ELD+308+Lesson+Plans

  **Lesson Plan: Writer’s Workshop **
 * Lesson Plan: Interactive Read- Aloud **
 * Grade: **4
 * Time: **15 minutes
 * Standard: **3.4 Listening
 * 1) A. Active listening
 * 2) B. Listening Comprehension
 * Objective: **Students will listen actively as the teacher reads the book aloud, stopping to make predictions.
 * Materials: **__Finn McCool and the Great Fish __<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Eve Bunting
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Sequence: **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Before Reading: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Okay, boys and girls, today I am going to be reading a book aloud to all of you called __Finn McCool and the Great Fish__. Has anyone ever heard of it? It’s one of my favorite stories. By looking at the cover of this book, can anyone make any predictions about what the story may be about?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow students to make predictions.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Wow, what great predictions you all have! Let’s start reading and see if our predictions come true.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">During Reading: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read through the story, stopping only at points of significance where thought provoking questions can be asked or predictions can be made.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Stop once Finn meets the wise old man and ask the students how they think he will help Finn. Also ask if they notice anything interesting about how the wise old man looks.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Stop after reading the page when Finn goes back to the old man’s empty house and ask the students, “Readers, why do you think the old man’s house was empty? I’d like you to turn to your partner and share ideas.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">After Reading: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“So how did you all like the story? Did anyone have a favorite part? I’ll take three answers.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Let students share out.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Can anyone share with the whole class the idea that was shared by you and your partner? I’ll take two.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow students to share ideas.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Wow! It sounds like you all had very interesting thoughts. I’m so glad that you all enjoyed the story and were able to make such great predictions and share ideas with each other.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment (How will I know if my students are successful?) **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">I will know if students are successful when they are able to share their favorite parts because it will prove to me that they comprehended what was read to them.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Comprehension can also be measured when I ask them to share ideas with their partners and the rest of the class. If they understood what was read to them, their ideas will make sense.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">4
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Time: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">20 minutes
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Standards: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Use dialogue and description to develop experiences and events or show the responses of characters to situations.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Use a variety of transitional words and phrases to manage the sequence of events.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Use concrete words and phrases and sensory details to convey experiences and events precisely.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Provide a conclusion that follows from the narrated experiences or events.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Objective: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Students will write their own passages, which will contain descriptive clues so that the reader can make an inference.


 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Materials: **
 * __<span style="font-family: Arial,sans-serif; font-size: 12pt;">Finn McCool and the Great Fish __<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Eve Bunting
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lined paper or a notebook and a pencil
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Sequence: **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Anticipatory Set **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Boys and girls, yesterday we read __Finn McCool and the Great Fish__ together. Can someone give me a summary of the story to remind us what it was about?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Listen to one student give a summary.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“At one point in the story I stopped at a certain part when Finn went to the wise old man’s house only to find scales and no old man. How were you able to guess where the old man could have been?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Listen to student answers and try to guide them to the idea that clues from the text and information they already knew could lead them to make a guess.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Very good answers, boys and girls! When we use clues from what we have read along with information we already know to make a guess, that is called making an inference. Has anyone ever heard of making an inference?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Listen to student responses.

