cards. Use a piece of tape or sticky tack to stick and unstick the cards to the board. When analyzing the class narrative, call on students to stick the temporal word cards in places where they would fit. Ask students to evaluate reasons why each place would or would not be an appropriate use of each temporal word or phrase.
- Take a few moments to discuss the meaning of select temporal words on the Linking Words and Phrases handout. Call three students to the board and give them cardstock cutouts of the linking phrases first, next, and in the end. Have students stand in the order that each phrase might appear in a story.
- Remove the linking words from a copy of the model essay, substituting the words with blank lines, and allow ELLs to add the correct linking word back into the blanks.
Universal Design for Learning
- Multiple Means of Representation (MMR): This lesson offers a variety of visual anchors to cue students' thinking. For those who may need additional support, consider creating additional or individual anchor charts for reference. Additionally, chart student responses during whole class discussions to aid with comprehension. Some students may require additional scaffolding in visual representation, such as the use of graphic organizers, charts, highlights, or different colors. This will prompt them to visually categorize information into more manageable chunks and reinforce relationships among multiple pieces of information.
- Multiple Means of Action and Expression: This lesson includes writing time, during which some students may need additional support in building their writing stamina. Support them in increasing their persistence and effort by providing scaffolds that build an environment that is conducive to writing. Consider ways to vary methods for fine motor responses, such as offering options for drawing utensils (e.g., thick markers or colored pencils) and writing tools (e.g., fine-tipped markers, pencil grips, slant boards).
- Multiple Means of Engagement: Invite students to make the connection between learning targets and activities in this lesson by explicitly highlighting the utility and relevance of each activity to the learning target. For example, provide an index card with the unpacked learning targets for students to reference during the lesson. Include opportunities to refocus students' attention to the learning target and invite students to respond to how each activity is supporting their instructional goal.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- resolution, temporal (L)
Materials
- Mid-Unit 1 Assessment (from Lesson 7; one per student)
- Narrative Texts handout (from Lesson 2; one per student and one to display)
- Linking Words and Phrases (from Module 1; one per student and one to display)
- "Why Do Polliwogs Wiggle?" class narrative (completed in Lesson 6; one to display)
- Narrative Planning Graphic Organizer: "Why Do Polliwogs Wiggle?" (from Lesson 3; one to display)
- Narrative Writing Checklist (from Lesson 8; one per student and one to display)
- Narrative Writing Checklist: Lesson 10 (example, for teacher reference)
- Narrative Template: New "Why" Question (from Lesson 8; one per student)
- Pourquoi tale (begun in Lesson 8; added to in Work Time C; one per student)
- Narrative Planning Graphic Organizer: New "Why" Question (from Lesson 5; one per student)
- Exit Ticket: A New "Why" Question (from Lesson 9; one per student)
- Narrative Planning Graphic Organizer: End of Unit 1 Assessment (one per student)
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Returning Mid-Unit 1 Assessment (5 minutes)
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B. Reviewing Learning Targets (5 minutes)
"I can write the end of a pourquoi tale that provides a resolution to the problem and wraps up my story."
"What is a resolution?" (how the problem is solved)
"I can use temporal words and phrases to show the order of events."
"Read the rest of the learning target after temporal words and phrases. What does this tell you about what temporal words and phrases might be?" (words that show the order of events) "What do you think temporal means, now that you know that temporal words show the order of events?" (relating to time; a temporal word is a word about time)
"Why do you think it is important to have temporal words in a narrative?" (Narrative writing is in order, so it is important when events happen.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Mini Lesson: Temporal Words and Phrases (10 minutes)
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B. Analyzing "Why Do Polliwogs Wiggle?" Class Narrative (5 minutes)
"What was the problem?" (Responses will vary depending on the story generated.) "How is the problem resolved?" (Responses will vary depending on the story generated.) "How is the story wrapped up?" (Responses will vary depending on the story generated.)
"What evidence from the plan can you see in the end of the finished story?" (Students should identify evidence of how the problem is resolved and the point of the story.) |
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C. Independent Writing: End of a Pourquoi Tale (25 minutes)
"Who can tell us what your classmate said in your own words?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Independent Practice: Planning a Pourquoi Tale (10 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
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