wk7 Carmell Lesson Plans Standard 4

Jessica Carmell
ELM-490
February 24, 2019
Yusra Millenbaugh
Week 7 Lesson Plans - 5 Day Writing Unit
VITAL INFORMATION
Author Jessica Carmell
*Subject(s) English Language Arts – Writing
Topic or Unit of Study Fictional Narrative Unit – Lesson 1 of 5
*Grade/Level Grade 5
Students will be taught the elements of narrative writing and character development
through the use of a narrative writing elements anchor chart, a character development
*Summary
graphic organizer, and their interactive writing notebooks. Teacher will model writing
with students, using an experience/event of their own.
STANDARDS AND DIFFERENTIATED INSTRUCTION:
Unit Standard: Washington State Common Core Standard – CCSS.ELA-

LITERACY.W.5.3 – Write narratives to develop real or imagined events or
experiences using effective technique, descriptive details, and clear event sequences.
*Standards Washington State Common Core Standard – CCSS.ELA-LITERACY.W.5.3.A –
Orient the reader by establishing a situation and introducing a narrator and/or
characters, organize and event sequence that unfolds naturally.
Students will have scaffolded instruction. Teacher will model an example, writing with
students for each step of the writing process. Graphic organizers will be printed out at
80% to fit within interactive notebooks to guide students through the writing process.
Differentiated
Students will be encouraged to collaborate amongst their peers to spark ideas and
Instruction
support one another academically. Students will be provided with step-by-step
instructions posted at the front of the room. Students with 504s and IEPS will have
access to all necessary accommodations.
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:
By the end of the lesson, students will be able to (SWBAT) orient the reader by
Objective introducing a well-developed narrator and characters with a score of “Proficient”
through the use of a character development graphic organizer.
Tell a really funny story but make it from my own point of view. Make it really great so
all the kids laugh. Set the parameters for the assignment, or give ideas:
• tell a true story from their own experience but write it as if it were a fiction
Anticipatory Set
piece, with fictional characters, in third person.
• Create completely fictional characters with completely fictional events
• tell about a true event that happened to someone else, but write about it in first
person
• Go over “Elements of Creative Narrative Writing” Graphic Organizer.

• Walk them through filling it out. Answer Key: Clear Plot, Character
Development, Point of View, Descriptive Language
Teach Lesson / Model
• Read them “First Draft” → (“What our essay is going to look like is something
of a framework as you have printed here.”) Printed out at 80% and Glue into
interactive notebooks.
Students will walk through filling out a character development graphic organizer with
Guided Practice
teacher. Students will discuss Character attributes, identify what makes a strong
character, and how to develop a strong character in their own narratives.
Students are given a character development graphic organizer (printed to 80% and glued
Independent Practice
into their interactive writing notebooks). They work on developing the main character in
their fictional narrative by filling in character attributes.
As the time for writing comes to a close, ask students to share about the characters they
Closure
developed and help use really get to feeling like we know and understand them. GET
US PUMPED!
Students will be informally assessed through questioning and conferences/check-ins

with the teacher. Students will go through a guided portion of instruction in which the
teacher will ask for a check in that is some sort of whole group response (thumbs
Evaluation up/thumbs down, hands up/hands down, stand up/stand down, etc.).
*Assessment/Rubrics Students will have a summative assessment and will be formally assessed through the
turn-in of their completed fictional narrative essays at the end of the 5 Day Unit.
Students will be graded with the same rubric that they were given during pre-
assessment.
MATERIALS AND RESOURCES
Interactive Writing Notebook, pencils, erasers, glue, scissors, document camera,

computer, Chromebooks, rubric,
Creative Writing Elements Graphic Organizer/Anchor Chart (Student- Class Set and
Instructional Materials
teacher model) Pages 12 & 13
(handouts, etc.)
Character Development Graphic Organizer (Student- Class Set and Teacher Model)
Pages 15 & 16 - Complete Guide
“First Draft” – Class set Page 28 Narrative Writing
The Complete Guide to Narrative Writing by Performing in Education (Purchased off of

TeacherspayTeachers.com
Resources
Narrative Writing 10 Day Unit by Brain Waves Instruction (Purchased off of
Lesson 2 of 5
VITAL INFORMATION
Students will learn how to develop their setting using descriptive words and phrases
(sensory detail) through teacher modeling and independent practice. Students will also
*Summary
use a setting development graphic organizer to imagine what their setting will look like,
draw a picture, and write about what they’ve drawn in order to apply it to their writing.

