Name: Rondel Baraoidan Date:

Observation Date:

Lesson Title:
Give me the deets.

Provide a rationale for why you chose to teach this lesson at this time. Where is the lesson
located within the unit (in relation to previously studied topics and ideas to be studied in the
future)?

I chose to teach this lesson because writing imaginative writing pieces has been a focus during
our writing blocks in the beginning of the year. With the data collected from the 1st quarter
formative writing pieces, we knew that creating writing pieces was an area of opportunity for the
students. This lesson

Grade Level: 3 Grade

rd
Standard(s):
CCSS.ELA-LITERACY.W.3.3

Subject: Writing Write narratives to develop real or imagined experiences

or events using effective technique, descriptive details,
and clear event sequences.

What are the primary learning goals?

Students will be able to add descriptive details to writing pieces.

Stills will be able to develop imagined events in their writing pieces.

Differentiation Strategies: (Content, Process, Product)

 To differentiate, I could give EL students pictures of random scenarios where they are to
jot down details that they could observe from the picture. From there, student and teacher
could work together to transform jotted ideas into complete sentences.

Teaching Targets (timing, activity types, purpose, kinds of grouping)

Time: (the Teaching Strategy - the Purpose - the why Method - the how
increments of what (whole group, small
time depend groups, partners,
on the age of individual, etc.)
students)

12:00-12:20 Students will complete a Allows students to practice Individual

“Finish the ending” writing ending paragraphs while
writing prompt in their keeping in mind events that have
writing journals. already occured in the narrative.
Students will use past knowledge
on adding dialogue, transition
words, and details when writing.

12:20-12:25 Some students will share Allows students to practice Whole group
their writing pieces speaking and listening skills. sharing/discussing
related to the given
prompt. Students will get a chance to
reflect on their writing pieces and
Peers will give the choices that were made when
feedback. creating “their ending” to the
given prompt.

12:25-12:35 Students will be exposed Allows students to practice Whole group, partner
to a powerpoint creating appropriate topic sharing.
presentation based on sentences/details when being
the importance of given an example. Allows
details. And including students to discuss with one
topic sentences into their another about the given topics.
narratives.

12:35-1:00 Students will work on Helps students practicing Whole group sharing
imaginative writing speaking and listening skills.
pieces at their desks. Allows students to understand
that there is no “cookie cutter”
answer when adding dialogue.
Focuses on students being
creative, while keeping in mind
appropriate dialogue that could
enhance the sentence.
12:45-1:00 Students will go back to Allows students to apply what Individual
their Beginning, Middle was discussed during class into
and End planning sheet. their imaginative writing pieces.
Students will add
meaningful dialogue
that will be used in each
paragraph based on the
picture they have written

Materials/Handouts: Tangible items Extensions: Ways to reinforce academic skills, etc.

used to implement the lesson
-Imaginative writing packet (Includes
quick pics and dot jot planning page
and folder paper that separates each
paragraph in student’s narrative)
-An extension that could be done to reinforce academic
skills would be a peer review session where students are
solely looking for ways their peers could add more
details. And to evaluate if topic sentences are clear and
match details that are written in body paragraph.

Resources: What you used to prepare

to teach the lesson.

-Powerpoint presentation
-Previous graded writing samples.