Beatty+LG1

__**Narrative Writing -- Creating a Stroy Line and Applying Narrative Strategies**__


 * Grade Level** -- 4th
 * Time** -- undetermined

In writing narratives, students organize and relate a story line/plot/series of events by...
 * Unit Goals** --
 * Objectives** --
 * 1.1 Students will demonstrate an ability to create a clear understandable storyline with a distinct begining, middle, and end.
 * 1.2 Students need to be able to demonstrate an ability to develop a problem and solution within a story.
 * 1.3 Students will demonstrate an ability to use signal words/phrases to establish transitions.


 * Materials/Resources** --
 * 3 Little Pigs Book
 * story map
 * ideas web
 * overhead projector
 * paper
 * pencils
 * crayons/markers
 * easel pad

To activate prior knowledge, we will be doing a class KWL chart. I will ask questions like, " 'What do we know about a story?' 'How many parts are in a story?' 'What does evey story need?' " etc. After we complete the "What do you want to learn?" portion of the KWL, we will then read the story of the 3 Little Pigs as a class. This story may be below the fourth grade reading level, however I chose to use it because it has a very distinct beginning, middle, and end. It also has 3 very clear events to solve the problem. During the reading, we will be looking for the things that we just discussed.
 * Introduction** --

Upon completion of the story, the students will then be given a story map that they will be asked to fill out on their own. This map should demonstrate what they do and do not know about a story in terms of the parts (beginning, middle, end, events, etc). As a class, we will go through the story map using the overhead projector and I will ask the student to make any necessary correctins. I will not grade this componant but I will collect it to use as a reference for myself. The students will then be given a blank story web. Using the [|web], they will be able to brainstorm ideas for their very own story. Once they have successfully come up with an idea for their story, they will be asked to map it out in more detail using a story [|map]. Since they will be familiar with the story map at this point, I will grade it according to a [|rubric.] Once the story maps have been conferenced and corrected, the students will be given the opportunity to write their full story with the potential for them to be "published" in either the classroom library or the school newspaper. The finished stories will also be graded according to a [|rubric.]
 * Lesson Development** --

At this point we will take a few classes and the students will share their work with one another. In partners they will read their stories and then rotate untill everyone has shared their story with atleast 4 other people. If time allows, the students whose work is "published" in the school paper will be allowed to share their story with the whole class.
 * Closure** --


 * Assessment --**
 * 1.1 Students will demonstrate an ability to create a clear understandable storyline with a distinct begining, middle, and end.
 * The story map of the students individual stories will be used to determine their understanding of the concepts and use of the components correctly.
 * 1.2 Students need to be able to demonstrate an ability to develop a problem and solution within a story.
 * The story map will also demonstrate the students understanding of this, as the middle section of the map asks them to map out their events to solve the problem.
 * 1.3 Students will demonstrate an ability to use signal words/phrases to establish transitions.
 * In the students final copy of their story I will be checking for usage of these terms and checking the against a [|rubric.]

Most of the students should be able to accomplish this task with relatively little difficulty. Extra help will be available for those students who are struggling. Also, individual modifications to the assignment can be made as necessary.
 * Learner Factors --**

For the majority of the time spent on this lesson, the students will be at their desks. For the portion of the lesson that they are not, they will be seated on the "Reading Rug" listening to the story as I read it aloud.
 * Environment --**

Pre-assessment #1
 * //Objectives #1

Learning Goals Kelly's Homepage EDC 452 Homepage//**