MRS. DYKES 4TH/5th GRADE ELA
Revised Lesson Plan TemplateNameDateFull NameDebbie Dykes6-16-19Grade LevelTopicGrade Level4th Grade Reading: CharacterizationWriting: Narrative w/ dialogueSubjectSubjectELA EIP Class Co-taughtLesson TitleCharacterization & Using Dialogue in NarrativesLesson DurationMonday – Friday 5 day 1 hr. 50 min.Standard(s)StandardsReading: RL4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)Writing: W4.3 (writing narratives using dialogue)Write narratives b. Use dialogue and description to develop experiences and events or the responses of characters to situationsW4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;Language:L4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b: Use commas and quotation marks to mark direct speechLesson Objective(s)Use specific details from a story to describe a character orally and in writingWrite a real or imagined narrative (story)Use dialogue and descriptions in my narrative (story) to describe the characters and eventsUse punctuation and quotation marks correctly when writing with dialogueUse the writing process (plan, revise, and edit my writing with the help of my peers and teacher )use technology to produce and publish writing to share my ideas.Materials Needed Teacher: Google Classroom set up Journey Book Quizziz account & links Quizlet account & linkMoby Max set with students in classGoogle Classroom Interactive dialogue PracticeSteal Anchor Chart Dialogue Anchor ChartSteal graphic organizerYou tube video link for The Raft- read of picture book- code in Google ClassroomPopplet acctScholastic web link for scrapbookDigital Narrative Writing Graphic organizer- placed in Google ClassroomDialogue Interactive Practice in Google classroomKahoot acct & linkDigital Task Cards Character traits in Google ClassroomYou Tube Link for The account & mind map for “Stormalong”Prezi acct; Prezi RACES Writing slideYou Tube Characterization video- Frozen Student: Chrome BookIn Google Classroom Links for all the above website 7 Google Classroom Interactive MaterialsJourney bookSteal Graphic Organizer for Interactive Reader notebookDirections for all assignments in Google Classroom Interactive Reading NotebookLesson DescriptionMonday:ReadingWhole ClassIntro. Standards- deconstruct standardsCharacterization video w/ FrozenSTEAL Anchor Chart- Characterization- says, thoughts, emotions, actions, looksInteractive Notebook: Characterization Flip chartStation 1: T. led grp Students Reading Story in small group- In Rdg Book & audio provided on chromebook as per IEP, 504, & ELL accommodations Read Story ; pause & reflect on Stormy’s charcter traits- STEAL ( graphic organizer)- direct quotes & general comprehension questionsStation 2.: T. led Writing with Dialogue Practice. T modeling ; gradual release practice; students correct dialogue – Students come Clear Touch Board to punctuate sentences correctly; Dialogue Practice with Google classroom 1 & 2 Interactive ( see below, Integrated technology) ;Then it becomes indep.pratice. If student makes an 80 or above, he/ she can go to #2. If not, review sample sentences; if not retake Number 1 Station 3: Indep. Station: 1st half. Students will watch the video The Raft picture book by Jim LaMarche being read. 12min. Link in Google Classroom( ). The students will be creating a narrative starting tomorrow based on this book. Nicky will have another adventure while staying with his grandmother again the next summer. Students will complete the graphic organizer ( paper pencil). T. from grp 2 will come review the graphic organizer ( Charcterization) with grp 3 once Grp 2 is on their independent practice.Closing: TOD In Google classroom: Characterization What does STEAL stand for ( quick formative assessment)Tuesday:Grp 1: a) Students will use their STEAL graphic organizer for “Stormalong” ( read yesterday) to create mind map with ( Poplet) with one word adjectives to describe Stormy. Students can see in “ real Time” what others are creating. At the end they can vote on the best adjectives that describe Stormy. These will go in the official mind map in Google classroom. Teacher will check for accuracy. Students will discuss their evidence. T. Led. grp b) Scholastic Scrap Book complete Stormalong Character using Scolastic website. Students can use their STEAL graphic organizer and their mind map to assist them.Station 2: T. Facilitated grp. Students using Digital Narrative Writing Organizer will begin writing Narrative Based on given RAFT prompt based on the picture book The Raft by Jim LaMarche. Checklist & Rubric Provided. Exemplar short narrative w/ dialogue provided. Students Will have another adventure with Nicky based on the Picture Book The Raft by Video of Book link of Book being read will be in Google classroom.Wednesday:Whole grp: Review Dialogue Review Anchor chartTeacher 1 will be facilitator for Grps 1 & 2 Station 1 : A. Dialogue Practice with Google classroom 5-9. B. MobyMax Lessons 1 & 2 ( Lesson 2 grade taken Graded X1) T. 1 will pull any Students who are still have difficulty to work on dialogue with Tasks cards REMEDIATIION Station 2: A. Quizizz Characterization Students may take 2X ( Graded X1). If they do not earn a score of 80 and above . They will complete Quizlet practice for Characterization: T. 1 will pull any Students who are still have difficulty to work on characterization with Tasks cards REMEDIATIION with-specific-details-in-the-text/Station 3: T 2). Facilitated grp Students using Digital Narrative Writing Organizer Writing Main Plot Events of Story w/ dialogue . St must include 2 sentences of dialogue. Based on next adventure for the book The Raft. T. will conference one –on –one & through Google ClassroomThursday:Whole Grp: “Stormalong” Review via Kahoot. Station 1: A.Quizziz “Stormalong: Quiz: ( read aloud assistance on Read/ Write on Chrome Book) B. Read –link in The DAWH House Station 2: T. led Students using Digital Narrative Writing Organizer It includes a Complete a self-evaluation of success criteria (Checklist) . Students can collaborate with partner up Med./ Lows to review their work. They can comment back and forth in Google. Writing Ending to Narrative (Resolution) Partner/ Peer Conf. ( Med./ Low) for Revise & Edit Stage ; Checklist; Rubric T. Conf ( Suggestions) in Google Friday: Alternative Teaching Assessment: Understanding Characters- Dykes will pull out for read aloud & small grp testingCold read short passages 16 questions - Multiple choice (15) & 1 Short answer Graded X 1Whole grp: T. reviews Google Classroom assignment and Educreation(shared on Clear Touch Panel). Instruction