<span style="font-family: Arial,sans-serif;"> **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Plan: Reader’s Workshop **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">State Objective and Purpose **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Today, we are going to be writing our own passages about things that are familiar to us to allow the reader to make an inference. We will use the story as a guide to help us.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Teach and Model **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“I am going to read a page from the book and ask you to listen closely.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read page that describes Finn going to the old man’s empty house after he let the fish go. There will be a post-it to mark this page.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“So, yesterday after I read this page, I asked you to share ideas with a partner about why you think the old man wasn’t at his house when Finn went back to talk to him. We just learned that another word for these idea is inferences.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;"> “Here on the board, I wrote a short passage on the board that should allow you as readers to make an inference. Take a few moments to read what I have written here on the board.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow approximately 2 minutes for students to read passage.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Can anyone make an inference about what I wrote? I will take three of your responses.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow students to infer what the passage is about. After listening to their guesses, share with students what the passage is about.
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Guided Practice **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“I’m going to read you another passage from the book to see what types of inferences we can make.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read page when Finn gets a cut from the hook he used to catch the fish. This page will be marked with a post-it note.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“After listening to this part of the story, what types of inferences can you make?”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Independent Practice/Assessment **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Boys and girls, now that we’ve had a few opportunities to learn how to make inferences, it is now your turn to write your own! I would like you to go back to your tables. I will hand each of you a piece of lined paper to write your own passages, similar to the one I wrote on the board. Remember, this passage should be a story or about an object and the reader should be able to make an inference, without you stating the answer in your writing.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Closure **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Did you all enjoy writing your own passages similar to how Eve Bunting did in __Finn McCool and the Great Fish__? What did you learn when you wrote your own passages with inferences in them?”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment (How will I know if my students are successful?) **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">I will know if my students are successful by circulating around the room and reading over their passages. I will be able to tell if they understand the meaning of an inference and how to write their own.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">4
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Time: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">20 minutes
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Standards: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Objective: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Students will learn how to use inferences as a reading strategy to draw conclusions about text.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Materials: **
 * __<span style="font-family: Arial,sans-serif; font-size: 12pt;">Finn McCool and the Great Fish __<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Eve Bunting
 * __<span style="font-family: Arial,sans-serif; font-size: 12pt;">Walk Two Moons __<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Sharon Creech
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">White board
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Sequence: **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Anticipatory Set: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Readers, we’ve spent quite some time now talking about the book we read the other day, __Finn McCool and the Great Fish__ and how we can make inferences. When I was reading the story aloud, why do you think I stopped a few times so that we could make inferences?”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">State Objective and Purpose: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Today, you will be using your own independent reading books to make inferences. I will show you what you should be looking for in order to make an inference.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Teach and Model: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">I’ve been reading __Walk Two Moons__ by Sharon Creech. I’m going to read a short passage from the book and then talk about an inference I was able to make from it.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">I will read part of the first chapter of __Walk Two Moons__ (“Gramps says that I am a country girl at heart…I put something there and I’ve got to have it’”.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“So after reading this paragraph, I can make some inferences from the language the author used. First of all, I can tell that Sal, who is narrating the story, had to move from her house. I can tell that she misses her old home because of how she describes it. I am also able to infer that she wants to go back, since she is telling her father that she left something important that she needs. So now I’m wondering how she’ll fare in her new town and if she’ll ever be able to go back to her house.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Guided Practice: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read the following passage: “Don’t be a goose…he chipped away at that wall.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“After reading this passage, do I know if the inferences I made are correct? How? Are there any other questions I can ask myself before I keep reading?”


 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Independent Practice: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Boys and girls, I’d like you to go back to your tables and choose your own independent reading books. I will pass out post-it notes and I would like you to choose a part of the story where you can make an inference and mark it with the post-it note. I will come around and write down the inferences and predictions you make.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Closure: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“What did we learn about inferencing today? What types of clues did you use from your independent reading books to make inferences and predictions? Can anyone give an example of a passage you read and made an inference about? I’ll take two responses.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment (How will I know if my students are successful?): **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">By circulating around the room while the students are marking their pages and making their own inferences, I will be able to ensure that they know how to use text in order to infer and make predictions.

**<span style="font-family: Arial,sans-serif; font-size: 12pt;">Interactive Read Aloud **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">4
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Time: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">20 minutes
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Standard: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">3.4 Listening
 * 1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">A. Active listening
 * 2) <span style="font-family: Arial,sans-serif; font-size: 12pt;">B. Listening Comprehension
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Objective: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Students will listen actively as the teacher reads __Phillis Sings Out Freedom__, stopping to make predictions and answer questions.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Materials: **__<span style="font-family: Arial,sans-serif; font-size: 12pt;">Phillis Sings Out Freedom __<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Ann Malaspina.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Sequence: **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Before Reading: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Boys and girls today we will be reading __Phillis Sings Out Freedom__. I really like this story, have you ever heard of it?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“What do you all notice about the cover? What do you see?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow a few students to respond.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“So this story has a lot to do with George Washington. What do we already know about George Washington? I’ll take three facts.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow three students to give facts about George Washington
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“So if the man on the cover is George Washington, who do you think the woman is? Any guesses?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow students to guess.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Well now that we’ve shared some previous knowledge and made some predictions, let’s start reading!”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">During Reading: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read through the story, stopping only at points of significance where thought-provoking questions can be asked and predictions can be made.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Stop at page three and ask, “How do you think George Washington is feeling right now? Why?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Stop at page six and ask, “What do you think Phillis is thinking right now? What do you think will happen to Phillis? I’d like you to take a minute, turn to your partner, and share predictions.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Give students a minute to share predictions and keep reading.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read through the rest of the story without interruption.
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">After Reading: **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“What did you all think of the story? Let me see a thumbs up if you liked it and a thumbs down if you didn’t like it.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“So, in the beginning, George Washington did not seem very hopeful about winning any battles. What do you think helped give him some encouragement? I’ll take three answers.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow students to answer.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“What wonderful ideas! I’m so glad you all seemed to enjoy and understand the story.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment (how do I know if my students are successful?) **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">I will know that they are engaged if they answer my questions and are able to make predictions during reading.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">I will know they comprehended what happened in the story when they are able to answer my question after reading.

