Revised+Lesson+Plan

In written narratives, students organize and relate a story line/plot/series of events by… · W–4–4.1 Creating a clear, understandable story line with a beginning, middle, and end (State) · W–4–4.2 Establishing a problem and solution (State) W–4–5 Students demonstrate use of narrative strategies by… · W–4–5.1 Using __relevant and descriptive__ details (State)
 * **Grade and Content Area ** || **Grade 4 - ELA- Writing ** ||
 * **GLEs, RIPTS, NETS ** || W–4–4

· W–4–5.3a Identifying characters (State)

RIPTS 5; Teachers create instructional opportunities to encourage all students’ development of critical thinking problem solving, performance skills, and literacy across content areas. 5.1 Teaches design lessons that extend beyond factual recal and challenge students to develop higher level cognitive skills

RIPTS 6 ; Teachers create a supportive learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation 6.5 Teachers create learning groups in which all students learn to work collaboratively and independently

RIPTS 8; teachers use effective communication as the vehicle through which students explore conjecture, discuss, and investigate new ideas. 8.3 Teachers use technological advances in communication, including electronic means of collecting and sharing information, to enrich discourse in the classroom and the school.

NETS 2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences an assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS

a. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

a. Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. Teachers collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. Teachers communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. Teachers model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. || · A card for each student with the label of characters, setting, problem, events, or solution on it · Oak tag · Marker · Chalk · Chalkboard · A Story spider for each student - ** Laptop ** - ** Overhead Projector **
 * **Opportunities to Learn ** || __Materials__:

__Differentiated Instruction__: Students will be working as a class and in small groups. Students will have an opportunity to receive small-group instruction from the teacher as he/she monitors the classroom during the Engagement portion of the lesson. Students will be practicing written expression/oral communication as they first write and then present their stories. Students also have an opportunity to work on both their collaborative skills and their revision skills in small groups and as a class.

__Classroom Environment:__ Students are grouped into 5 groups of 4 for group-work. Seats are pre-arranged for small group activities. Students are staggered according to their broad reading levels, the same groups that are used for vocabulary lessons and literature circles. Students spend the opening and closing of the lesson working as an entire class.

__Context of the Lesson:__ Students have previously been exposed to __Storybird__ and other internet web tools. The lesson focuses specifically on the organization of a narrative story. Students review the five key elements of a story, which has been emphasized throughout the school year. Students creatively construct a story given specific parameters that have been set by the teacher. Many students with learning disabilities have difficulty with oral language. “//Many students with learning disabilities have trouble creating stories with all of the essential elements. This lesson will help the students practice their oral language skills in front of the class. This lesson should give students more confidence in speaking in front of others and working in a group with their peers. The lesson will give students a better understanding of the story elements through a visual representation device”- Original Lesson Plan//

In addition to promoting collaboration and public speaking, the integration of the publishing tool; Storybird, allows for students to feel a sense of ownership. This feeling of importance provides a strong motivator for students to produce the best work possible. ||
 * **Objectives ** || At the end of this lesson, students will be able to:

<span style="font-family: 'Arial','sans-serif';">- Create a clear storyline <span style="font-family: 'Arial','sans-serif';">- Establish a problem and a solution within a narrative context <span style="font-family: 'Arial','sans-serif';">- Use relevant and descriptive characteristics to describe character and character development pertaining to the plot <span style="font-family: 'Arial','sans-serif';">- ** Assemble and publish a story using the __Storybird__ Web Tool ** <span style="font-family: 'Arial','sans-serif';">- ** Collaborate, construct, and edit with peers ** || <span style="font-family: 'Arial','sans-serif';">- The teacher tapes oak tag strips on the board in columns. The will be three columns and there will be five oak tag strips in each column. The teacher will label each column in the following order: characters, setting, and problem. <span style="font-family: 'Arial','sans-serif';">- To review the elements of a story, the teacher will split students into their vocabulary/literature circle groups of 4 students (5 groups total). <span style="font-family: 'Arial','sans-serif';">- Each group will be assigned a card that has one of the following labels: characters, setting, problem, events, and solution. <span style="font-family: 'Arial','sans-serif';">- Together as a group, they will come up with a definition for the word on their card. <span style="font-family: 'Arial','sans-serif';">- The teachers will ask one member of each group to neatly write their definition on the board, and the teacher will review the story elements with the class.
 * **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Instructional Procedures ** || **<span style="font-family: 'Arial Narrow','sans-serif';">Opening( 15 minutes) **

