Anna Hibbard

Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Lesson Title: Planning a Personal Narrative

Day/Time of Lesson: N/A
Grade: 4th grade
Age Range: 9-10
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
1A: Follow a writing process to plan a first draft by:
a. selecting a genre appropriate for conveying the purpose to an intended audience
b. formulating questions related to the topic
c. accessing prior knowledge or building background knowledge related to the topic
d. using a writing strategy

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs
I can follow a writing process in order to plan a first draft for a personal narrative by:

a. Selecting a story that happened to you

b. Complete the brainstorming sheet which includes what will be said in the beginning, middle and
end, the setting, the characters, a hook, and some sensory details.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
Before the lesson I will ask what a personal narrative is and I will also ask the students what needs to be
done in order to plan a first draft. If not everyone knows then I will have to explain what a personal
narrative is and how can you plan a first draft (this is also listed in my procedure). During the guided
practice I will see if the students can put my story into a planned first draft. Also during the independent
practice I will see if students can complete the brainstorming sheet on their own. And after the lesson I
will collect their brainstorming sheet and look over them to see if students were able to come up with a
topic and plan it out well for a first draft without help.

Lesson Structure and Procedures

Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided
Practice, Conclusion)
 Anna Hibbard
Introduction: I will start off by telling the students that today we will be learning how to brainstorm in
order to plan for your first draft of a personal narrative.

Procedure:

1. Direct Instruction:
a. I will tell the students that the purpose of this lesson is so that you learn to plan your
writing or improve on planning your writing. I will also tell them that this will help them a
lot in the future. I will explain that a personal narrative is a story about something true
that happened to you. It could be about the time you went to the amusement park, went
on a vacation, or anything else true that happened to you. And I will also say that you
need to come up with what you are going to write about and say what you will write in
your beginning, middle and end. You could also say what your hook is going to be and give
some sensory details. I will then tell the students about the time that I went to visit
Michigan. Click here to get to the story I will tell. I will have a copy of this while telling the
story in case I forget any important details to tell the students. After I tell the students my
story I will call on students to help me fill out the brainstorming sheet for my story on the
smartboard. I could also go to the typed out story on the smartboard if students forget
certain details. If the students are unable to do this I will help the students get to what
they need by asking them a question or giving them an example. If they were trying to fill
out a sensory detail, two questions I could ask is what is a sensory detail or what could be
an example of a sensory detail? And an example of a sensory detail would be the lake was
a beautiful bright blue color, then I would ask them to give a different example. This is the
guided practice in the lesson. To see the brainstorming sheet I filled out for my story click
here. To check for understanding I will ask the students to give me a thumbs up, thumbs
down or in the middle based on how they feel about this, and if they think they can do it
without help. If they are still confused I will answer questions they might have to clarify
what they need to do.
2. Independent Practice: The students will work independently on the brainstorming sheet for their
personal narrative. During this time I will let them try to work on their own, and for the most part
with no help. I will only clarify something they are confused on, or help them come up with a topic
if they cant think of one.
3. Closure: To wrap up the lesson I will ask the students to raise their hand if they came up with a
topic and they think they did a good job planning their first draft. Also if there is time left I will let
the students share their topic. And then I will collect their brainstorming sheet.
 Anna Hibbard

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
1. Questioning
2. Direct Instruction

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives
1. They are doing a guided instruction, where they put together my story into the brainstorming
sheet
2. I am having them do the brainstorming worksheet

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
Copies of Brainstorming sheet for each student, Smartboard, My Story of Michigan, K ey to Michigan
story brainstorming sheet

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction
and student learning
During the guided practice I will use a smartboard, that way everyone can see my brainstorming sheet. I
could also have students come up and write on the board. And if students forget details about my story, I
could go to my story typed out on the smartboard, in order to fill out the brainstorming sheet.

Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.
1. If there is a student who cant stay on task I will put that student around students who will help
that student stay on task or move them to an area where they arent near anyone so they are
more likely not to talk and work.
2. For visual learners, they will see my example on the board and learn from that. For kinesthetic
learners, they will learn by doing the brainstorming sheet for their story. For auditory learners I
am explaining what they need to do in order to plan a first draft for their personal narrative.
3. For intrapersonal learners they will learn by doing their brainstorming sheet independently. For
spatial/visual learners they will learn by seeing my example of my brainstorming sheet on the
board.
 Anna Hibbard

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged
If the students are off task while I am teaching I will give them them one warning. On the second warning I
will move them away from the people that are distracting to them. If I continue to have to tell them to
stay on task then I will move them to the safe seat or call home if it has been a constant issue. For the
most part I will do the same while they are working independently but if most of the class are talking I will
remind them that they shouldnt be talking and if it is constantly is being a problem I will have a class
discussion. I will tell them that some people are trying to work and it is not fair to those students, if they
are talking. And that it is not okay to be talking during independent working time. I will also keep them
actively engaged with questions and participation. And I will walk around during independent practice to
ensure they are on task.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way
If students finished early I would have them practice planning out a first draft with a different story that
happened to them and then if they completed this they could choose which one they wanted to make
their first draft on.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)
A follow up to today's lesson would be using the brainstorming sheet they made today to make their first
draft based on the story they chose in order to build on todays learning.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson
N/A

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