Lesson Plan Format Name __Derek Jones___ Grade __4__Title: ___Navigation Narrative______________ Connection to GLO(s): #3- Complex Thinker:

3.3Generates new and creative ideas and approaches to developin sol!tions Enduring nderstanding(s): "sin descriptive words to enhance the dialo !e o# an essa$. The importance o# or ani%ation and str!ct!re o# an essa$. &arl$ 'awaiian mi ration. Guiding !uestions: (hat is the importance o# !sin well tho! ht o!t descriptions) 'ow can thinkin maps help to develop a *etter stor$) "tandard#$enc%mark "&eci'ic content area standard#(enc%mark T%e &er'ormance task gives students o&&ortunit) to demonstrate kno*ledge to meet t%e (enc%mark Common Core "tate "tandard: 4+,+- 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/" 000: ""+4+-+4 +escri*e the theories o# earl$ mi rations #rom parts o# Pol$nesia to 'awaii, incl!din mi ration m$ths and le ends "am&le /er'ormance 1ssessment: The st!dent: +escri*es the -who, what, where, when and wh$- o# earl$ 'awaiian mi rations. .ssessment T%e &er'ormance task gives students o&&ortunit) to demonstrate kno*ledge to meet t%e (enc%mark 2ormative assessments (a&&lied a&&ro&riatel) t%roug%out lesson): .ssess writin traits ta! ht per the *rainstormin phase o# the narrative essa$. This incl!des the !se o# raphic or ani%ers, descriptive words, character development, etc. Teacher will circ!late thro! h the classroom to o*serve their *rainstormin via raphic or ani%er provided *$ teacher. .re the$ developin a well tho! ht o!t character #or the stor$) (here are the$ travelin to) (hat does the settin look like) (eather) .re the$ alone/ have #amil$ with them) (hat items wo!ld the$ take with them) .re the$ !sin ad0ective/ver* word *ox to *!ild 1!alit$ descriptions) 2ore assessment will *e made on the *od$ and concl!sion phases on di##erent da$s. "ummative assessment (includes c%ecklist or ru(ric): C%ecklist &xplain the vessel !sed d!rin mi ration 3 have constr!cted m$ settin 4where 3 am #rom/ where 3 am oin / who is comin with me/ what is the weather like5 3 know where m$ character is oin 3 have started to develop m$ *oat/car 3 know wh$ m$ character is leavin 3 have at least 3 ad0ective/adver*s to descri*e m$ chaacter

+escri*e at least 6 items 'awaiians *ro! ht with them +escri*e how 'awaiians navi ated the open ocean 3 can explain theories as to wh$ 'awaiians le#t their ori inal homes

.C&3 6 Informal and formal assessment Candidate plans appropriate #ormative and s!mmative assessments to !ide and assess st!dent learnin , incl!din scorin 3T&376/8!elow/Cohort 676