**<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Plan: Readers Workshop **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">4
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Time: **<span style="font-family: Arial,sans-serif; font-size: 12pt;"> 20 minutes
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Standards: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Objective: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Students will be able to identify cause and effect in a text in order to make sense of what they are reading.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Materials: **
 * __<span style="font-family: Arial,sans-serif; font-size: 12pt;">Phillis Sings Out Freedom __<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Ann Malaspina
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">White board
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Sequence: **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Anticipatory Set **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Readers, yesterday we read __Phillis Sings Out Freedom__ and everyone seemed to reall enjoy it. Who can refresh my memory and tell me what the story was about?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Call on a student to give a summary of the story. If needed, ask for help from another student.
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">State Objective and Purpose **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Today, we’ll be talking about cause and effect and how it was present in the story. Yesterday when we read the story, I asked you why you think George Washington felt more encouraged and some of you thought it was because of Phillis’s poem. That, boys and girls, is an example of cause and effect.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Teach and Model **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“I’m going to read a passage from __Phillis Sings Out Freedom__ where there is another example of cause and effect. Readers, I would like you to listen closely and try to pick out the cause and the effect.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read passage from story that has a post-it note on the page. I will read page 8. The cause was that Mary taught Phillis how to read and write. The effect was that Phillis began to write poetry.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“So from this passage, readers, I know that because Mary taught Phillis to read, she began to love words and started writing poetry. So the cause would be Mary teaching Phillis to read and the effect would be Phillis beginning to write poetry. So to remind myself of this, I’m going to make a chart.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">On the whiteboard, I will make two columns, one with the heading “Cause” and the other with the heading “Effect”. I will write the cause and effect in their appropriate columns.
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Guided Practice **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Let’s try another one readers. Listen closely because this time I’m going to ask you to tell me what the case and effect is.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read the very last page of the book.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Does someone want to take a guess about what the cause and effect may be?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow students time to think and call on a few students with guesses. Guide them along with clues from the passage if they are having trouble.
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Independent Practice **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Readers, now that we’ve learned about cause and effect I’d like you to find examples of cause and effect in your own independent reading books. I’ve made up a chart similar to mine on the board. I would like you to read through and pick out some examples of cause and effect you can find.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Closure **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Boys and girls, what did we learn today? How will learning about cause and effect help to make you as readers?”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow students to answer.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“I want to hear some of the examples you found on your own! I have time to take three of your cause and effect examples.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment (How will I know if my students are successful?) **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">By circulating around the room during their independent practice, I will be able to see if they grasped the concept of cause and effect.

**<span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Plan: Writers’ Workshop ** <span style="font-family: Arial,sans-serif;"> <span style="font-family: Arial,sans-serif;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Grade: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">4
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Time: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">20 minutes
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Standard: **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Objective: **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Students will replace parts of their own personal narratives using stronger, more descriptive language using __Phillis Sings Out Freedom__ as an example.
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Materials: **
 * __<span style="font-family: Arial,sans-serif; font-size: 12pt;">Phillis Sings Out Freedom __<span style="font-family: Arial,sans-serif; font-size: 12pt;"> by Ann Maltista
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">White board
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Lesson Sequence: **
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Anticipatory Set **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Boys and girls, we’ve been talking about __Phillis Sings Out Freedom__ for a few days now. Yesterday we talked about how there are some really great examples of cause and effect, which you all were very good at identifying.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">State Objective and Purpose **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Today we are going to be using the story to help us with our writing. We’re going to examine Phillis’s writing and see how she used strong adjectives to make her writing so unique.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Teach and Model **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“I’m going to read a passage from the story that describes Phillis’s use of descriptive language. Listen carefully, writers.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Read page 8, which describes Phillis’s love for language.
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Guided Practice **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“On the board I have a passage written that has a few words underlined where we could place more descriptive language. Take a minute or so to read the passage and then we can discuss different words we could fit in to make it stronger and more descriptive.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">Allow students about 1-2 minutes to read the passage. It will be on a laminated piece of large paper with the blank white board underneath.
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Writers, what do you think? Let’s go through and discuss possible options to replace each word.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">I will tape the passage to the wall so the students will still be able to see it. On the white board, I will write all of their ideas of stronger words to replace the weaker ones.
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Independent Practice **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Writers, I’d like you to take what you’ve just learned and use it for your own writings. Please go back to your tables and edit your own personal narratives. Replace any weak words with stronger describing words.”
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">I will be circulating around the room at this time to answer questions and give suggestions to any struggling students.
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Closure **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">“Did reading __Phillis Sings Out Freedom__ help you understand how to use more descriptive language? Can anyone give me an example of a word you changed in your own personal narrative? I’ll take three.”
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Assessment (How will I know if my students are successful?) **
 * o <span style="font-family: Arial,sans-serif; font-size: 12pt;">I will know if my students are successful when they are able to pick out weak adjectives or verbs in their own narratives and replace them with more descriptive language.