4th Grade Lesson Plan Sample - Amazon S3...4th Grade Lesson Plan Sample 1 Thank you for downloading this sample. This is meant to give you an example of how our lesson plans are formatted,

4th Grade Lesson Plan Sample

1

Thank you for downloading this sample. This is meant to give you an example of how our lesson plans are formatted, in order to make sure that this program is a good fit for your classroom.

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Personal NarrativeWeek 2

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Lesson 1 Elements of Personal Narrative

Lesson 2 Brainstorming Topic Ideas

Lesson 3 Beginning, Middle, and End Planning

Lesson 4 Introduction and Hooking Your Reader

Lesson 5 Draft Body Paragraph: BeginningFocus on Transitions & Setting Development

Using Mentor Text

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The mentor text on the following page is for the rest of the personal narrative unit. In each lesson, students will take a look at a piece of the mentor text. Use this piece to model what you want your students to do in their writing.

For more information, watch the Master the Mini-Lesson training at: https://simplifywriting.com/training/

https://simplifywriting.com/training/

4

Helping Others at the Food BankBang! Plop! These are a just a couple of sounds that could be heard when my

cousins and I volunteered at a local food bank a few weeks ago. We had been talking all summer about how we wanted to do something nice for other people when my mom saw a news article asking for kid volunteers at the food bank.

We drove into the middle of the city where the food bank was located. It was in a big, tall building on a busy street. From the car, I couldn’t even see the top of the building!

When we arrived, we parked and ran as fast as we could into the food bank. It was so hot outside you could fry an egg on the sidewalk! Once we were inside the cool building, Jill took us on a tour of the food bank.

“This is where we pack up food for families in need,” she said, pointing to a few long tables covered in boxes. Then, she took us through the pantry, where shelves were lined with canned goods. There were a lot of different kinds of food. There were boxes of cereal, cans of vegetables, jars of peanut butter, and lots of other food. My favorite part of the tour was the walk-in refrigerator. It was so cool to see a whole room that was so cold.

“Can you keep snow in here?” I asked Jill. “No,” she said, laughing. Then, she took us back out to a special children’s area where kids help prepare

boxes of food for other kids! It was a bright, cheerful area of the food bank. There was even a mural of kids eating at a table on the wall. “Every year, we give families thousands of pounds of food so that kids in the area have full bellies all year long,” Jill explained.

Finally, we got to work. Jill showed us a sample box full of food for a family. It was our job to pack up boxes just like the sample box. My cousins and I got to work. We divided up the work. I was in charge of putting a jar of peanut butter, a bottle of oil, and a box of Cheerios into each box, while my cousins added rice, canned vegetables, noodles, and more. Later, the staff at the food bank would add milk and other refrigerated items.

Between the five of us, we packed 100 boxes! We felt so proud that we were able to pack up so many boxes for so many families. But, we did get tired after such a long afternoon of work.

After we were done, my mom took my cousins and me out for ice cream. “We’re lucky we get to go out for ice cream. Do you think we could give some to the food bank?” my cousin, Ben asked.

“We could ask Jill if that would be ok,” my mom answered.Looking back, this experience made me feel really good inside. It’s important to

help people in need. I can’t wait to go back and bring our ice cream donation!

©2019 Simplify Writing™

Personal Narrative Mentor Text

Week 2: Lesson 1Personal Narrative | 4th Grade

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Purpose: I can list and explain the elements of personal narrative.I can find examples of the elements of personal narrative in other

author's texts.Standard(s):• CCSS.ELA-LITERACY.W.4.3-Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and clear event sequences.

MaterialsPrint• Teacher models (pg. 6, 8)• Student pages (pg. 7, 9)

Digital• Student Pages

Learning GoalThe student will recognize and explain elements of personal narrative using mentor texts.

Success Criteria• Criteria 1- The student

is able to find at least two examples of each element of personal narrative in a mentor text.

• Criteria 2- The student can explain how the examples they found in the mentor text are examples of each element of personal narrative.

Mini-Lesson Steps (15 min.):1. Develop list of personal narrative elements by discussing what students already know about personal narratives ("Elements of Personal Narrative" bubble map)2. Read "The Grand Canyon" text together and begin finding elements of personal narrative within the text.