Washington State Common Core Standard – CCSS.ELA-LITERACY.W.5.3.A –
Orient the reader by establishing a situation and introducing a narrator and/or
characters, organize and event sequence that unfolds naturally.
Washington State Common Core Standard – CCSS.ELA-LITERACY.W.5.3.C –
*Standards
Use a variety of transitional words, phrases, and clauses to manage the sequence of
events.
Washington State Common Core Standard – CCSS.ELA-LITERACY.W.5.3.D –
Use concrete words and phrases and sensory details to convey experiences and events
precisely.
Differentiated
Instruction
By the end of the lesson, SWBAT organize a sequence of events that unfold naturally
with a score of “Proficient” through the use od a story outline and plot development
graphic organizer.
By the end of the lesson, SWBAT use transitional words, phrases, and clauses with a
Objective score of “Proficient” by imbedding them into their writing to organize the sequence of
events in their essays using resources provided during instruction.
By the end of the lesson, SWBAT use sensory details to convey the events and
experiences of the narrator in their essays with a score of “Proficient” through the use of
a sensory and setting development graphic organizer throughout their writing.
Show the students a picture of my daughter. Ask them what they thought happened just
Anticipatory Set
before the picture was taken and what happened just after the picture was taken. Use
their ideas to brainstorm for my lesson on the fictional narrative.
Students will have a “Setting Development” Graphic Organizer (printed at 80%

GLUED into Interactive Notebooks). Students will be instructed to close their eyes and
Teach Lesson / Model
imagine their well-developed characters in the settings of their stories. They should then
draw what they see.
Students will work on a Story outline (printed at 80% and Glued into interactive
notebooks), creating a sequence of events for their story using their character and setting
Guided Practice graphic organizers. Situation and conflict will be discussed. Students will be
brainstorming a situation that their characters are in at the beginning of their stories and
a conflict that their characters find themselves in. Discuss conflicts from other stories
that students are familiar with.
Students fill in “Plot Pyramid” Graphic Organizer (Printed at 80% and Glued into
Independent Practice
interactive notebooks) to guide them in planning a series of events that unfold naturally
and subtly.
As the writing block comes to a close, take a poll of what part of the story is developing
Closure to become the favorite of each of the students’ and Create a Plot Pyramid on the white
board. Give each student a sticky note to write one element of their own personal plot
pyramid on it. Then, ask them to read it out loud and put it up on the board.

assessment.

computer, rubric, Chromebooks, resources from:
Complete Guide
Instructional Materials
Setting Development Graphic Organizer-Class Set – Page 17
(handouts, etc.)
Story Outline Graphic Organizer-Class set – Page 19
Plot Development Graphic Organizer-Class set – Page 22
Narrative Transitions Bookmark List-Class set – Page 40
Narrative Writing
The Complete
Sensory DetailsGuide to Narrative
Graphic Writingset
Organizer-Class by -Performing
Page 27 in Education (Purchased off of
Resources
Lesson 3 of 5
VITAL INFORMATION
Topic or Unit of
Fictional Narrative Unit – Lesson 3 of 5
Study
Students will be taught the rules of attribution and formatting for writing dialogue within
their narratives. Students will be guided through revising examples of dialogue.
*Summary
Rules: 1) New speaker talking -> New Line 2) Attribution -> Punctuation rules 3)
Quotations

