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IES 412 Midterm Writing Lesson
Transcript of IES 412 Midterm Writing Lesson
March 18, 2013
•E. Beirne, L. Keverian, H, Levitt, L. Villaseñor •Narratives about sifting for gold during the California Gold Rush •Students will be able to…write informative narratives based on the experience of the 49ers. - Before this lesson, students have been introduced to and practiced each of the CCSS listed previously.
- As a class, we have been learning about the California Gold Rush, through the students’ textbook, examples of narratives and other forms of literature, online research, and activities.
- We have gone over multiple genres of narrative (poetry, personal, letters, news articles, etc.) through out the year and are moving into more informational pieces, beginning with an informative narrative. Grade Level and Time Frame
• 4th Grade
• 35 to 45 minutes Common Core State Standards
•CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-Literacy.W.4.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations. CCSS.ELA-Literacy.W.4.3c Use a variety of transitional words and phrases to manage the sequence of events. CCSS.ELA-Literacy.W.4.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. CCSS.ELA-Literacy.W.4.3e Provide a conclusion that follows from the narrated experiences or events. CCSS.ELA-Literacy.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Materials
Anticipatory Set: Stones or rocks, sand, sifters, water, buckets
Lesson: Brown paper (preferably construction paper or sections of paper bags) and sharpies Anticipatory Set
•Students will experience sifting for “gold” first-hand.
-When students sit at their desks, there will be a a large bowl with sand, small rocks, and pieces of gold. Students will have the opportunity to sift through the sand and pan their gold. Purpose/Objective (to be stated to students)
•Since we have been learning about the California Gold Rush, today we are going to put some of that newly acquired knowledge into practice. You are going to write narratives as a 49er. This is to help you understand what life was like during this time in history in the state in which you currently live. I expect you to do your best work as this will be published and put on the wall for others to see, but your focus should be on accurately capturing the voice and life of a 49er. Don’t worry about misspellings or other mechanics if you are having trouble. I’m sure your spelling is better than most during the Gold Rush anyways.
•Model sifting (how to do it, what to look for, etc.) [10-15 min]
- Talk about the process by asking students questions (write their answers on a chart):
•How do you think they reacted to finding gold? Not finding anything?
•How long do you think they panned for gold in a day?
•Was it easy? Difficult?
Model the writing assignment [5-10 min]
- Continue to fill in the chart with thoughts, feelings, and things the 49ers found important or did for fun.
- Think about the narrative genre that best fits what you want to write about (journal entry, personal letter, newspaper article, etc.)
•Can someone remind us about the parts of a ____? ____?
•For my example, I have chosen to write a letter.
•Why a letter? What am I going to write about?
•Write first few lines to get started
•Now you’re ready to start your own! Guided Practice [5 min]
•Students brainstorm ideas (choose a genre and what to write about).
•They will talk with their tables to get help and bounce off ideas from their peers. Independent Practice [20 min]
•Students work to complete their own writing pieces.
•Teacher will write herself, walking around periodically to check on students’ understanding. Evaluation
•Walk around to make sure students understand the lesson and to answer any questions they might have.
•Rubric for writing an informational narrative
•Other evidence (if time): Writer’s Chair Information/Modeling