Student Portion (15-30 min.):[The Student Portion can be more or less teacher-led. If your students have a lot of experience with personal narrative and easily were able to list the elements in the mini-lesson, this may be more independent/partner work. Otherwise, plan to facilitate this section as more of a "We Do" activity.]1. Students will continue finding elements of personal narrative in "The Grand Canyon" text with teacher support.2. Students may highlight the different elements with different colored highlighters or underline with markers or colored pencils.3. Students explain how/where they found the elements of personal narrative.

Closure (5-7 min.):1. If students were working independently or in partners, come together as a class and have students point out the different elements of personal narrative.2. Allow students to add examples of the personal narrative elements that they may have missed.

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Mini-Lesson Overview

Mini-Lesson Script:"Today we are going to look at an example of a personal narrative and see what elements make up a good quality personal narrative. What do you already know about personal narratives?"(Allow students to share what they already know. Use this time to gauge what elements you may need to spend more time explaining. If students are able to list some of the elements of a personal narrative, have them add them to their bubble map. Depending on your students' prior experience with personal narratives, you may want to use the probing questions listed below OR simply have the students fill out their bubble map as you explain each element.)The author is sharing a true story about something they experienced: Who is a personal narrative about? What is the point of view?Has a sequence of events that unfolds using transition words/Has a beginning, middle, and end: How does the author order the information in a personal narrative? How does the author move the story along from one time to another or from one place to another?"Has dialogue, descriptions, and sensory details/The author's thoughts and feelings are a major part of the story/Has a clear setting that is described in detail: "What kinds of details are important to include in a personal narrative? How will the author paint a picture for their readers?""Next we will be detectives and find these elements in an example of a personal narrative." ("The Grand Canyon")(Go through each element of a personal narrative and find examples in the text. Use the Teacher Model to guide the discussion. Release students to work independently or in partners if necessary. Otherwise, continue whole group and continue to facilitate the class discussion using the Teacher Model.)


Check or highlight any modifications you will make for this particular lesson:

Strategies for Gifted & Talented Learners Strategies for Students with Disabilities or ELL

q Provide opportunity for further research on a related topic

q Allow for the production of a multimedia or visual presentation to accompany the writing piece

q Use of advanced supplementary/reading materialsq Allow for flexible grouping or collaborative writing

opportunities based on ability or interest

q Pre-Teach/Re-Teach conceptsq Provide additional examplesq Provide additional work timeq Allow for differentiated productq Chunk Tasksq Take Student’s Dictation/Provide Recording

Equipment for Student Dictationq Language Scaffolds (ie : sentence frames)q Peer Mentor

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Elements of Personal Narrative

Personal Narrative Writing

The author is sharing a true story

about something they experienced.

Has a sequence of events that unfolds using

transition words

Has dialogue, descriptions, and

sensory details

Has a beginning,

middle, and end

The author's thoughts and feelings are a major part of

the story.

Has a clear setting that is described

in detail


Teacher Model

8


Personal Narrative Writing


9

Elements of Personal NarrativeOur Family Trip

This summer in June, my family went to the Grand Canyon for a week. The trip to get to there was almost as exciting as the visit itself because we got to fly in an airplane! I had never been on an airplane before. It was so fun to see the clouds, cars, and houses so far below.

When we got to Phoenix, it was so hot I couldn’t believe it. I felt like my feet were going to melt right off my body. Thank goodness there was air conditioning in the hotel! The next day, we drove 3 hours to the hotel that was closer to the Grand Canyon and we made our first visit.

On our first day at the Grand Canyon, we went to the west side. There was a u-shaped glass bottom bridge called the Skywalk that went out over the canyon. I was so scared that I didn’t want to walk on it. As I stood at the edge, I heard my sister call out, “Chicken!” So, I decided to give it a try anyway.

“Want me to hold your hand?” Dad said as he extended his hand.“Yes.” I replied.I took his hand and instantly felt braver. After a few minutes, I got used to it and walked all by

myself, looking at the amazing views below. The next day, we went on a river rafting tour. It was much different to look at the Grand

Canyon from below than from above. The canyon is so deep! On the rafting tour, we helped paddle our boat through the river, around the bends, and even through a few rapids.

The next morning, we visited the Navajo National Monument. There, we saw cliff dwellings where Native Americans used to live. The dwellings were carved into the rock. It was amazing to see, but it was a long, hot hike to get there. We hiked 5 miles total!