LITERACY.W.5.3 – Write narratives to develop real or imagined events or experiences
using effective technique, descriptive details, and clear event sequences.
*Standards Washington State Common Core Standard – CCSS.ELA-LITERACY.W.5.3.B – Use
narrative techniques such as dialogue, description, and pacing to develop experiences and
events or show the response of characters to situations.
students for each step of the writing process. Graphic organizers will be printed out at 80%
to fit within interactive notebooks to guide students through the writing process. Students
Differentiated
will be encouraged to collaborate amongst their peers to spark ideas and support one
Instruction
another academically. Students will be provided with step-by-step instructions posted at the
front of the room. Students with 504s and IEPS will have access to all necessary
accommodations.
By the end of the lesson, STBAT use narrative techniques, especially dialogue, with a score
Objective of “Proficient” by demonstrating their knowledge of dialogue, dialogue attribution, and
applying it to their writing.
Start the lesson off by watching the Brainpop video “Dialogue” found at link:
Anticipatory Set
https://www.brainpop.com/english/writing/dialogue/
Have students open a new page in their interactive notebooks and title the page “Dialogue
Rules:” 1) New Speaker→ New Line 2) Attribution → Punctuation Rules 3) Quotation
Marks ALWAYS
Teach Lesson /
Dialogue Helps Keep the Action Moving, Shows Personality, & Adds Information!!!
Model
Pass out “Revising Dialogue” Anchor Chart and have student Glue it into note book. Pass
out “Writing Dialogue Bookmark”.
Go through examples of writing down funny conversations that the students have had using
Guided Practice
correct dialogue attribution to help add context to the situation, add information, or show
action. Record in their interactive notebooks.
Independent
Students will use their resources and go back into their writing to add dialogue to help keep
Practice
the action moving, add personality to their characters, and to add information.
As the writing block comes to an end, take a poll from the students to see how many of
Closure
them feel that adding dialogue to their writing has helped develop their characters or their
story. Ask if anyone wants to share a specific example as to how.
Students will be informally assessed through questioning and conferences/check-ins with
the teacher. Students will go through a guided portion of instruction in which the teacher
will ask for a check in that is some sort of whole group response (thumbs up/thumbs down,
Evaluation
hands up/hands down, stand up/stand down, etc.).
*Assessment/Rubrics
Students will have a summative assessment and will be formally assessed through the turn-
in of their completed fictional narrative essays at the end of the 5 Day Unit. Students will be
graded with the same rubric that they were given during pre-assessment.
Interactive Writing Notebook, pencils, erasers, glue, scissors, document camera, computer,
rubric, Chromebooks, resources from:
Instructional Complete Guide
Materials (handouts, Writing Dialogue Bookmark-Class Set – Page 39
etc.) Narrative Writing
Revising Dialogue - Page 35

Resources
Lesson 4 of 5
VITAL INFORMATION
Student will be taught the characteristics of a strong ending and will see examples of
strong endings through the works of experienced authors. Students will create an anchor
chart in their interactive notebooks for reference.
*Summary
Strong Endings: Leave no questions about the character’s situations unanswered,
sometimes include something that the character learned, complete the story, end with a
final thought- often dialogue, and are often heart-warming.

*Standards
Washington State Common Core Standard – CCSS.ELA-LITERACY.W.5.3.E–
provide a conclusion that follows from the narrated experiences or events.
Differentiated
Instruction
By the end of the lesson, SWBAT create a strong conclusion that follows the series of
Objective events narrated in their essay with a score of “Proficient” by analyzing the endings of
experienced authors.
Students will listen to the read aloud in class or watch the read aloud of Fox by
Anticipatory Set Margaret Wild and Ron Sparks on youtube found at the following link:
https://www.youtube.com/watch?v=y1AQgyhAvFQ
Have students pull out their writing interactive notebooks and title a new page “Strong
endings” Solicit what the qualities of a strong ending are and have students talk in their
table groups. Create an anchor chart in their notebooks. Strong endings: Leave no
Teach Lesson / Model questions about the character’s situations unanswered, sometimes include something
that the character learned, complete the story, end with a final thought- often dialogue,
and are often heart-warming.
Guided Practice Read “The Lunchtime Disaster”, ask students to identify what qualifies this story as
having a strong ending.
Independent Practice Students work on writing their ending to their fictional narrative to ensure that it is a
strong ending.
As the writing block comes to the end, the floor will be opened up for the last few
Closure
minutes to share any personal feedback and observations that students had about their
writing, especially in regard to their endings.

assessment.

computer, rubric, Chromebooks
Instructional Materials Strong Endings Anchor Chart:
(handouts, etc.) Strong Endings: Leave no questions about the character’s situations unanswered,
sometimes include something that the character learned, complete the story, end with a
final thought- often dialogue, and are often heart-warming.

