E - Unit Fourth Lesson

Indiana Wesleyan University
Elementary Education Lesson Plan Template

Social Studies--2018
LESSON RATIONALE
Through this lesson students will be able to connect their relationships with others to their environments and the
things that are important to them. The students will dig deeper into who they are as individuals.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal: Identifying the components of a well written narrative
B. Objective: students will be able to write a “this is us” narrative through the explanation of the people,
the places, and the things that make them who they are, want to be.
C. Standards:
IAS: 4.W.3.3 Write narrative compositions in a variety of forms that-
 Establish and introduction, with a context to allow the reader to reimagine the world of the event or
experience.
 Organize events that unfold naturally, using meaningful paragraphing and transitional words and
phrases.
 Use dialogue and descriptive details to develop events and reveal characters’ personalities, feelings, and
responses to situations.
 Employ vocabulary with sufficient sensory (sight, sound, smell, touch, taste) details to give clear
pictures of ideas and events.
 Provide an ending that follows the narrated experiences or events.
NCSS:
Management Plan
a. Materials:
 Planning sheet
 Pencils
 Ipad
b. Time
Whole lesson: 2 days – 1 hour each
Day 1:
Anticipatory set: 10 min – each student will have 1-2 minutes to share about their object that they brought.
Lesson presentation 45 minutes
- Discussion: 20 minutes
- Planning time: 25 minutes
Day 2:
Writing time: entire class time, with a few stops for some explanations
Closure: 5 min
c. Space
- Any area around the room – used when planning, writing their narratives
- Blue carpet in the back corner of the room
- Student tables
d. Behavior
- I will use tallies as a behavior incentive for the students
II. Anticipatory Set

Show and Tell:
 A few days before I will ask send home a note that requests each student bring one of their favorite
things from their home. It can be a toy, a book, anything not living.
“everyone should have brought in their favorite thing from home, does everyone have something?”
- Make sure each student has what they need
“we are going to sit in a big circle and go around and share about what we brought”
“I would like you to tell us what it is that you brought and what makes it your favorite”
- Go around the circle and allow each student to share
“Each of you brought something different that was important to you for a different reason. Each of those things
are a part of who you are right now, they are a part of your story. Today we are going to be writing narratives
about the people, places, and the things that help make us who we are and who we want to be”
• Purpose: Today we are going to be writing a narrative that describes the people, the places, and the
things that help make us who we are as individuals.
PLAN FOR INSTRUCTION
III. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of individual
differences and diverse families, culture, and communities unique to the students in this class as you
describe the specific instructional opportunities provided in this lesson. (CAEP K-6 1.b)
IV. Lesson Presentation (Input/Output)

Day one: Thursday
“For the past week we have been learning about different areas that help make us who we are, on Monday we
learned about the people, on Tuesday and Wednesday we learned about the places, and earlier we had the
opportunity to hear about what things are important to your classmates.”
“to wrap up our this is us unit I would like for us to write a this is us narrative.”
“ a narrative is a story that connects events.”
“we are going to take the list of people, the list of places, and our new list of things, and the reasons why they
are important to us, and we are going to write a story that connects all of those parts of our lives.”
“I am having *insert student name pass out a planning sheet to everyone.”
- I will turn on the document camera as students are receiving their planning sheets
“I have planned my own narrative, this is my planning sheet”
- Show students my planning sheet
“on my own sheet I have written in the first box the people who have helped make me who I am, my parents,
my best friends, a few of my teachers and in the box next to that I have written the what those people have done
to become such an important part of who I am.”
“I would like you guys to write down those people we thought of earlier in the week and then I would like you
to write your what or your why in the box next to it”
- Give the students a few minutes to perform the task
- I will explain the rest of my boxes and after each explanation I will allow the students time to do their
own
- “now that we have planned our narrative, the last thing I want you to do today is write an introduction”
- “In your introduction you need to introduce yourself and how you see your world around you, you need
to introduce your audience to your world so they will understand the paragraphs that follow about the
people, places, and things that have helped make you who you are.”
Day two: Friday

“I want everyone to get out their planning sheets and their introductions for their narratives”
“today we are going to finish writing out this is us narratives. For the first 30 minutes I want everyone to work
on writing three paragraphs. The first will be about the people who have helped make you, the second will be
about the place, and the third will be about the things.”
“I have written my own and I will read it to you, so you have an idea about how to do your own.”
- Show my example on the document camera so students can follow along as I read
- After I read my own, have the students begin with theirs
“It is alright if you are not done with your three paragraphs yet, but I want you all to take a break from them
quickly while I explain what I would like you to write for your conclusion.”
“the conclusion is going to be our “why” paragraph. You are going to write a paragraph about how even
though all those people, places, and things have helped make you, how you still have the ability to determine
who you want to be. I want you to explain that to me in your conclusion.”
“this is my conclusion”
- Read my paragraph to the students and then have them continue with their own narratives for the
remaining time.
V. Check for understanding.

- I will have students meet with me throughout their writing time in order to make sure they are on task
VIII. Review learning outcomes / Closure

- On a separate day where there is some free time I will allow the students to share their narratives with
each other or someone in the building that they would like to share with.
- The lesson will close out with the students writing, if they do not finish they will need to do so during
other free time throughout the next few days.
PLAN FOR ASSESSMENT

Formative: I will walk around the room and check on students narratives as they work. I will also provide a
planning sheet that includes all of the aspects needed in their narrative, so I will check that they are following
that guide,
Summative: This Is Us narrative
REFLECTION AND POST-LESSON ANALYSIS
(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Do students understand how to properly write a narrative?
8. Were the students able to think critically and deeply about the content in their narratvies?

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Indiana Wesleyan University

Elementary Education Lesson Plan Template

Lesson presentation 45 minutes

II. Anticipatory Set

- Make sure each student has what they need

- Go around the circle and allow each student to share

IV. Lesson Presentation (Input/Output)

Day two: Friday

V. Check for understanding.

VIII. Review learning outcomes / Closure

PLAN FOR ASSESSMENT

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