I’m so glad we went to the Grand Canyon. My parents picked a really great place to go for our vacation. Even though we got tired from all of the activities, it was worth it. Next year, I want to visit another national park.

Explain.

ü The author is sharing a true story about something they experienced.

You see the words “I” and “my” a lot. This is a personal travel story written by a kid.

ü The author's thoughts and feelings are a major part of the story.

Most of the story includes the author’s thoughts and feelings. I highlighted them in yellow.

ü Has a beginning, middle, and end The author tells the beginning, middle, and end of their trip to the Grand Canyon in sequential order.

ü Has dialogue, descriptions, and sensory details

There are a lot of descriptions, like “through the river, around the bends, and even through a few rapids.” There is also dialogue (highlighted in purple).

ü Has a sequence of events that unfolds using transition words and phrases

The author uses transition words and phrases like: “When we got to Phoenix”, ”On our first day”, “The next day”, and “The next morning”.

ü Has a clear setting that is described in detail

The author describes the different areas they visit in the Grand Canyon.


Teacher Model

Color-Coding KeyYellow = Thoughts and feelingsPurple = dialogueBlue = Setting description

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Our Family TripThis summer in June, my family went to the Grand Canyon for a week. The trip to get to there

was almost as exciting as the visit itself because we got to fly in an airplane! I had never been on an airplane before. It was so fun to see the clouds, cars, and houses so far below.

When we got to Phoenix, it was so hot I couldn’t believe it. I felt like my feet were going to melt right off my body. Thank goodness there was air conditioning in the hotel! The next day, we drove 3 hours to the hotel that was closer to the Grand Canyon and we made our first visit.

On our first day at the Grand Canyon, we went to the west side. There was a u-shaped glass bottom bridge called the Skywalk that went out over the canyon. I was so scared that I didn’t want to walk on it. As I stood at the edge, I heard my sister call out, “Chicken!” So, I decided to give it a try anyway.

“Want me to hold your hand?” Dad said as he extended his hand.“Yes.” I replied. I took his hand and instantly felt braver. After a few minutes, I got used to it and walked all by

myself, looking at the amazing views below. The next day, we went on a river rafting tour. It was much different to look at the Grand

Canyon from below than from above. The canyon is so deep! On the rafting tour, we helped paddle our boat through the river, around the bends, and even through a few rapids.

The next morning, we visited the Navajo National Monument. There, we saw cliff dwellings where Native Americans used to live. The dwellings were carved into the rock. It was amazing to see, but it was a long, hot hike to get there. We hiked 5 miles total!

I’m so glad we went to the Grand Canyon. My parents picked a really great place to go for our vacation. Even though we got tired from all of the activities, it was worth it. Next year, I want to visit another national park.

Explain.q The author is sharing a true story

about something they experienced.

q The author's thoughts and feelings are a major part of the story.

q Has a beginning, middle, and end

q Has dialogue, descriptions, and sensory details

q Has a sequence of events that unfolds using transition words and phrases

q Has a clear setting that is described in detail



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Purpose: I can brainstorm interesting topic ideas for a personal narrative in response to a prompt.Standard(s):CCSS.ELA-LITERACY.W.4.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

MaterialsPrint• Teacher model (pg. 12)• Student page (pg. 13)


Learning GoalStudents will brainstorm topic ideas for their own personal narrative given two possible prompts.

Success Criteria• Criteria 1- The student

generates at least six ideas from one of the prompts.

• Criteria 2- At least four of the six ideas could plausibly turn into a personal narrative. (Student can justify topics using elements of personal narrative.)

Mini-Lesson Steps (15 min.): 1. Review elements of a personal narrative.2. Share prompt(s) with students. [Decide whether you want to provide both prompts for students to choose from or only one so that everyone is writing to the same prompt.]3. Teacher shares topic ideas from Teacher Model "Brainstorming Topic Ideas" bubble map. Be sure to explain how each topic fits a personal narrative by referring back to the elements of a personal narrative.4. [Optional: Teacher completes a blank bubble map and chooses favorite topic to write about alongside students throughout the unit.]

Student Portion (15-30 min.):1. Students complete their own "Brainstorming Topic Ideas" bubble map. 2. Students share topics with a partner and use elements of personal narrative to justify their choices.

Closure (5-7 min.):1. Students share topics with classmates.2. Others may write down topics they think of as they listen to their classmates ideas.3. Students choose favorite topic to write about.

