*Reflections written in red*

Writing Process MS 2017-2018 UCI LESSON PLANNER

Part 1: Classroom Information

Grade: 5th Content Area: ELA: Writing

Group Size: 35 students Lesson Length: 30 minutes

Student Context:
Identified Student Needs
Students with Special Needs (IEP -2 students with learning disabilities
and/or 504) -1 student with autism
-1 student with hearing
impediment
Students with Specific Language -2 ELLs
Needs (ELL)
Accommodations During
Instruction to Support Student
Needs
-One pulled for one-on-one ELA;
Support during the SBAC, preferential
seating
-One student’s Mom wants him in the
classroom, but he struggles with
reading comprehension and expression
and should be pulled out for almost
every subject according to the
education specialist, he is pulled out of
the room for math instruction
-One-on-one aid for math and science
(mostly behavioral)
-preferential seating
-Early advanced in everything but
reading
-Support by using pictures and
representatives as well as defining key
vocabulary

Students with Other Learning -A few students with minor behavioral -Preferential seating
Needs (Behavior, Struggling problems
Reader, Struggling Math)

Part 1: Planning for the Lesson

*This lesson is adapted from Unit 2 Lesson 10 of the 5th Grade Benchmark Curriculum

A: Standards
A. Key Content Standard:
a. W.5.3: Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences
i. W.5.3a: Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally
ii. W.5.3b: Use narrative techniques, such as dialogue, description, and
pacing, to develop experiences and events or show the responses of
characters to situations.
 iii. W.5.3e: Provide a conclusion that follows from the narrated experiences
or events.
b. W.5.4: Produce clear and coherent writing (including multiple paragraph texts)
in which the development and organization are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards
1–3 above.) CA
c. W.5.5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new
approach. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 5.)

B. Related ELD Standard (must be included when using an ELA Standard):

a. C.5.10.a: Write longer and more detailed literary and informational texts (e.g.,
an explanation of how camels survive without water for a long time)
collaboratively (e.g., joint construction of texts with an adult or with peers) and
independently by using appropriate text organization and growing understanding
of register.
b. C.5.12.a: a. Use a wide variety of general academic and domain-specific words,
synonyms, antonyms, and figurative language to create precision and shades of
meaning while speaking and writing.

B. Objectives
● Learning Objective/Goal: The students will (DO __) to (LEARN ___).
a. Students will write a fictional narrative based on excerpts from The Adventures
of Tom Sawyer to learn how to develop characters using figurative language.

● Language Objective (transfer this from "Incorporating Academic Language"):

b. The students will describe fictional characters by using figurative language.

C. Assessments:
i. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning

Anecdotal chart of student learning- mark

which students are struggling, which students
Think-pair-share have an idea for a plot, etc. (see attached
chart) *helps to make sure teacher checks in
with each student
Students will fill out a graphic organizer to
Graphic organizer (Narrative Planning Chart)
outline their narrative
Students will write a narrative using Google
Narrative Writing Final Draft
Classroom
 ii. Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
a. Students will write a fictional narrative from the perspective of a person
searching for someone who has gone missing based on ideas and details from
the excerpt of “Camp Life”.
b. I will collect each narrative and score it based on the rubric (see attached)

D. Lesson Resources/Materials (e.g., student handouts, manipulatives, PPTs, text pages, special
supplies) Attach copies of any student handouts or worksheets:
A. Classroom text- “Camp Life” in Benchmark Unit 2 booklet (each student has one)
B. Narrative Planning Chart from Benchmark (see attached)
C. Narrative prompt and rubric (see attached)

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Writing Process Briefly describe the strategies for each step of the writing process. Bold which step is
included in this lesson plan.

Pre-Writing: Prior to prewriting, students read and completed several lessons, including identifying key
events and summarizing, surrounding the text “Camp Life”. Then, they completed a lesson that had
them analyze the narrative prompt where they filled out a graphic organizer to determine what the
prompt was asking them to do. Next, they understood that they would need information from the text
to complete their narrative and discussed ways of looking back into the text and reviewing the lessons
they had completed.

Prompt: Students read and analyze the prompt and came up with ideas by sharing with one another and
filling out a graphic organizer. They had an adequate amount of time to think of ideas for their
narrative, talk with others to get ideas, write their ideas down, and begin collecting evidence from the
text to help them write. The prompt can be seen on the attached page.

Drafting: In order to draft their lesson plan, the students will fill out a graphic organizer to
identify their setting, characters, and plot. They will get ideas related to the details of the text
“Camp Life”. *This lesson is the drafting portion of the writing process*

Sharing: Students will write their essay using Google Classroom that is set up for the entire class. Each
student will have access to one another’s work and can share their ideas in class on Wednesday and
Thursday.

Revising: Students will revise their own work before they come to class on Thursday. Then during
class on Thursday, they will pair up with another student to read their work and leave comments on
Google Docs. Student comments should give feedback regarding the content of the writing. They will
make sure that the story makes sense and uses transitions that make the story flow.
Editing: Before submitting their final draft, students will edit their narratives for any spelling or
grammar mistakes.

