LESSON PLAN  Teacher Name: Chana Karlin­Neumann  School/Location: East Palo Alto Charter School, East Palo Alto, CA  Grade: 1​st   Class/Subject: Writing Realistic Fiction    LESSON CONTEXT ​(What happens before and after this lesson? How does this fit into a larger  unit or lesson series?)  This is the second day of our new unit of study on writing realistic fiction stories. Yesterday we  began exploring the genre and focused on the writing process for writing a realistic fiction  story. The upcoming lessons in this unit will build students capacity to write their own realistic  fiction series, modeled after mentor authors, like Cynthia Rylant, the author of the ​Henry and  Mudge ​series.     TEACHING CONTEXT ​(What have you been working on in your practice that we might see in  this lesson? What do students already need to know prior to teaching this lesson?)   While this genre is new to students, they can draw on much of what they learned from our unit  of study on writing narratives from the beginning of the year. They need to recall the process  of writing – thinking, planning, drafting, revising/editing, which they have used in all genres.  They also can apply their understanding of story structure both from reading stories and from  writing first person narratives, to the new genre of realistic fiction writing.     STANDARDS ADDRESSED​ (Please list full text of standards. For Math, remember to include  any Math Practice Standards)  W.1.3 ​Write narratives in which they recount two or more appropriately sequenced events,  include some details regarding what happened, use temporal words to signal event order, and  provide some sense of closure.    W.1.5 ​With guidance and support from adults, focus on a topic, respond to questions and  suggestions from peers, and add details to strengthen writing as needed.    W.1.8 ​With guidance and support from adults, recall information from experiences or gather  information from provided sources to answer a question.    W.2.3 ​Write narratives in which they recount a well­elaborated event or short sequence of  events, include details to describe actions, thoughts, and feelings, use temporal words to  signal event order, and provide a sense of closure.   

 

    SL.1.1 ​Participate in collaborative conversations with diverse partners about ​grade 1 topics  and texts​ with peers and adults in small and larger groups.    L.1.1 ​Demonstrate command of the conventions of standard English grammar and usage  when writing or speaking.    L.1.2 ​Demonstrate command of the conventions of standard English capitalization,  punctuation, and spelling when writing.    LESSON DETAILS    Learning Goals: ​What will students know and be able to do by the end of the lesson? What will  you be looking for in order to assess how students are progressing?   Writers will be able to develop independence by giving themselves directions and setting  goals.     Writers will be able to write a realistic fiction story in which they ​recount two or more  appropriately sequenced events and include some details regarding what happened.     Essential Question (s): ​Think about the most important concepts students should learn from  this lesson.  How do writers develop a “can do” attitude to problem solve in challenging new contexts?         Time 

Lesson  Teacher Role: ​Instructional notes  Component   for the teacher. Name and  describe any ​specific strategies ​to  be used. 

Learner Role:  Instructional  notes for the  students 

Student Success  Criteria: ​What  does success look  like? What  evidence are you  collecting? How are  you formatively  assessing?  

  3 min   

  Create a picture of what it means  Connection  to have an independent, can­do  attitude through sharing a brief  vignette about a child learning to  ride a bicycle.    Review the process for how to  write a realistic fiction book that 

Students review  the process for  how to write a  fiction book  collectively.  

Can students  successfully  articulate the steps  for writing a  realistic fiction story  from the previous  days lesson?  

    was introduced yesterday – think  of a pretend character, give the  character a name, imagine  adventures, touch and tell, sketch  and write.     Name the teaching point:​  Writers  take charge of their own writing  and give themselves directions.  They think about the work they  need to do next and whisper little  goals to themselves, such as “Now  I need to…” “Next I should…”    5 min   

  Teaching 

Teacher acts out part of first grade  writer starting a new piece of  writing. Model getting stuck. Model  being unsure of how to solve the  problem.    Model self talk..”What do I already  know about writing fiction stories?“    Ask students for help to give little  directions/goals for what I could do  to get unstuck (using the fiction  writing process chart created from  the previous days lesson)    Name what I did as a writer: “Did  you see how I worked really hard  to remember how fiction writers  get started? I whispered some  directions or little goals to myself.  It’s like I was thinking “I can do  this! I am in charge!”  