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Mini-Lesson Overview

Mini-Lesson Script:"Yesterday we talked about the elements that make up a good personal narrative. Let's see how

many of them we can remember." (Call on students to list the elements of personal narrative

learned in Lesson 1. Prompt students if they can't think of all of them. Make a list on the board or

display the bubble map from that lesson.)

"Today we will be brainstorming ideas to write our own personal narratives. Even with the best of

intentions, a bad topic can lead us to create a piece of writing that is not very good. We want to

avoid that, so it is important that we know what kinds of topics fit well with a personal narrative.

Looking at our list of elements of a personal narrative, we know that our story needs to be a true

story that we have experienced ourselves. It needs to have a beginning, middle, and end and events

should be told in the order that they happened. Most importantly, the story needs to be about an

event that we have a lot to share about—We should have a lot of thoughts and feelings to share

with our readers. To help us focus our thinking today, we are all going to think of topics for

this prompt (Blank "Brainstorming Topic Ideas" bubble map.) Looking at this prompt, can you think

of interesting things to write about from this past summer or maybe a few from other summers?

Yes. Even though the prompt seems to mean from this past summer, it is OKAY to write about other

summers AS LONG AS you remember a lot about it and have a lot of strong feelings that you can

share with your reader."

(Share the topics from the "Teacher Model." Have students help you tie at least one of the topics to

the elements of personal narratives. Use questions like, "Will writing about going to the zoo allow

the author to write a story with a beginning, middle, and end? Can the author describe the setting

really well if they write about helping at a food bank?“ Help students justify the topics on the

Teacher Model, so they understand how to come up with good topics for their own narratives.)

"Looking at this prompt, what exciting things could you write about? Do any of you have events you

are thinking about already that you might want to write about?" (Allow a few students to share

their ideas. Then allow students time to brainstorm their own ideas.)

[Optional: Before having students fill in their own topic ideas, think aloud as you fill out your own

bubble map of ideas. Then choose your favorite to create your own personal narrative for the unit.]



q Provide opportunity for further research on a

related topic

q Allow for the production of a multimedia or visual

presentation to accompany the writing piece

q Use of advanced supplementary/reading materials

q Allow for flexible grouping or collaborative writing


q Pre-Teach/Re-Teach concepts

q Provide additional examples

q Provide additional work time

q Allow for differentiated product

q Chunk Tasks

q Take Student’s Dictation/Provide Recording

Equipment for Student Dictation

q Language Scaffolds (ie : sentence frames)

q Peer Mentor


13

Brainstorming Topic Ideas: Personal Narrative

My Topic Ideas

grocery store

zoo

food bank

mom’s work

the park

my friend’s house

Prompt: Think of an interesting place you visited over the summer. This could be a place you visited on vacation or somewhere near your house that you enjoyed visiting. Tell the story of this visit.

Alternate Prompt: What was your favorite school event last school year? Tell your story about this event and how it made you feel.


Teacher Model

14

Brainstorming Topic Ideas: Personal Narrative



My Topic Ideas



15

Purpose: I can begin to develop a story that has a beginning, middle, and end.I can write down the most important events in a story I plan to tell.

Standard(s):

• CCSS.ELA-LITERACY.W.4.3-Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

• CCSS.ELA-LITERACY.W.4.3.A-Orient the reader by establishing a situation and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally.

• CCSS.ELA-LITERACY.W.4.10-Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific

tasks, purposes, and audiences.

MaterialsPrint• Teacher model (pg. 16)

• Student page (pg. 17)


Learning GoalStudents will illustrate and

write down the most important

events for their narrative topic.

Students will identify events

that happened at the

beginning, middle, and end of

their story.

Success Criteria• Criteria 1-The student will

generate an event

sequence with events in

the beginning, middle, and

end of the story.

• Criteria 2-The student will

put most of the important

events in the middle part

of their organizer.

• Criteria 3- The events are

in the order they

happened.

Mini-Lesson Steps (15 min.):

1. Read mentor text ("Helping Others at the Food Bank")

as a class.

2. Use teacher model (Planning: Beginning, Middle, End)

to help students understand the differences among the

beginning, middle, and end of a personal narrative.

3. Show how the author can sketch out the beginning,

middle, and end and add quick notes to remember details,

stay organized, and keep events in sequential order.

