Kutztown Lesson Plan

Teacher: Ms. Lisa Rhyner Date:

2/06/17

Group Size: 22 Allotted Time 20 minutes Grade Level: Fourth

Subject or Topic: Narrative Writing Section 935

Authors Craft

I. Performance Objectives

A. Standards
1) CC.1.4.4.Ca
Develop the topic with facts, definitions, concrete
details, quotations, or other information and examples
related to the topic.

2) CC.1.4.4.Ca
Determine the meaning of words and phrases as they
are used in grade-level text, including figurative
language.

B. Learning Objectives
1) The students will be able to distinguish between
different concrete details, quotations, and other
information in a written work.
2) The students will be able to determine the
meaning of different figurative language as they
are used in multiple texts.

II. Assessment
1) Formative
The students will be assessed formatively by their
completion of the correct pages in their narrative
writing booklet on whether they can distinguish
between different concrete details and figurative
language.
2) Summative
 Students will be given a summative assessment at
the end of the unit in the form of a personal narrative
essay that they will write.
Students will be given a summative assessment at
the end of the unit in the form of a test that they will
take.
III. Instructional Materials
A. Teacher
Model Narrative Writing Booklet
Whiteboard/markers
Teacher will pre-write on the whiteboard these
sentences
I am hungry, said Sam, but I cant find
anything to eat.
What happened to my vase? mom asked.
I dropped it said Tommy.
I didnt do it! yelled Lily. Yes you did!
replied her sister.
Be quiet whispered Bobby. We dont want
to wake the baby said Susan.
Anchor Chart
Sharpie for Anchor Chart
Partner List of students (see attached)
Projector
Website for timer: http://www.online-
stopwatch.com/eggtimer-countdown/full-screen/
Book List for scavenger hunt (see attached)
B. Students
22 Teacher created Narrative Writing Interactive
Booklets
22 Pencils

IV. Subject Matter

A. Prerequisite Skills
Students must be familiar with literal and non-literal
meanings.
Students should know how to fill in the blanks in their
interactive notebook during instruction time.
Students must know what behavior is appropriate for
small group work as well as whole class instruction.
B. Key Vocabulary
Narrative Writing: writing that tells a story and
entertains the reader.
 Personal Writing: A story about something that
happened to you.
Simile: Compares two things using the words like or
as.
Metaphor: Compares two things by saying that one is
another.
Onomatopoeia: a word that mimics the sound of the
animal or object it refers to.
Dialogue: A conversation between two or more
people.
C. Big Ideas
Students will learn to detect and use different
examples of authors craft in writing.
D. Content
Students will learn how to use and identify different
authors crafts (similes and metaphors) in narrative
writing.