**<span style="font-family: 'Arial Narrow','sans-serif';">Engagement ( 45 minutes) ** <span style="font-family: 'Arial','sans-serif';">- The teacher will then give the students 5 topics (The topics are pre-viewed on Storybird and rely on common themes that are made available). For example, a Lesson in February may include; Love, Winter Weather, Winter Sports, School Vacation, and Groundhog Day. <span style="font-family: 'Arial','sans-serif';">- The teacher will ask the students to brainstorm ideas for each column for each individual theme. For example; characters- Scooby Doo, Mr. Smith, Ryan, Uncle Tim.) The teacher will record an answer on each piece of oak tag in the column.  <span style="font-family: 'Arial','sans-serif';">- The teacher will then write the 5 themes on pieces of oak paper and randomly distribute them to the groups.

<span style="font-family: 'Arial','sans-serif';">- The teacher tells the students they are going to write a short story about the piece of oak tag that they picked. (For example a group could have Love, Groundhog Day, or Winter Weather).

<span style="font-family: 'Arial','sans-serif';">- The teacher will ask the students which elements of the story are missing? Events and solution. The teacher will tell the students that that is the part of the story their group will create.

<span style="font-family: 'Arial','sans-serif';">- The teacher will pass out a story spider to each student. The students are already familiar with the story spider so the teacher will review it. The teacher will tell the students that their story must include all five elements of a story.

<span style="font-family: 'Arial','sans-serif';">- The students will work in their groups to devise a story. The teacher will walk around the room and monitor their progress.

<span style="font-family: 'Arial','sans-serif';">- The students will tell their stories to the class.

**<span style="font-family: 'Arial Narrow','sans-serif';">Closure (20 minutes) ** <span style="font-family: 'Arial','sans-serif';">- The class will vote on the best story. The teacher will then go over the selected story highlighting the 5 elements of a story. <span style="font-family: 'Arial','sans-serif';">- The class will spend 5-10 minutes editing the story. <span style="font-family: 'Arial','sans-serif';">- After changes have been made the teacher will log in to Storybird using the class laptop which is connected to the overhead projector (ELMO, Ladybug, etc). <span style="font-family: 'Arial','sans-serif';">- The teacher will type in the story and will emphasize the grammatical components of writing. <span style="font-family: 'Arial','sans-serif';">- The teacher will often stop and ask the students to interject to identify vocabulary, grammar usage, and the elements of the story. <span style="font-family: 'Arial','sans-serif';">- The teacher will publish and save the completed __Storybird__ and link the file to the appropriate classroom wikis, blogs, etc; which may be downloaded and viewed as a model or as review for a test or assignment. || <span style="font-family: 'Arial','sans-serif';">- Student ability to; organize, collaborate on, construct, analyze, interpret, edit, and review written work are all assessed in an informal manner as the students interact with each other and with the teacher during class and group; brainstorming, review, editing, and actual composition of the story.
 * **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Assessment ** || **<span style="font-family: 'Arial Narrow','sans-serif';">Informal **

** Formal ** <span style="font-family: 'Arial','sans-serif';">- With further review and reinforcement; in the upcoming weeks students will be formally assessed on their ability to construct a well organized narrative using a simple story starter. The __Storybird__ product will serve as a model and as a source of review prior to the class assessment**.** || = Works Cited = //Hotchalk//. (2011, February). Retrieved February 2011, from LessonPlansPage- Language Arts: www.lessonplanspage.com //Web 2.0 Cool Tools for Schools//. (2011, February 20). Retrieved February 2011, from cooltoolsforschools.wikispaces.com
 * **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Works Cited ** || = =

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