Resources
Lesson 5 of 5
VITAL INFORMATION
Students will be taught/review revising and editing techniques and elements through the
aid of anchor charts (D.A.R.E. & C.U.P.S.)
*Summary (Delete unnecessary info Add more important details & transition words Rearrange text
to be logical and effective Exchange word for clearer & stronger ones) (Capitalize Use
correct nouns & verbs Punctuation Spelling)

Washington State Common Core Standard – CCSS.ELA-LITERACY.W.5.5 –
*Standards
With guidance and support from peers and adults, students will develop and strengthen
writing as needed by planning, revising, editing, rewriting, and/or trying out a new
approach.
Differentiated
Instruction
By the end of the lesson, SWBAT strengthen their writing through planning, revising,
Objective editing, & rewriting by using the conventions of the writing process to earn a score of
“Proficient.”
Open this lesson with letting them know how much their hard work is going
Anticipatory Set
noticed and give themselves a well-deserved pat on the back. Allow them to
celebrate all of their hard work!!!
Students will be taught revising, editing, and rewriting techniques through the teaching
Teach Lesson / Model of both the C.U.P.S. and D.A.R.E. strategies. Students will create both anchor charts
along with the teacher inside their writing interactive notebooks.
Guided Practice Students will work along with the teacher to edit their model using the C.U.P.S. and
D.A.R.E. Strategies.
Students will edit their own fictional narratives.
Independent Practice Once they have edited their own writing, they will peer edit TWO of their peers’.
Students will then make corrections, share their final copies to teacher email for
printing, and grade themselves according to student checklist/rubric.
As the end of the writing block comes to an end, time will be set aside to allow students
Closure
to share their work with students. Each day for a few minutes for the next week or two,
students will be allowed to share their writing with their classmates.

assessment.
Interactive Writing Notebooks, Chromebooks, Internet, Google Docs, pencils, erasers,

Instructional Materials document camera, computer, white board, markers, “D.A.R.E.” anchor chart,
(handouts, etc.) “C.U.P.S.” anchor chart from The Complete Guide to Narrative Writing by Performing
in Education.

Resources

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Jessica Carmell

February 24, 2019

Week 7 Lesson Plans - 5 Day Writing Unit

Author Jessica Carmell

*Subject(s) English Language Arts – Writing

Topic or Unit of Study Fictional Narrative Unit – Lesson 1 of 5

STANDARDS AND DIFFERENTIATED INSTRUCTION:

Unit Standard: Washington State Common Core Standard – CCSS.ELA-

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

• Go over “Elements of Creative Narrative Writing” Graphic Organizer.

Students will be informally assessed through questioning and conferences/check-ins

MATERIALS AND RESOURCES

Interactive Writing Notebook, pencils, erasers, glue, scissors, document camera,

The Complete Guide to Narrative Writing by Performing in Education (Purchased off of

Author Jessica Carmell

*Subject(s) English Language Arts – Writing

Topic or Unit of Study Fictional Narrative Unit – Lesson 2 of 5

STANDARDS AND DIFFERENTIATED INSTRUCTION:

Unit Standard: Washington State Common Core Standard – CCSS.ELA-

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

Students will have a “Setting Development” Graphic Organizer (printed at 80%

Students will be informally assessed through questioning and conferences/check-ins

MATERIALS AND RESOURCES

Author Jessica Carmell

*Subject(s) English Language Arts – Writing

STANDARDS AND DIFFERENTIATED INSTRUCTION:

Unit Standard: Washington State Common Core Standard – CCSS.ELA-

MATERIALS AND RESOURCES

The Complete Guide to Narrative Writing by Performing in Education (Purchased off of

Author Jessica Carmell

*Subject(s) English Language Arts – Writing

Topic or Unit of Study Fictional Narrative Unit – Lesson 4 of 5

STANDARDS AND DIFFERENTIATED INSTRUCTION:

Unit Standard: Washington State Common Core Standard – CCSS.ELA-

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

Students will be informally assessed through questioning and conferences/check-ins

MATERIALS AND RESOURCES

Interactive Writing Notebook, pencils, erasers, glue, scissors, document camera,

The Complete Guide to Narrative Writing by Performing in Education (Purchased off of

Author Jessica Carmell

*Subject(s) English Language Arts – Writing

Topic or Unit of Study Fictional Narrative Unit – Lesson 5 of 5

STANDARDS AND DIFFERENTIATED INSTRUCTION:

Unit Standard: Washington State Common Core Standard – CCSS.ELA-

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:

Students will be informally assessed through questioning and conferences/check-ins

MATERIALS AND RESOURCES

Interactive Writing Notebooks, Chromebooks, Internet, Google Docs, pencils, erasers,

The Complete Guide to Narrative Writing by Performing in Education (Purchased off of

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