Student Teacher: Sarah Forth

Lesson Date: November 21st, 2016

Grade Level: Third

Name of Lesson: Getting Right to the Action

Common Core State Standard(s)

CCSS.ELA-LITERACY.W.3.3. B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
Note: Explain below SLO if there are students who will require an accommodation or
modification to meet this lessons objective.
Students will be able to get right to the action in their own adventure narrative.
Rationale for Objective: How does this lesson support previous and subsequent learning?

In the previous lessons, the students have been working on key elements of a story. They have been working
towards incorporating all parts of their writing diamond into their stories. This lesson supports them with their
beginnings of their stories. This will also support subsequent learning because the next lesson will be whether the
students are able to identify an entertaining beginning.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?
The assessment for this lesson will be the students proof in their writing of incorporating the
mini lesson of getting right to the action in the beginning of their stories. If it is clear that they
wrote the beginning of their story with the action beginning right away, it will be clear data as to
whether they reached the SLO.
For this assessment, a few students will need scribes. The student teacher and cooperating
teacher will be scribes for these students.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional

arrangement, etc.). Explain specific needs.

Students will start off the mini lesson on the carpet and periodically turn and talk with their partner next to them.
They are expected to follow the usual expectations for the mini lesson and will be reminded that their transition
from the carpet to independent work is expected to be silent. Students are aware of any consequences or rewards
for their behavior whether it be the clip chart or eagle tickets.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:

Discussion model and direct instruction is involved in the lesson. The students are prompted and guided however
they still are expected to move the lesson along through the discussion in their turn and talks. Due to students
being very aware of narratives and the structure that they should consist of due to their personal narrative unit,
direct instruction is beneficial since they already possess a good amount of knowledge on beginnings even thoug
now they will be putting into practice creating their very own.

Materials/Resources needed for this lesson

SMART notebook slides

Writers notebooks

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
In order to check for understanding and student achievement the student teacher will listen in on their turn and
talks with their partner. The students are aware of their expectations for turn and talks, they need to answer and
provide reasoning for their answer. So long as they do this and it is relevant to the question being asked, the
student teacher will be aware of the understanding the students have on the lesson.

Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:

The differentiation will take place in the assessment. Certain students due to their IEPs require scribes and others
who need more prompting will require guiding questions in order to create their beginning that gets right to the
action. For example, what are the events that take place and which one would be a good place to start?

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.

Students, now that we have dove into learning how to better our writing on settings and characters, lets discuss
hooking our readers. Every good author focuses on their beginnings to ensure that anyone who picks up their bo
or story will continue past the first page or even first paragraph! Now that we have the opportunity to write
adventure narratives, this should be an easy and fun task! Every good story has got to start with some action!

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.

Students will begin on the carpet for mini lesson.

The student teacher will use the SMART notebook slides to guide her lesson.
She will begin by asking them to think about great action stories they have read, how did they begin?
She will listen in while they turn and talk and then transition back to the lesson.
The student teacher will then ask; why do authors start stories this way? What are they trying to do?
The students will discuss their answer with their partner as she listens in.
The students will be directed to look at the slides as the teacher reads beginnings to stories. Some will be
examples of getting right to the action, others wont. The students will be asked to hold their thumbs up fo
a good beginning and down for a not so good beginning.
After the beginnings have been cycled through and reviewed, she will tell the students that all of the good
beginnings had a main thing in common.
She will point out that they all get right to the action they do not waste time so that way the reader never
gets bored.
The student teacher will then let the students know that their task is to go look back to the beginning of
their stories and check if their beginnings get right to the action. If they do, they can edit them to make
them better and continue to write on. If they do not, they will take the writing time to create a beginning
that gets right to the action and once they are finished continue writing on in their stories.

Closure

How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to
their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?

Now that you have all worked so hard in getting right to the action in your stories, I would like you all to turn an
share with your partner how you got right to the action. Remember, this is still part of our drafting process,
nothing is set in stone. So, give suggestion and compliments to your partner about their beginning. What did they
do well? Give them a suggestion to make it even better.