V. Implementation
A. Introduction
Teacher will prewrite on the anchor chart Authors
Crafts and write the topics with the definitions that
contain blanks (as seen in the interactive notebook).
Simile: compares two things using the words
like or as
Metaphor: Compares two things by saying one
is another
Onomatopoeia: A word that mimics the sound
of the object or animal it refers to
Dialogue: a conversation between two or more
people
B. Development
Call the students to the front of the room one row at
a time. Wait until the row that was called up is seated
before calling another row back.
Bring the students to the front of the class and have
them sit on the carpet in front of the whiteboard- ask
them to bring their narrative writing booklets and a
pencil.
Read pages 1 and 2 of My Rotten Redheaded older
brother
Emphasize the sentence, He had orange hair that
was like wire on page 2 and the dialogue
(conversation) on page 4.
 Tell the students that the pages that were just read
used some authors crafts such as a simile and
dialogue.
Call the students attention to the dialogue between
the sister and brother in the book and how
everything that is said is separated by quotation
marks.
Tell the students that today they will be learning
about these crafts and more that authors use to
make their writing better.
Refer to the anchor chart with the definitions that
have blanks in them.
As you may have noticed on the anchor chart, there
are four words listed with definitions, but they have
blanks! Lets start with simile.
Ask the students to turn to the page in their narrative
writing booklet on the third page where it says
Simile, Metaphor, and Onomatopoeia.
You will notice that there some are blanks in the
definitions! You have to pay attention to what I am
saying so that you know what to write! I will be
grading you on your completion of this, so pay
attention!
Simile
Reveal the definition for simile by filling in the
blanks on the anchor chart and reading it out loud to
the class.
Simile: compares two things using the words
like or as.
You can easily spot a simile, when two thing are
being compared, by looking for the words LIKE or AS.
Let me give you an example
The teacher will write the example sentence under
the definition on the anchor chart, which will now
contain the example sentence: Sally was as brave
as a lion.
The teacher will circle the words as in the
sentence.
o Ask the students what two things are being
compared in this sentence.
Anticipated response: Sally and a lion
Explain to the students that because you
used the word as in the sentence to
 compare the words brave and lion, it
is a simile.
The sentence would also be a simile if
you used the word like in the sentence.
For example: Sally was brave like a
lion.
Refer back to the read- aloud where the
author said her brother had hair like a
wire. That is a simile because she used
the word like which really made you
picture what the hair looked like!
Ask the students to turn and talk to their partner for
30 seconds about how they could create a simile
comparing dirt and being cheap.
Prompt: Remember to use the words
like or as.
Anticipated response: Cheap as dirt.
Bring the students together again using the give me
your eyes attention getting technique.
Metaphor
Now that you know what a simile is, I can show you
what a metaphor is and how it is different.
Reveal the definition for metaphor by filling it in
on the anchor chart.
Metaphor: comparing two things by saying one
is another.
Write the example sentence under the
definition: The classroom was a zoo.
Ask the students what two things are being
compared in this sentence
Anticipated response: The
classroom and a zoo.
Explain to the students that because you
didnt use the words like or as it is not a
simile. The sentence is not The classroom
was like a zoo. The sentence compared
two things (the classroom and a zoo)
without using like or as so a metaphor was
created.
Ask the students to turn and talk to their partner for
30 seconds and see if they can create a metaphor
containing the words house and north pole.
Bring the students together with the give
me your eyes focus getting technique and
ask the students what they were discussing.
 Anticipated response: My house was the
north pole. (Because it was so cold)
Ask the students to turn and talk to their neighbor for
30 seconds about the difference between a simile
and a metaphor.
Give students a minute to fill in the blanks in their
handouts. Ask the students to look at the anchor
chart to fill in the blanks.
Alright boys and girls, the next authors craft we will
learn about is onomatopoeia!
Onomatopoeia
Reveal the definition for Onomatopoeia by filling
in the definition on the anchor chart.
Onomatopoeia: A word that mimics the sound
of the object it refers to.
Example: Quack, BOOM!
These words are words we created to represent
a certain sound.
If I asked you to tell me what sound a dog
made what would you say?
Anticipated response: woof or bark
In saying woof or bark you are describing
the sound the dog makes with an
onomatopoeia- a word that sounds like the
word it is describing.
Ask the students.
What is an onomatopoeia for a cow?
Anticipated response: moo
What is an onomatopoeia for a book
dropping?
Anticipated responses: thud, bam,
crash
What is an onomatopoeia for a tree falling?
Anticipated responses: bang, boom

Dialogue
Introduce dialogue to the students: Writing in
dialogue means that two or more people are having a
conversation, or talking, and you use quotation
marks to show what exact words a person says.
 Explain to the students: here are some ways that you
identify dialogue (two people talking). Ask the
questions
o Is someone talking?
o Who is talking?
o Where does the narration end and the talking
begin?
o Where does the talking end and the narration
begin?
Quotation marks are used to separate what a person
is saying in a sentence from the rest of the sentence.
Lets look at the book again on the first page when
the little girl and her grandmother were talking. How
did they separate what the little girl was saying from
what the grandmother was saying and the rest of the
sentence?
I am going to show you some examples to help you
identify dialogue.
The teacher will write these sentences on the board
before the class starts and will cover them with the
pull down map. Remember not to use quotation
marks.
I am hungry, said Sam, but I cant find anything
to eat.
What happened to my vase? mom asked. I
dropped it said Tommy.
I didnt do it! yelled Lily. Yes you did! replied
her sister.
Be quiet whispered Bobby. We dont want to
wake the baby said Susan.
Ask students to turn and talk to one person next to
them about where the quotation marks go in these
sentences.
Pick on four students to take a marker and fill in the
missing quotation marks.
o They used quotation marks!

Book Scavenger Hunt Activity

Tell the students that they will be doing an activity
called a scavenger book hunt to look for the
authors crafts that they just learned about.
Explain instructions to the students
o Each student will be put into a partner group.
 o Each partner group will be assigned to go to
one of the 11 books scattered around the
room.
o Each student will turn in their narrative writing
booklet to the page for the scavenger hunt
(teacher will bring up model page) It looks
like this!
o On the whiteboard, the teacher will
demonstrate how to fill in graphic organizer.
o Start by filling in the name of the book (My
Rotten Redheaded Older Brother)
o Open My Rotten Redheaded Older Brother to
page 4.
o Start reading the sentence about the boy with
hair like wire.
o Model a think aloud by rereading the sentence
and asking if two things are being compared
and if the words like or as are being used.
o Decide that you have found a simile and write
it in the correct box on the graphic organizer.
o Explain that since you found the simile it will
be easy to fill in the rest of the information.
o Fill in the page number and write the sentence
that the authors craft was used.
o The completed graphic organizer should look
like this.
Name of book Authors craft Page # that Sentence that
used authors craft authors craft
was used was used
My Rotten Simile Page #4 He had orange
Redheaded hair that was
Older Brother like wire

