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Michigan State University Special Education: CEP 802A Lesson Plan Format 2 Date: 10/10/12 Subject: Language Arts-

How to Write a Catchy Lead Grade Level: 2


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Grade Language Arts- How to Write a Catchy Lead

Grade

Intended of Duration Lesson: ~30 minutes State of Michigan Standards/Benchmarks: CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated 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. CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Lesson Goal: Students will understand what the term lead means in the context of writing. Students will learn what the three main types of leads are- Dialogue, Action, Setting Students will be able to change and produce their own leads given a general lead of a story. Lesson Objectives: Given 5 minutes to work with a partner, each student will take turns telling their partner a summary of a story of their choosing using one of the three main lead types discussed during the lesson. IEP Goal/Objectives (if appropriate) N/A Materials: Dry Erase Board and markers Book examples Index cards with example stories Mentor text (Shelter Drill)

Prior Knowledge: Student will need to have knowledge and experience sharing and writing narrative stories that include a beginning, middle (with three details), and an end. Procedure: Teacher will ask students to take their assigned seats at the rug Teacher will sit at her chair next to the Dry Erase board Students will discuss what a leader is with students and connect that to the word leader o 4 or 5 students will be asked to make a line and the leader will be described/discussed Teacher will discuss the importance of a lead and talk about what the important characteristics of a good lead are Teacher will explain the 3 types of a lead are and provide examples o Dialogue- (use Mr. Rabbit and the Lovely Present/Samanthas story) o Action- (use Fables- The Ducks and the Fox)

o Setting- (use Voices in the Park/Encounters) Teacher and students will practice creating the three types of leads with prepared prompts and the mentor text (Emergency Drill) Students will think individually about a story of their choosing o They will use their hands Beginning (thumb), middle (three details on middle 3 fingers), and end (pinkie finger) Students will be reminded that the beginning needs to incorporate a catchy lead Students will work with their pre-assigned partners and take turns telling their stories and retelling the stories back o Student A- tell story o Student B- retell story back o Student B- tell story o Student A- retell story back Student will then go back to their seats for writing workshop

Assessment: Part of this assessment will be done informally by observing student discussions and taking note of any comments students say during the class discussion. Since this is part of the revision unit, student work will be collected at the end of writing workshop. The leads of each student will then be analyzed. What will be looked for: Has the student made an attempt to change/add the type of lead to their story (score 1-4) Has the student used one of the lead types discussed in class (score 1-4) Does the lead fit and make sense to the story? (score 1-4) Does the lead capture the readers attention- is it interesting, exciting, sparks curiosity? (score 1-4) Informal Observational Informal curriculum based subjective performance based rubrics/checklists

Expansion: Students that more quickly grasp the concept of a catchy lead will be asked to create a new lead that incorporate 2 or more types of leads to a story (ex. Dialogue and action lead, action and setting lead, dialogue and setting lead, or a lead using a combination of all 3 types). For students that struggle, more examples of prompts will be given so they have the opportunity to create new leads with guidance from the peers and teachers.