also given in Google classroom; Educreation Classroom link address would also be linked in the Google classroom assignment.: (Students would have used this tool already with determining the main idea in informational text)Students chose one passage from the out of 3 JPEGs assigned specifically to them (differentiation) on their Lexile range in Google Classroom. Students will save their chosen short narrativeIn their Google Docs so they can highlight evidence from their passage then put on Educreation. Students show what they know by creating their own video. Videos can be sent over email, embeded on teacher’s website, or saved to Google Drive. Students chose 1 out of a choice of 3 short narrative to complete a charcter analysis using the RACES strategy. Students given Placed in Google Classroom so students can refer back to this RACES Strategy w/ examples included when writing their Characterization Paragraph for their Educreation video. * Can finish on Monday Graded X1Assessment PlanQuizizz: Stormalong- Sped. Students may take more than 1XDialogue Graded in Narrative Graded XCharcterization: Quizizz Graded 1 XAssessment over cold reads for Characterization – Multiple choice & short answer Graded x1Remediation PlanRemediation PlanQuizlet review for remediationSmall group & One-one one for Characterization with task cards.Small group & On-on –one for Dialogue- writing practice form pictures & task cards. ** Students will also receive extra help between 7:30 & 8:05 or during a working lunch.Extra practice in Moby Max for bothIntegrated TechnologyQuizizz: Quizizz for “Stormalong” ( story) & Characterization“Stormalong”: Vocab.:Characterization: remediationCharacterization:Kahoot: Popplet: Or Padlet could be used. “Stormalong: Characterization Web AnalyzeScholastic Scrap Book Students can publish . Can also be printed large notecard size to share on notecard size & take home or put on display.Quizlet: Task Cards: Character Traits are differentiated, engaging, and utilize all of the benefits of the platform. Assign each student to a specific group, and on the assignment title line. State the group #, as well as the members’ names that were in a particular group. That way, students know that if their name isn’t listed, they don’t have to turn this assignment in. That also allowed them to see who their other group members were. Once students get into groups, the group leader, then collects all of their group members’ emails and added them as collaborators for the group assignment. To add collaborators, all the leader has to do is click on the blue “share” button Once the group leader has added the other members as collaborators, then they are ready to begin working on the task cards. I had students complete approx. 4-8 task cards a day. For example, on the first day, group 1 would begin by working on the first set of task cards–task cards 1-8, group 2 would begin with task cards 9-16, group 3 w/ task cards 17-24, and so on. Then on the second day, group 1 would do task cards 9-16, which is where group 2 started on the first day.When students complete all the task cards that are assigned to their group, then they would move on to the task cards assigned to the next group. Of course, if at any time a group didn’t complete all of the assigned task cards, then they could have a few minutes on the following day to finish these. After they had finished their assigned task cards, then they would each turn the assignment in through Google Classroom and this allowed me to see exactly who had completed the assignment and who had not.-iPad . Students show what they know by creating their own video. Videos can be sent over email, embeded on teacher’s website, or saved to Google Drive. Students chose 1 out of a choice of 3 short narrative to complete a charcter analysis using the RACES strategy. Students given Placed in Google Classroom so students can refer back to this RACES Strategy w/ examples included when writing their Characterization Paragraph for their Educreation video. Google Classroom, Google Apps: Use Quotation Marks to Write Dialogue for the Google ClassroomStudents learn to use correct capitalization and punctuation with several opportunities to apply the use of quotation marks during creative writing activities. 31 different practices. by: Mercedes Hutchens by: Create Dream ExploreDigital Narrative Writing Organizer It includes a Complete a self-evaluation of success criteria (Checklist). Students can collaborate partner up Med./ Lows to review their work. They can comment back and forth in Google. Great for beginning writers to keep them organized. Students use to write their own narrative using dialogue.Benefit of Integrated TechnologyScholastic Scrap Book makes their characterization come aliveEducreations: Writing about Characterization then can Publish and Share w/ their classmates ; other classmates in the 4th grade, their parents, & of course their teacher.Popplet: Used as a mind-map, Popplet helps students think and learn visually. Students can capture facts, thoughts, and images and learn to create relationships between them. Allows Students to collaborate & Share in “ Real Time”. Teacher can see their “ thinking”.Digital Task cards: Digital Task cards on Google Classroom can be?differentiated, engaging, and utilize all of the benefits of the platform. T. can easily check to see who is meeting the standard and who needs remediation.Google Classroom, Google Apps: Use Quotation Marks: Students can work independently in a more fun creative way. Instant feedback on first half; examples for the students to refer back to. Teacher can easily assign to whole class or just to students who need extra practiceDigital Narrative Writing Organizer for Use with Google Slides. Easy for students to use. Following the graphic organizer stages make it easy for them to keep their organized. Great for beginning writers until they get the hang of a narrative’s organization. Placed in Google Classroom easy to keep track of where students are in the writing process. Students can collaborate with partner for conference reviewing each other’s narratives with checklist. Educreations: Teachers can share with students in a safe and private classroom. Have students show what they know by creating their own video. Students can publish & share much easier than in paper format. It will definitely engage them much more than paper and pencil.Quizlet: Great for remediation & review. Students can do independently & it gives them immediate feedbalck ................
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