o The teacher will explain that one row will be

completed for each of the six books that they will
scavenge.
o Tell students that you have made some
accommodations and that you have marked pages
in each book that contain an authors craft in it.
o A timer will be used to signal the students when
they should move to the next station.
o Rules for activity:
This activity can only work with whisper
voices!
Only one authors craft per book!
 If another partner group is still at the station
you are moving to, wait quietly until they
are done.
The teacher will start the timer for four minutes.
http://www.online-stopwatch.com/eggtimer-
countdown/full-screen/ and show it on the
whiteboard.
The teacher will call students into their partner
groups one at a time, assigning them to a different
station each time.
Once all students are at their stations the timer will
start and the activity will continue for 24 minutes.
C. Closure
When the students have finished a complete rotation
of six books they will be asked to go back to their
seats and the teacher will recap with them about
what they found.
Assign homework to the students.
Ask the students to turn to the page in their narrative
writing booklet that shows the picture of the two
beavers with two circles above them.
Ask the students, Has anyone read comic strips
before, or just seen them? This is kind of like a
comic strip.
Those circles mean that the two beavers are talking
to each other. That is a dialogue. For your homework
you will create a dialogue between the two beavers
in this picture.
Tell the students they may rip this page out of their
booklet and take it home with them to complete.
D. Accommodations/Differentiation
1. For Struggling Learners
o S.P, W.S, and H.M will be placed in groups with
advanced students for the scavenger hunt (see
partner grouping sheet). These students will
need direct monitoring when completing the
handouts and when creating example
sentences for their interactive booklet.
2. For Accelerated Learners
o A.D., M.M., P.J., C.B., and any other student that
completes the handouts easily will be asked to
write two examples under each definition
instead of just one.
 VI. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives
19 out of 22 students completely completed the activity of
filling out all six books. Out of the 3 who did not complete
all six, 2 completed 5 and one completed 4.
B. Personal Reflection

1. How can I improve this lesson?

I had 11 partner groups with 11 book stations around
the room. Towards the end of the lesson I set out two
more books so that students who had finished before
other students did not have to wait for them to finish
and vice versa. The two extra book stations were
extremely helpful with the scavenger book hunt to
have as a cushion. If I were to teach this lesson
again, I would plan for two extra book stations as
part of the lesson.
2. What additional assistance, supports, and/or
resources would have further enhanced this
lesson?
I am happy with how this lesson turned out with the
resources I had.
An enclosed classroom would be helpful.
3. Were the students productively engaged? How do
I know?
Students paid close attention during the authors
craft instruction and understood the differences
between them.
The students were productively engaged in the
lesson, specifically during the scavenger book hunt.
The students were excited and enjoyed going from
station to station to fill in their books. A few students
asked me if they could fill out more sections for
additional books around the room.

VII. Resources
1) Simile. (n.d.). Retrieved February 25th, 2017, from
http://www.yourdictionary.com/simile

2) Brown, L. (2014, Sept. 15). A peek at our week: main ideas and
similes/metaphors. Retrieved February 25, 2015, from
http://www.fourthnten.com/p/contact.html

Partner Group List:

 Chase and Dante
Jaymani and Zaccari
Ayden and Zarrius
Wilber and Ahren
Madison and Savannah
Larissa and Joslyn
Grayson and Angel
Camila and Evette
Hadiyyah and Alanie
Paula and Haley
Alex and DeAnthony
If Chase gets out of sorts then he may work by himself with a
book and Dante can be put into a group with Alex and
DeAnthony.

Book List

My Rotten Redheaded Older Brother by Patricia Polacco

Simile
Dialogue
When Winter Comes by Nancy Van Laan
Metaphor
Goodbye Summer, Hello Autumn by Kenard Pak
Onomatopoeia
Crazy like a Fox by Loreen Leedy
Simile
Rosebud by Ludwig Bemelmans
Metaphor
The Keeping Quilt by Patricia Polacco
Onomatopoeia
Dialogue
Listen to our world Bill Martin Jr. & Michael Sampson
Onomatopoeia
A sweet smell of roses by Angela Johnson
Metaphor
And the cow said Moo! By Mildred Phillips
Onomatopoeia
White Snow Bright Snow by Alvin Tresselt
Similes
Onomatopoeia
Im Your Bus by Marilyn Singer
 Onomatopoeia
Skin Like Milk, Hair of Silk by Brian P. Cleary
Similes
Metaphors