[Optional: Pause the mini-lesson after modeling each

section (beginning, middle, and end), and allow students to

sketch and jot down their notes for the same section for

their personal narrative. If choosing this model, you would

be alternating between the mini-lesson and the student

portion. You may also create your own planning page after

modeling with the mentor text if choosing to create your

own personal narrative along with students.]

Student Portion (15-30 min.):

1. Students draw their most important events for the

beginning, middle, and end by following the model from

the mentor text.

2. Students add quick notes to their drawings to sequence

events.

Closure (10 min.):

1. Students share their plans with a partner. Partners ask

questions/critique each other's plans.

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Mini-Lesson OverviewMini-Lesson Script:"Now that we have all chosen a topic to use to write our personal narrative, it is time to get to work planning our stories. Today we will be planning out the most important events in our personal narratives and put them in order, so our story has a beginning, middle, and end. First, let's read a mentor personal narrative text called 'Helping Other's at the Food Bank.'" (Read text together as a class.)"Now, let's take a look at the author's plan for 'Helping Other's at the Food Bank.' You will be making a plan like this later for your own personal narrative." (Teacher Model version of the "Planning: Beginning, Middle, End")"Notice that for the beginning, the author used an event that happened right before the main action started." (Warn students of the "dangers" of the bed-to-bed story--a story that starts when the author gets out of bed and ends at the end of the day when they get back in bed. This is a common pit-fall for fourth graders and can make for a very boring narrative!)"The middle of a personal narrative needs to have the most important events in it." (Point out that this is where the author told most of their story. Unimportant things/events are not included.)"The end is written right after most of the action happened that day. It wraps everything up and reflects on how the author was feeling about helping at the food bank.""Looking at this plan, let's make sure it fits the elements of a personal narrative. Are the events in order? Did the author include anything that isn't important? Did the author start the story too early or too late? Did the story end when the important events of the topic were winding down? Or does the author have a bed-to-bed story?" (You may want to write these questions down on the board or an anchor chart for students to reference as they write and when they are critiquing each other's plans during the "Closure" section of the lesson.)[Optional: Think aloud while filling out your own planning page for your topic chosen in Lesson 2. Have students critique your plan to prepare to critique others in the "Closure" section.]










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Planning: Beginning, Middle, End



Beginning

Middle

End

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

Teacher Model

Draw. Take Quick Notes.

We parked.It was hot, so we ran inside.We met Jill for our tour.

Jill showed us where they pack up food.We saw the pantry & canned goods.

We saw the walk-in refrigerator.

Jill took us to the children’s area.

We saw the mural.Jill showed us a sample box.We divided up the work to pack boxes.

I put PB, oil, and Cheerios in each box.

We packed 100 boxes!We went out for ice cream after.

We drove into the middle of the city.

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Planning: Beginning, Middle, End



Beginning

Middle

End

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________

• ________________________________________________


Draw. Take Quick Notes.


19

Purpose: I can use different strategies to hook my reader in the introduction to my personal narrative.

Standard(s):

• CCSS.ELA-LITERACY.W.4.3-Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

• CCSS.ELA-LITERACY.W.4.3.A-Orient the reader by establishing a situation and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally.

• CCSS.ELA-LITERACY.W.4.10-Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific

tasks, purposes, and audiences.

MaterialsPrint• Teacher model (pg. 20)

• Student pages (pg. 21-

22)


Learning GoalStudents will create an

introduction that hooks their

readers' attention.

Success Criteria• Criteria 1-The

student's opening line is

unique and written to

make the reader want to

continue reading.

• Criteria 2- Student is able

to use at least two

different strategies to hook

their reader.

Mini-Lesson Steps (15 min.):

1. Introduce the criteria for a good personal narrative

introduction—The introduction should hook your readers and

make them want to continue reading.

[Optional: Students share "hooks" from books they are

currently reading.]

2. Read introduction from "Helping Others at the Food Bank"

and identify which strategies the author used.

3. Point out that an introduction may also begin to introduce

important elements of the narrative (characters, setting,

situation).

4. Introduce different strategies to open a story.

[Optional: Teacher models writing an introduction for his/her

own personal narrative.]

Student Portion (15-30 min.):

1. Students use at least two of the techniques for opening a

story to write the opening sentence or sentences for their own

personal narratives. (They may end up only using ONE strategy,

but they should "try on" several different opening lines before

choosing their favorite.)

2. Students us the checklist at the bottom of the introduction

page to finish writing the introduction.

