Student Teacher: Sarah Forth

Lesson Date: November 15th, 2016

Grade Level: Third

Name of Lesson: Writing Diamond

Common Core State Standard(s)

CCSS.ELA-LITERACY.W.3.3. A
Establish a situation and introduce a narrator and/or characters; organize an event sequence
that unfolds naturally.

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 understand the structure of a narrative.
Rationale for Objective: How does this lesson support previous and subsequent learning?
The previous unit students wrote a personal narrative, they are aware that stories fall into a
sequence of events. However, this lesson is to support this understanding on a deeper level and to
have them plan their own story in this specific structure layout. Once the students create their
own plan for their narrative it will assist them as they create their story in depth. They will be
able to refer back to it and follow the necessary steps to have a well written adventure narrative.
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?
To collect data for the SLO, the student teacher will collect their writing diamonds. The student
teacher will review them to ensure that the students were able to create their own writing
diamond and that it showed a bulleted or short sentences of their plan for their adventure
narrative. A few students will need to be accommodated and will have the student teacher or
cooperating teacher scribe for them as they articulate what they want their story structure to be.

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 sequence of stories due to their previous
personal narrative, direct instruction is beneficial since they already possess a good amount of
knowledge on narratives even though now they will be putting into practice creating their very
adventure narrative.
Materials/Resources needed for this lesson

SMART board
Writing diamond anchor chart
Scissors
Glue sticks
Writing notebooks

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?
Throughout the mini lesson, the student teacher will check for understanding through turn and
talks. She will sit in while they turn and talk about questions she asks throughout the lesson. She
will support students who may be off based as well as guide students to show a deeper
understanding.
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 student teacher will teach her mini lesson as planned, once the students and student teacher
practice pulling apart the different pieces of the narrative structure in the example the student
teacher will tell the students that if they think they are ready to do it on their own they may be
seated get a started. She will then announce that anyone who would like more practice with
writing diamonds may stay on the carpet for additional practice. She will then work with the
students in creating a writing diamond on an adventure narrative idea she has thought of. This
will provide more practice and understanding for many students who need to take it step by step.

Once they have moved into their independent work, the student teacher will have to sit with the
students who need a scribe to write for them while they create their story plan.

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.
Can someone remind all of us what we discussed during yesterdays lesson? Why was it so
important to start our adventure narrative writing unit that way?
Students will be called on; they will refresh their mind with the key elements of a narrative.
Great! Now that we have fresh in our minds what important key elements need to be in our
narratives, we are going to learn today a very important practice every good author does! It is
planning. Planning by putting those key elements in a proper order. Lets get started!

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.

Student teacher will start with an anchor chart that is hanging on the board. She will
explain that every story has to have a plan, using a writing diamond is a great way to do
this.
She will then go through each part of the story diamond slowly so all students will follow
along.
Next, she will ask the students which part of the narrative they think is the most
important and why.
The students will turn and talk as the student teacher sits in and listens to them discuss.
The student teacher will then direct their attention back to the SMART board. She will
move to the slide where she will read a brief story and tell the students to try and see if
the story covers each part of the diamond.
She and the students will go through and underline and identify each part of the story by
underlining them in different colors.
Afterwards, she will announce if they believe they have gathered enough practice and are
ready to plan their narrative they may go to their seat, cut out their diamond and paste it
in their writing journal to get started independently.
The student teacher will tell the students if they feel they need more practice they may

stay on the carpet to create a story diamond with her.

Students will transition, those who stay will create a story diamond with the student
teacher.
Afterwards, all students will complete their diamond.

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?
You all did so well with creating your story diamonds. This will help you as you begin to write
your stories! Remember, this is not set in stone, you may make adjustments as needed. You may
all take the last few minutes to share your diamonds with one another. Give suggestions to one
another if you or your partner was stuck on a certain part of the diamond! Once you finish
sharing please hand your writing journal to me.