Christina Stokes ELD 307 Dr.

Casey October 20, 2013 Writers Workshop Lesson Plan Rationale: The purpose of this lesson is for students to identify sequence events that take place in a story. Standard: CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Objective Students will be able to identify the beginning, middle, and end of a story using transition words. Students will be able to write their own small moment story.

Procedure: a. Call each table by color to move to the carpet for a read aloud. b. Red table is sitting quietly with folded hands; I think they are ready for our morning meeting. etc. Mini Lesson: (5-10 minutes) a. Introduce the mini lesson with a description for each of the three major parts of a story. b. Good morning everyone. Today, you will learn about the three parts of a story. The beginning is the start of a story. The middle is the most interesting and exciting part. The end is how the story ends. c. Display a pre-made graphic organizer using the O Train (O for Organization) to help students understand the three major parts. d. Place the graphic organizer on the easel board and explain the picture to the students. e. There are three train carts representing each part: the engine is green, the second cart is yellow, and the third cart is red. f. Ask students questions about the picture.

g. What does green mean? What does yellow mean? What does red mean? So the first cart is the beginning of the story. It helps to lead into the events like a line leader. The second cart is the middle and this is where the action takes place. The last cart is where the story stops and how it ends. h. After presenting the graphic organizer, introduce the students to new vocabulary to signal event order. i. Make a list of a few transition words for each part of a story on the chalk board using the same color chalk to match the different part of the O Train (green, yellow, red) Story Starters: a long time ago, this morning, one time In the middle: then, next, after that The End: last, in the end, at last j. Provide a clear explanation of a small moment story. k. Today, you will write a small moment story which has a beginning, middle, and an end. It is about one important moment that happened to you. Provide an example. One time I went to a pumpkin patch. Then I went on a hay ride and it was bumpy. At last, I went off the hay ride to eat lunch with my family.

Presentation: a. The teacher will read the book The Secret Olivia Told Me by N. Joy b. I have a book that I want to read called The Secret Olivia Told Me by N. Joy. Lets see what will happen in the beginning, middle, and end of the story. Its time to put our listening ears on students. c. While reading the book, the teacher will ask questions about the story for comprehension. Gradual Release of Responsibility Guided Practice: a. At the end of the story, the teacher will ask the students what happened in the beginning, middle, and end of the story using the O Train graphic organizer as a class. Possible answers: Beginning- Olivia told her friend a secret. Middle- Olivias friend told Ayanna her secret and everyone knew her secret from school. Ending- Olivias friend said sorry about telling her big secret. b. Once the whole class completes the graphic organizer, the teacher will tell them to think of an idea for their small moment story. c. Now I want everyone to think of an important moment that happened to you. Make sure you lock your idea with your hands. d. After they have an idea, each student will share their idea with someone sitting next to them for a partner discussion.

e. The teacher will tell the students to return to their seats by each tables color and choose one student from each table to be the paper passer for the graphic organizers already made for them. f. Teacher will pass out the students writing journals. Independent Application: a. The students will use the graphic organizer and the lists of transition words to write their own small moment story in their writing journals. b. The teacher will go around each table to conference with the students about their writing. Teacher will ask three questions: What do you need help with? Tell me about your writing. Do you have a beginning, middle, and an end? c. Teacher will call each table to the carpet to share their small moment story with the whole class. Materials: Pre-made O Train graphic organizer/ copies of the graphic organizer for students Easel board Chalkboard/chalk Book The Secret Olivia Told Me by N. Joy Writing journals Pencils

Assessments: The teacher will assess the students with questions during the read aloud for comprehension. The guided practice activity will be used to assess the students understanding of the three parts of a story. Teacher will assess students during sharing time through observation to evaluate how the students wrote their small moment story. Differentiation: Students who are having a difficult time writing a sentence for each part of a story, will work in a small group with the teacher and the teacher will focus on the subject and action of a sentence. The students who can write two or more sentences will learn about dialogue to add in their stories. Future Connections:

Once the lesson is accomplished, students will be able to apply what they learned during individual reading. The teacher can introduce fiction stories to explain the difference between fiction and nonfiction stories (small moment story).