3. Students meet in partners to share their favorite hooks.

Partners use checklist at the bottom of the student page to

make sure criteria is met.

Closure (5-7 min.):

1. Student volunteers (or students teacher chooses) share their

introductions. Classmates identify which strategy the writer

used to open the story.

20

Mini-Lesson OverviewMini-Lesson Script:"I have really been looking forward to today's writing lesson! We are going to write the very first words of our personal narratives. These are the words that will get our readers excited about reading our stories! A great opening line, or 'hook,' should make your readers curious to see what else you have to say. They should want to read more. Think of the book you are reading right now. What made you want to keep reading that book?"[Optional: Allow students to share the first couple of sentences from the book they are reading. Point out examples of good "hooks."]"Let's take a look at a sample introduction from our mentor text "Helping Others at the Food Bank." (Introduction page--Read the hook from the mentor text. Then have students look at the list of the types of hooks at the bottom of the page. Guide students to mark which strategies the author used and to record what they notice on their student page. Also point out that the author wrote a few more sentences to begin establishing the situation they will be reading about. Use the checklist at the bottom of the second student page.)"Author's use several different strategies to hook their readers. (Read and discuss the other ideas for opening lines not covered by the mentor text.)[Optional: Use examples from children's books to introduce each type of hook. Possibilities:Use Dialogue: "Where's Papa going with that axe?" --Charlotte's WebInclude Sound Words: "Chug, chug, chug. Puff, puff, puff. Ding-dong, ding-dong." The Little Engine that CouldDescribe Something Interesting: "In the light of the moon, a little egg lay on a leaf." --The Very Hungry CaterpillarExplain how you got to this place and time: "The night Max wore his wolf suit and made mischief of one kind and another his mother called him 'WILD THING!' and Max said 'I'LL EAT YOU UP!' so he was sent to bed without eating anything.”-- Where the Wild Things AreDescribe a problem or feeling/emotion: "Wemberly worried about everything." --Wemberly Worried]"Since the 'hook' may be the reason your reader chooses to keep reading or put down your story, we want to make sure we do a good job. Today you will 'try on' a few different opening lines to begin your introduction. Once you have found your favorite, write it on your student page. Then use the checklist at the bottom of the page to add a couple more sentences to your introduction."










21

Introduction

Bang! Plop! These are a just a couple of sounds that could be heard when my cousins and I volunteered at a local food bank a few weeks ago. We had been talking all summer about how we wanted to do something nice for other people when my mom saw a news article asking for kid volunteers at the food bank.


What do you notice about this personal narrative’s introduction?

The author tells when and where this event took place. She uses the sounds “bang” and “plop” to hook her readers into the story. After I read the introduction, I really wanted to know more about her visit!

Ways to Open Your Story & Hook Your ReaderWhich ones does the example above use?

Teacher Model

q Use Dialogue (Speaking or Thinking to Self).

q Include Sound Words (Bang!) to introduce your situation.

q Describe something interesting.

q Explain how you got to this place and time.

q Describe a problem or feeling/emotion that is important to your story.

What do you notice about this personal narrative’s introduction?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

22

Introduction

Bang! Plop! These are a just a couple of sounds that could be heard when my cousins and I volunteered at a local food bank a few weeks ago. We had been talking all summer about how we wanted to do something nice for other people when my mom saw a news article asking for kid volunteers at the food bank.


Ways to Open Your Story & Hook Your ReaderWhich ones does the example above use?






23

Introduction

My Introduction

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________


How will you hook your reader?

My Introduction includes: ☐ an interesting ”hook” ☐ the situation and how I got here ☐ any additional information my reader needs to be introduced to for my story to make sense







24

Purpose: I can write a beginning to a personal narrative that lets the reader know the situation and introduces a narrator and/or important characters right way.Standard(s):• CCSS.ELA-LITERACY.W.4.3-Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequences.• CCSS.ELA-LITERACY.W.4.3.A-Orient the reader by establishing a situation and introducing a

narrator and/or characters; organize an event sequence that unfolds naturally.• CCSS.ELA-LITERACY.4.3.C-Use a variety of transitional words and phrases to manage the

sequence of events.• CCSS.ELA-LITERACY.W.4.10-Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

MaterialsPrint• Teacher model (pg. 25)• Student pages (pg. 26-28)• Narrative Transitions

Bookmark (pg. 29)


Learning GoalStudents will create their first body paragraph(s) that will establish the setting, situation, and characters for their personal narrative.