  5 min     

  Give students a chance to try  Active  getting started in their writing and  engagement  practicing independent self­talk.  Give students time to think about  the next few goals they will set for  themselves and have them  practice whispering them to  themselves and then share them  with a partner.   

Students share  ideas for how the  teacher can get  unstuck.  

Listen for students  ability to give  directions that  encourage  independence.     Students might give  directions like  “Make the  character do  something...”  “Think of some  trouble the  character gets  into…” “Think of an  adventure for your  character…”  “Pretend to be the  character…” 

Students practice  setting goals to  be independent  writers, jot them  on a post it and  share these goals  with their  partners. 

Listen in to  students self­talk  and partnerships  and review  students post its to  check for  understanding in  the lesson.    Are students able 

    Teacher repeats some of what  students are saying, ex” I’m  hearing some of you say you can  set a goal to finish this book in one  day.” Some of you realized that  you have to think up some trouble  for your character to get into….”    

to articulate a  direction to  themselves?  Are students able  to set a reasonable  goal? Are they  using the resources  (charts) to help  them?  

       

 

 

 

 

2 min 

Link 

Ask students to articulate the  teaching point and link to students  independent writing work    Tell students I will admire them as  they give themselves directions  and  independently set and reach  goals to grow as writers.  

Students  articulate  teaching point 

Can students  clearly articulate  what to do be a  problem solver  during writing?  

25  min 

Independent  Teacher conferences with  Writing  individual students on  differentiated learning goals (these  will be planned after day 1 of the  genre based on student writing) 

Students writing  and working on  setting and  reaching  independent  goals 

Observations of  students:    Are students able  to articulate a  direction to  themselves? Are  students able to  problem solve  when they get  stuck?)  Are students able  to set a reasonable  goal? Are they  using the resources  (charts) to help  them? 

5 min 

Share 

Students to share    a time they got  stuck, a way they  were  independent, a 

Ask students to share a time they  got stuck, a way they were  independent, a goal they set and  reached with their writing partner  (and show where they did this in 

    their writing)    Celebrate student growth  and how  far they have come on just the  second day of the unit! 

goal they set and  reached with their  writing partner  (and show where  they did this in  their writing) 

    Growth Mindset Practices:​ What are potential practices we might see in this lesson?   In this lesson, we will focus on building students’ independence in writing in a new genre. You  will see students working on self­talk that encourages independence in writing (“Next I will…”  “I can…”). You will also see students setting their own goals and tracking their progress in  meeting those goals.     During one­on­one writing conferences, you will see that I praise students’ process and give  students qualitative feedback to help them identify what they are doing well as a writer and  where they can continue grow.     As they come up, I will celebrate student’s learning from their own mistakes and model  making mistakes as a teacher.      Differentiation Strategies:​ How will this lesson be differentiated for all students?       This lesson will be differentiated through one­on­one conferences where feedback is  individualized for each student. Additionally, the workshop model allows students to have a lot  of choice as writers and gives students the opportunity to work within their own zone of  proximal development. Furthermore, students who are ready for more advanced work, will be  focusing on the elaborating their stories by describing characters thoughts, feelings, and  actions, which is reaching towards the second grade standard (W.2.3)    Assessment: ​How will student progress be measured? What evidence of student learning  should be collected? Please include aligned rubrics or assessment guidelines that provide  guidance for interpreting student performance.     Students’ independence will be measured through observational evidence of students  self­talk and ability to set their own goals and show evidence of reaching those goals in their  writing.     Students writing work will be collected to evaluate their progress. Students fiction writing work  will be evaluated using a the Lucy Calkins narrative writing rubric as well as a teacher created  realistic fiction writing checklist (which students will also have access to in order to set their  own goals and self­assess their own progress as writers)    

      Materials/Sources: ​Please attach or provide links to student and teacher materials (including  above assessment materials)     Calkins Narrative Progression/Rubric used to assess student writing.     Realistic fiction writing chart: 

                                     

        Example student goal sheet:      .______________________________________________     

My goal is 

 

 

  I did it:     

First Grade Realistic+Fiction+Lesson+Plan_Engagement Cluster ...

First Grade Realistic+Fiction+Lesson+Plan_Engagement Cluster wGrowMindset.pdf. First Grade Realistic+Fiction+Lesson+Plan_Engagement Cluster ...

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