Evaluating: Teacher will evaluate based on the attached rubric.

*The following lesson idea has been adapted from Benchmark Unit 2 Lesson 10
Introduction ( 3 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a “hook”, AND 2) let students know what the objective of the lesson
is.
● Remind students that in earlier writing lessons, they analyzed a writing prompt and reread a
source text—"Camp-Life"—to gather details to use in their own stories. Explain that the next
step in the process is to organize their ideas and details into a plan for writing. Tell students that
in this lesson, you will model how to plan a text that meets the requirements of a prompt.
○ (Students had a hard time remembering the prompt that we had discussed because it had been a
couple days. In the future, it might be helpful to analyze the prompt and start the prewriting on
the same day)

Body of the Lesson (20 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.
● Display the blank Narrative Planning Chart
● Read aloud the elements of a narrative listed in the left column
● Model how you would organize a short narrative about a search for a missing person,
borrowing details from the source text.
● Fill in the Narrative Planning Chart with these ideas to help give the students ideas for how to
plan their narrative

●
● Explain each box and how you “thought” of these ideas for your narrative
 ● Explain that you used details from the story to help plan the narrative
● Pass out the Narrative Writing Chart
● Have students pair up and reread the prompt for the narrative to refresh their memories on story
ideas
● Then have them work together to plan their stories
*I could have prepared some sentence frames for student discussions
● Suggest that students take a few moments to jot down some ideas on their own before they
share as a group
● Encourage students to ask for clarification or suggest additional text details that may help the
writer develop those ideas
● Give students the following questions to guide the process.
! What details in other excerpts from Tom Sawyer could help you develop your setting,
plot, or characters?
! How can you use dialogue to show how your characters feel about the missing boys?
! Could you clarify how the townspeople first receive the news about the missing boys?
● Walk around and monitor the classes work, asking questions to elicit thinking and/or give ideas
to those who are struggling
*Some students really struggled to come up with unique and creative ideas. I asked them about movies
and books that they like so they could try to jog their memory about possible ideas.
● Bring whole class back together after 12 minutes
● Invite students from each group to share another group member's ideas with the whole class
● Afterward ask volunteers to tell how their story plan changed during the discussion process
● Have students begin independently writing their narratives in their Writer’s Notebooks
● During independent time or as homework, have students refine their use of text details in their
writing plan. Remind them to let the details inspire their own writing rather than using the
details word for word. Students who feel ready may begin drafting. Meet one on one with
students who need additional support.
*Overall, most students understood that I was showing them a mock narrative chart. Some were
confused and thought they had to do the same idea for their narrative. Once I clarified the objective
they understood that my example was just an example and that they were supposed to create their own
story.

Closure ( 5 minutes): Describe how you will prompt the students to summarize the lesson and restate
the learning objective.
● Have students write down a goal for how much of their narrative they want to write for
homework that night.
● Remind students that the narrative is due Thursday, and it would benefit them to split the work
evenly throughout the week
● On the same paper, have students explain why it is important to use graphic organizers as a way
to pre-write. “How did this Narrative Planning Chart help you come up with a plan for your
fictional narrative?”
○ Collect this paper from the students
*Having the students set goals for themselves was helpful, and we ended up getting 100% of the
narratives turned in on time before Thanksgiving break, which was the goal.

Part 3: Incorporating Academic Language

(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Students will write a fictional narrative from the point of view of someone who is searching for a
missing person. They will use details from the story “Camp Life” to inspire the plot of the story.

2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Describe

3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: characters, figurative language, key details, plot, setting, conflict, tone,
dialogue, transitions

Syntax1: Syntax should vary

Discourse2: Narrative should tell a story with a beginning, middle, and an end. Narrative
should have dialogue, transitions between events, a conflict, and a closure.

4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
● The students will describe fictional characters by using figurative language.

5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, “What would the students say/write when using the language function.” Remember
to consider the language demands while creating sample language that the students might use.

Emerging Expanding Bridging

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

2Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.
 Incomplete sentences, misspelled
words, minimal details
Complete sentences, some
details, short plot
Developed sentences using
descriptive details and
figurative language, correct
use of dialogue to tell the
story, smooth transitions, and
follows the plotline.

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?

Instruction Guided Practice Independent Practice

-Teacher will go through a
Narrative Planning Chart in
front of the students to lay out
an example of a narrative
-In previous lessons, students
have been working on finding
and using figurative language
(they have a good
understanding of what it is and
how to use it.)
-In previous lessons, students
have been learned how to use
dialogue in a narrative (they
have a good understanding of
what it is and how to use it.)
-Students share out some -Students will fill out their own
possible ideas about their Narrative Writing Chart
narrative while looking back -Students will begin a rough
into the text to find details that draft of their narrative
inspire them -Students will eventually write
-Sentence frames to use: and revise a final draft
-“I am thinking of
having __ characters.”
-“The characters in my
story are going to ___.”
-“My story will take
place ___.”
-Teacher monitors classroom
and helps students develop
ideas
*Student can only receive a 4 in Narrative element if their characters are developed using figurative
language