WGU Aoa2 Number Sen Task 2 Direct Instruction Lesson Plan Template 100% Verified

General Information Lesson Title: Writing a Narrative Paragraph: The Prewriting Process Subject(s): English Language Arts Grade/Level/Setting: 3rd Grade / Classroom Prerequisite Skills/Prior Knowledge: • Basic understanding of sentence structure. • Ability to write simple sentences. • Familiarity with basic storytelling elements (beginning, middle, end). Standards and Objectives State/National Academic Standard(s): • CCSS.ELA-LITERACY.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Learning Objective(s): • Behavior: Students will brainstorm and organize ideas for a narrative paragraph. • Condition: Given a graphic organizer and a prompt. • Measurable Criterion: Students will complete the graphic organizer with at least three ideas that align with the narrative prompt. Materials Technology • Graphic organizers • Writing prompts • Pencils •  Whiteboard and markers • Interactive whiteboard for displaying examples and organizing ideas. • Tablets or computers for students to type and organize their ideas if available. Language DemandsSpecific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): • Identifying main ideas and supporting details for a narrative paragraph. • Describing characters and settings. Vocabulary: • Narrative, brainstorming, graphic organizer, characters, setting, plot. Discourse and/or Syntax: • Structured discussion about narrative elements. • Use of transitional words and phrases in organizing ideas. Planned Language Supports: • Sentence starters for brainstorming. • Visual aids depicting narrative structure. Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions • Show a short video clip of a simple story and discuss its elements (beginning, middle, end). • Watch the video and participate in a class discussion about the story's elements. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions • Introduce the graphic organizer and demonstrate how to use it to brainstorm ideas for a narrative paragraph. • Observe the demonstration and ask questions. Guided Practice: Activity Description/Teacher Student Actions • Provide a prompt and guide students through brainstorming ideas, filling out the graphic • Participate in the brainstorming session, suggesting ideas and filling in their own graphic izer as a class. Independent Student Practice: Activity Description/Teacher Student Actions • Students will use their graphic organizers to independently brainstorm and organize ideas for their narrative paragraphs. • Complete their graphic organizers with their own ideas. Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions • Review the completed graphic organizers and discuss how they will be used to write the narrative paragraphs in the next lesson. • Share their organizers with the class or a partner and receive feedback. Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: • Provide prompts that are more complex and encourage deeper character development. EL: • Use bilingual graphic organizers and provide vocabulary lists in both languages. Students with Other Special Needs: • Offer additional support and one-on-one assistance during the brainstorming process. Assessment Formative • Monitor student progress during guided practice and provide immediate feedback. Summative • Assessment: Completed graphic organizer. • Summative Assessment Measures: Evaluate the graphic organizers based on a checklist that includes the presence of a clear beginning, middle, and end, as well as at least three ideas that align with the prompt. Part B: Awareness of Differences One effective strategy for extending the lesson plan and contributing to students’development of awareness of differences in society is incorporating multicultural storytelling. This strategy implies presenting students with a chosen set of different stories and giving them a more extensive outlook on the world while developing their tolerance. What was the text or activity? How did you incorporate it in the lesson? The activity involves selecting stories from different countries and cultural backgrounds. After the first lesson on prewriting, the students are introduced to a number of multicultural stories from which they are allowed to pick what they want to write. Children pick a tale to read the child shares it in small groups, and the important aspects like the characters, the place, and the story are featured. The children then employ a graphic organizer to identify as well as organize ideas narrating a multicultural story of their own. By adopting the writing prewriting strategies used earlier in the lesson, this activity is smoothly incorporated into it.