Grouping ArrangementsGrouping ArrangementsGrouping ArrangementsGrouping ArrangementsGrouping ArrangementsDiane Shadron, READ 7140, Su 2009 1Narrative Writing Unit: Prewriting, READ 7140Grade level: 1st gradeContent area: Science, English language artsTopic and/or concept: Animals (basic needs)Previous content area lessons: Students have previously read, watched videos and been learning about their community. We have already discussed in reading lessons about sequencing using the words first, next, then andlast. We have already used the graphic organizer in this lesson from a previous reading lesson. The students have had a mini lesson on the rubrics, using proofreading marks, the writing process, and the 6+1 traits. Students will have word walls of sight words and SPARKLE words previously created throughout the year. Genre/mode of writing: NarrativeForm of writing: Story Stage of writing: PrewritingEnglish Language Arts GPS: ELA1W2 the student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student will write a narrative that: g. May include oral or written pre-writing (graphic organizer). Content Area GPS: S1L1. Students will investigate the characteristics and basic needs of plants and animals. b. Identify the basic needs of an animal. 1. Air 2. Water 3. Food 4. Shelter Student MaterialsShadron, D. (2009). Narrative prewriting story map. Unpublished manuscript. Valdosta State University, Valdosta, GA.Shadron, D. and Wilson, J. (2009). Narrative prewriting checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA.Teacher MaterialsDr. Micheau, C. (2005, February 24). Accommodations for ELLs: The Content Teacher-ESL Teacher Partnership. West Chester, PA.Scott Foresman. (2009). Reading Street Georgia. Glenview: Pearson Education.Shadron, D. (2009). Narrative prewriting rubric. Unpublished manuscript. Valdosta State University, Valdosta, GA.Shadron, D. (2009). Narrative prewriting story map. Unpublished manuscript. Valdosta State University, Valdosta, GA.Diane Shadron, READ 7140, Su 2009 2Shadron, D. and Wilson, J. (2009). Narrative prewriting checklist. Unpublished manuscript. Valdosta State University, Valdosta, GA.Tompkins, G.E. (2008). Teaching Writing: Balancing process and product. Upper Saddle River, N J: Pearson Education.Grouping ArrangementsExplanation of Instructional Grouping Options:Whole Group-During prewriting students will be given instruction in whole group. This allows students to see models and ask questions which will help all students understand, including those not likely to ask questions themselves. Instructional time will be decreased because less time will be spent on answering questions and giving explanations several times, leaving more time for students to complete other tasks. This grouping also allows the teacher to monitor all the students’ behaviors and scaffold students as needed. Collaborative Group-In practice activity, students will be grouped in collaborative pairs. All students can benefitfrom this because it allows them to talk things out which helps them to develop their own ideas while receiving help from peers. Pairing students together with close zones of proximal development can help them work successfully together and increase their understanding. Independent-During the assessment, students will work independently. This helps the teacher and student because it allows for the teacher to observe exactly what each student’s performance capabilities are and to make modifications specific to the student’s individual needs.Explanation of Grouping Options Relating to Students’ Needs 1. Explanation of Grouping Options Relating to Students’ Developmental Needs Students with Developmental Needs: Students in whole group will benefit developmentally, because they are learning as a class. While students are discussing the topic, every student around them will hearand learn from the statements and answers to questions, too. This helps keep all students actively involved throughout the lesson.2. Explanation of Grouping Options Relating to Students’ Cultural or Linguistic NeedsStudents with Cultural Needs: Students from different cultures also benefit from whole group instructionbecause it encourages them to join in discussion with others. This could help them understand and build background knowledge by listening to their classmate’s statements.Students with Linguistic Needs: Discussions among students with linguistic needs will enable the child with linguistic needs to hear properly modeled language patterns. This as well will help the child understand the topic of discussion. Instructional Procedures Genre/mode of writing instruction Today we will be writing a personal narrative about animals. Remember a personal narrative is a story about something that happened to you (the story teller). Form of writing: Our form of writing is a story. Remember every story has character/s, a setting, the plot (B-M-E), and a problem/solution. (Beginning-this part you set the stage of your story by including characters, setting and theDiane Shadron, READ 7140, Su 2009 3problem, middle- is the part where you tell all the events and details that will lead you to the end of your story, and end of a story- you will conclude your story bringing a solution to the problem mentioned in the beginning) Stage of writing instruction Today we will begin writing using the writing process. The first step of the writing process is prewriting. In the prewriting stage, we will need to be thinking about four things:-genre/form (We will be using narrative for this writing. The form of our writing is a story.)-purpose (This is how we want our writing to come across to our readers. You might persuade your reader, entertain, or inform them of something. Today we will be entertaining our readers with what we write.)-topic (This is what our story is about. You will need to think of an animal that you have had a funny or unusual experience with. You will be writing about what happened with your experience with your pet or animal.)-audience (This is who we are writing a story for. Your audience will be a friend.)(Teacher gives more information on prewriting and graphic organizers.)We will be planning everything about our story and our ideas that will go on a graphic organizer. A graphic organizer is a simple way to organize those thoughts or ideas before we write. You should not