criteria .ctivities/3nstr!ctional 9trate ies Clear ste&s t%at conve) t%e use o' multi&le strategies3 resources and tec%nolog) 1ctivating /rior 4no*ledge: (ritin a narrative will *e new material. This lesson will *e a *ottom !p approach to teach them strate ies #or writin . Content will *e c!lt!rall$ relevant as the$ will #irst *e read a short stor$ a*o!t 'awaiian navi ation and their 0o!rne$ to the islands. 9t!dents will learn a*o!t theories as to wh$ the$ le#t their ori inal homes. (hat t$pes o# *oats the$ 0o!rne$ed in and what the$ *ro! ht with them on the vo$a e. "pon completion o# the stor$, st!dents will create their own 0o!rne$ to an !nknown land thro! h experiences derived #rom their ima inations. 9t!dents will *e iven a chance to disc!ss past assi nments in which the$ !sed tho! ht maps and raphic or ani%ers. (e will disc!ss the !se o# ad0ectives and adver*s to showcase how the$ *rin li#e to writin . (e will also read a co!ple o# para raphs #rom a small stor$. "pon completion, as a class we will look #or descri*in words and also how the$ co!ld !se descri*in words to make it *etter. 5ini Lesson: Teacher will model the pre-writin sta e #or makin a narrative essa$. The emphasis here will *e *ased on *rainstormin . To help with *rainstormin teacher will draw a pict!re o# a *oat and a person 4character5 to have vis!al stim!lation in *!ildin the ad0ective/ver* word *ox. 9t!dents will #ollow alon with the provided or ani%er creatin their own *oat, character, and settin . .s a class we will think o# descriptive words which we can add to o!r word *ox #or !se in their writin . ,ork Time: : da$s 47 ho!r each5 Da) 6: 9t!dents will *e iven a readin and 1!estionaire re ardin the earl$ mi ration o# 'awaiians. .lon with the readin , st!dents will have a thinkin map which allows them to draw what the$ learned and take notes pertainin to the pict!res. Da) 7: 9t!dents will sit on the carpet in the center o# the class and have class disc!ssion a*o!t *rainstormin #or the narrative essa$. The lesson will *e teacher directed at the white*oard with heav$ st!dent participation. The$ will !se the raphic or ani%er to draw items to help them with descri*in words #or the settin o# their narrative. The$ will create a character, their *oat, and other parts o# the settin s!ch as weather and sea conditions, items to pack with them, etc. Closure: 9t!dents will !se the last 7; min!tes to pass their papers to a partner to #or #eed*ack and eval!ation. .#ter, the st!dents will meet on the carpet to disc!ss the da$s lesson. .sk vario!s 1!estions pertainin to the content s!ch as the di##erent parts o# a narrative. (hat are adver*s and ad0ectives) 'ow does !sin descriptive lan !a e enhance the content o# a stor$) 1CE0 -+- Critical thinking, problem solving and performance skills Candidate demonstrates !nderstandin o# co nitive processes associated with vario!s kinds o# learnin , and incorporates strate ies that enco!ra e st!dents< development and !se o# critical thinkin and pro*lem solvin . O&&ortunities o''ered 'or in8uir)3 active learning3 individual *ork and &airs#small grou& interactions: 9t!dents will work with each other and the teacher to *!ild characters, settin s, etc. The$ will work as a team d!rin the #irst hal# to help *!ild !nderstandin o# character, settin , and descriptions. The$ will activel$ participate thro! h o*servations. .#terwards st!dents will have time to work on developin their own characters and settin s a#ter o!r ro!p talk. .t the end st!dents will *reak into small ro!ps o# 6-; to pass their work aro!nd #or #!rther assessment #rom their peers.

Di''erentiation /lan 1da&tations connected to instructional strategies .C&3 3.: Adaptation to diverse students Candidate desi ns st!dent-centered instr!ctional tasks and incorporates varied strate ies to ena*le all st!dents to achieve learnin oals, and are appropriate to the needs o# st!dents who are c!lt!rall$ diverse or have exceptional needs. 3T&376/8!elow/Cohort 676

Di''erentiate t%e learning environment3 content3 &rocess3 or &er'ormance task 'or individuals or small grou&s (e+g+3 accelerated3 ELL#5LL students)+ 3denti#$ the t$pe o# need 4e. ., &LL/2LL, accelerated st!dents, readin needs, ;=6 st!dents, str! lin learners, enrichment5 &LL/2LL 9tr! lin Learners List the t$pe o# di##erentiation 4learnin environment, content, process, or per#ormance task5 and tell how $o! will di##erentiate >/. 3# the opport!nit$ arises that a st!dent is str! lin , the$ sho!ld #irst re1!est help #rom their peers. 3# pro ress is not made or it *ecomes a distraction, The$ ma$ seek assistance #rom the teacher or assistant. 3# a st!dent is makin si ni#icant pro ress ahead o# their peers, the$ ma$ help those who are str! lin with the assi nment. 2a$ sca##old st!dent *$ askin 1!estions to help them think o# descri*in words, location #or settin , etc.

.ccelerated Learners

Duration: 7 ho!r 5aterials: ?eadin packet on 'awaiian navi ation, paper, pencil, eraser

3T&376/8!elow/Cohort 676