Success Criteria• Criteria 1-The beginning

paragraph(s) pick up where the introduction left off. At this point the reader knows the setting, situation, and important characters (including the narrator).

Mini-Lesson Steps (15 min.): 1. Use the mentor text Beginning to introduce "Establishing the Situation." The reader needs to be introduced to the situation, characters, and setting.2. Discuss importance of transition words and phrases. Introduce students to the Narrative Transitions bookmarks.[Optional: Write beginning paragraph(s) for your own topic and think aloud to establish the situation and use appropriate transitions.]

Student Portion (15-30 min.): 1. Students illustrate the setting of their personal narrative. They should label and include details to help them describe their setting in their beginning paragraph(s).2. Students use their "Beginning" plans from Lesson 3 and their setting illustration to write their beginning paragraph(s).Optional: Students may use lined paper or type their beginning rather than using student page 28. If choosing this option, they should first copy down their introduction before writing their beginning paragraph(s).

Closure (5-7 min.):1. Students share beginning paragraphs with a partner.2. Partners use checklist created to help give each other feedback.

25

Mini-Lesson OverviewMini-Lesson Script:"As writers, you have a really important obligation to your readers. You must paint a picture for them, so they can feel like they are right there with you at the setting of your personal narrative. We are going to write our beginnings today. But first, let's make sure we know what we need to include in our beginning paragraphs."(Read Beginning paragraphs from the "Helping Others at the Food Bank." Point out how the paragraphs match the sketch and quick notes from planning page.)"What are some ways that the author helped get us on board, so we can understand what is happening in her personal narrative?" (Students should point out that the author tells about the setting, characters, and a couple of events. Depending on their experience, they may also notice the transition words. Prompt the class with questions like: How do we know where the story takes place? How do we know who the story will be about? Do you notice anything special about the beginning of the second (third if you are looking at the whole narrative) paragraph? Make a list as you go using the Teacher Model to guide you.)"We included using transition words or phrases in our checklist. We want to make sure our reader comes along with us as we move to a new place or time in our narrative. Notice again how the author used the words, "When we arrived" at the beginning of this paragraph. This transition helps move us from traveling to the food bank with the author to the moment when she arrived there. Take a look at your Narrative Transitions Bookmark. You will usually use transitions at the beginning of paragraphs when you are moving from one place to another or from one moment in time to another. I challenge you to use at least one challenge word or phrase as you write your beginning today.""Begin your work today by illustrating the setting of your personal narrative. Include details and labels to help you think of how to describe the setting to your reader. Then copy down the introduction from yesterday's work. Think about what your reader needs to know before you start telling them the main events of your topic, and write your beginning paragraphs. Use the checklist we created today to make sure you don't leave out anything important."










26

Beginning


Teacher Model



Let’s use the example above to make a checklist of what we need to include in the beginning of our personal narratives:

q Describe the setting

q Use transition words or phrases.

q Introduce any characters who are in the beginning of my story.

q Include the events from the Beginning section of my planning page.

27

Beginning




Let’s use the example above to make a checklist of what we need to include in the beginning of our personal narratives:

q

q

q

q

28

Beginning


Draw the setting of your personal narrative below.

29

Beginning

My Beginning

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________


Use your planning page, beginning checklist, and the example your teacher gave you to write the beginning of your personal narrative.

30


As soon as

Initially

It started

At first

Late or later

On [day]

Moments later

Later on

Meanwhile,

During

When ____

In an instant

In just minutes

In just hours

Soon after

By the time

Before

After

An hour later

Hours went by

After a while

Narrative Transitions

Transitions are used to show change to

a new place or new event in a story.

Use one of these transitions to start

your new paragraphs.

As soon as

Initially

It started

At first

Late or later

On [day]

Moments later

Later on

Meanwhile,

During

When ____

In an instant

In just minutes

In just hours

Soon after

By the time

Before

After

An hour later

Hours went by

After a while

Narrative Transitions

Transitions are used to show change to

a new place or new event in a story.

Use one of these transitions to start

your new paragraphs.


Documents

4th Grade Lesson Plan Sample - Amazon S3...4th Grade Lesson Plan Sample 1 Thank you for downloading this sample. This is meant to give you an example of how our lesson plans are formatted,