LESSON PLAN

NAME: Kyleigh Jo Ward DATE: 10.20.2020

SUBJECT: Writing GRADE LEVEL: 1st

I. TOPIC AND GENERAL GOAL

NARRATIVE WRITING

II. REFERENCE TO PA OR COMMON CORE STANDARDS

CC.1.4.1.F Demonstrate a grade-appropriate command of the conventions of standard
English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and
names of people. • Use end punctuation; use commas in dates and words in series. • Spell
words drawing on common spelling patterns, phonemic awareness and spelling
conventions.
CC.1.4.1.N Establish who and what the narrative will be about.
CC.1.4.1.M Write narratives to develop real or imagined experiences or events.

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT capitalize the beginning of a sentence
TSWBAT use ending punctuation
TSWBAT organize a who, what, where, when, why, and how to their narrative
TSWBAT write a narrative

IV. MATERIALS
WHO, WHAT, WHERE, WHEN, HOW, WHY CHOICES – ATTACHED
RALPH TELLS A STORY – READ ALOUD HTTPS://WWW.YOUTUBE.COM/WATCH?V=G5SS8RTYZRW
WHO, WHAT, WHERE, WHEN, WHY, HOW FOR RALPH
WHITE BOARDS

V. A. INTRODUCTION
YESTERDAY, WE LISTENED TO A STORY ABOUT SOMETHING WE ARE GOING TO BEGIN. DO YOU
REMEMBER WHAT THAT WAS? (IF THEY SAY STORY) WHAT IS THE OTHER WORD WE ARE GOING
TO USE FOR STORY? NARRATIVE. WHAT WERE SOME OF THE THINGS RALPH HAD IN HIS
NARRATIVE?
WHO, WHAT, WHERE, WHEN, WHY, HOW. AND DID HE HAVE A BEGINNING, MIDDLE, AND END?
WHO REMEMBERS WHAT THEY BEGINNING WAS ABOUT? THE MIDDLE? AND THE END?
TODAY WE ARE GOING TO WRITE OUR FIRST NARRATIVE AS A CLASS.

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

*HAVE 6 STUDENTS CHOOSE THE WH QUESTIONS AND PLACE THEM ON THE BOARD
 NOW THAT WE HAVE THE DETAILS TO OUR NARRATIVE, WE CAN BEGIN WRITING IT. HOW
SHOULD I
START OFF THE STORY? SHOULD I START WITH THE ENDING OF THE STORY AND HOW IT ALL
HAPPENED RIGHT AWAY? NO, WHAT SHOULD I START WITH?
I’M GOING TO PREPARE THE FIRST SENTENCE FOR YOU.
*BASED ON THE CARDS PULLED, CREATE A SENTENCE INTRODUCING THE CHARACTER.
*HAVE STUDENTS CONTINUE BUILDING THE NARRATIVE WITH A BEGINNING MIDDLE AND END. BE
SURE TO MAKE MISTAKES SUCH AS CAPITAL LETTERS OR PUNCTUATION. ASK FOR ADJECTIVES AND
WAYS TO MAKE THE STORY BETTER.
*STOP BEFORE THE END/LAST SENTENCE OF THE NARRATIVE

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

ENVIRONMENT)
I WILL ASK AT POINTS FOR ALL STUDENTS TO TURN TO A PARTNER AND COME UP WITH AN IDEA
FOR THE NEXT SENTENCE OR WAYS THAT THE WRITING CAN BECOME BETTER. THE STUDENTS
WHO ARE STRUGGLING TO UNDERSTAND WILL GET TO HEAR THEIR PARTNERS THOUGHTS AND
WILL NOT HAVE TO FEEL EMBARRASSED TO ANSWER.
CLOSURE: STUDENTS CAN VERBALLY TELL AN AIDE OR THE TEACHER (IF ASKED TO) THEIR ENDING.

D. CLOSURE (SUMMARY)
*STUDENTS WILL WRITE THE FINAL CONCLUDING SENTENCE OF THEIR CHOICE ON THEIR WHITE
BOARDS AND WILL GET TO SHARE WITH A NEIGHBOR AND THEN HOLD THEM UP FOR ME TO SEE.
PULL OUT YOUR WIPE ERASE BOARDS AND WRITE AN ENDING TO THE STORY. DOES THAT MEAN
YOU LEAVE IT OPEN FOR MORE STORY TO HAPPEN? NO, WE WANT IT TO END.

VI. ASSESSMENT/EVALUATION
Were students able to conclude and write an ending to their narrative? (80% mastery) Or
did they leave it open for more?

Cooperating Teacher Approval _________________________________________________