Lesson Title: Map Your Story

Grade: 4

This lesson will teach event sequence and using transitional words to indicate
sequence. As the initial phase students will only write the rough outline of their
story, the sequence of events. They will use these few sentences, employing
transitional words and phrases, to create a Word document Map. They will use
proper research procedures to find images to go along with the parts of their story.
They will insert text boxes, images, and shapes to form the document, as well as
choose their font and layout.
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.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
c. Use a variety of transitional words and phrases to manage the sequence of
events.
ISTE 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original work as a means of personal or group expression
Objective: Students will be able to write an outline for their story, using
appropriate transitional words and phrases, with at least four events. Students will
be able to use Word to create a document that links their events together with text
boxes, graphics, and images. Students will be able to find images online that
support the content of their narrative, and be able to justify their choices in writing.
Problem Statement: Today, were going to be autobiographers. Many famous
people and historical figures eventually write an autobiography, so we should
probably get started now, shouldnt we? And the first thing a person must do when
setting out tell a story, is to make an outline of events. We would need to know
where you were and what you were doing at that particular event, so we are going
to map it out with a story map. What, where, and when: those are our important
words today. You are going to be able to answer those questions about your story.
Assessment: Students will be evaluated on effective use of transitional words, and
whether the sequence of their story is logical. There should be a transitional words
used for most sentences, and all sentences is ideal. Words should follow logically
along with the graphics. Also evaluated will be the use of images and shapes in the
word document, and whether they have personalized their map with fonts and
design elements. I will employ the three levels for this assessment: Below
Proficiency, Proficient, and Advanced.

Lesson Title: Describing Your Story Details

Grade: 4

This lesson will follow the last and help students to flesh out their story with
descriptions and details. They will create a table in a Word document with columns
for: event, the senses (taste, touch, hear, see, and smell) and detail sentences. The
last column will have five lines for the students to write their sense memories into a
sentence. They will only be required to think of three descriptive, sensory related
words per event, to avoid making the story formulaic and less organic. They will be
required to make their table fit onto one page, so that they will use the layout
functions, experiment with fonts, and become familiar with adjusting the table
columns and rows.
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.
a. Use concrete words and phrases and sensory details to convey experiences and
events precisely.
ISTE 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or
processes
b. Create original work as a means of personal or group expression

Lesson Objective: Students will be able to use descriptive words related to all
five senses to write concrete details for a personal narrative. They will be able
to create a table in a Word document, to organize their thoughts, and
experiment with format to make their table fit onto one page.
Problem Statement: When you are writing a story, you really must describe in
detail what was happening. What did you see, hear, smell, and feel? In order to be
sure we have enough descriptions, and cover enough senses we are going to chart
our sentences. If we were organizing an event, wed use a chart to make sure we
had enough tables, chairs, food, and party favors. Weve got to cover all our bases,
and throw a party for the senses!
Assessment: Students will be assessed on the neatness of their table, and whether
it fits on one page. They will also be assessed on the variety of their descriptive
sensory words, and if they accurately describe the sense. (For example, they
cannot say that something sounds hot or feels sweet.) They must use at least
three descriptive sensory words per event, and will be given more credit if they can
use more. Sentences must be grammatically correct, and students will be given an

additional half point per sentence if they vary in form. I will employ the three levels
for this assessment: Below Proficiency, Proficient, and Advanced.