Kristin Jurewicz READ 7140 Su 2009 Kristin Jurewicz 3rd Grade Science Ways to Protect the Environment Narrative Simulated Journal PREWRITING 1 Kristin Jurewicz READ 7140 Su 2009 Grade level 3rd Content area Science Topic and or concept Ways to Protect the Environment Previous content area lessons The students will have previously studied the effects pollution and humans have on the environment conservation of materials and recycling Genre mode of writing Narrative Form of writing Simulated journal Stage of writing Prewriting English Language Arts GPS ELA3W2 The student begins to write in a variety genres including narrative informational persuasive and response to literature f Develops characters through action and dialogue h May include prewriting Content Area GPS S3L2 Students will recognize the effects of pollution and humans on the environment a Explain the effects of pollution such as littering to the habitats of plants and animals b Identify ways to protect the environment 1 Conservation of resources 2 Recycling of materials Student Materials Jurewicz K 2009 Scoring guide for narrative prewriting stage Unpublished rubric Valdosta State University Valdosta GA Modified from Tonja Root s Scoring guide for narrative prewriting stage ReadWriteThink n d Student materials Story Map Retrieved May 19 2009 from ReadWriteThink Website http www readwritethink org materials storymap Root T 2006 Narrative graphic organizer 4th grade Retrieved on May 8 2006 from http coefaculty valdosta edu troot read7140 Graphic 20Organizers htm Teacher Materials 2 Kristin Jurewicz READ 7140 Su 2009 3 Applebee A N Langer J A 1983 Instructional scaffolding Readign and writing and natural language activities Language Arts 60 168 175 Calkins L M 1983 Lessons from a child On the teaching and learning of writing Portsmouth NH Heiemann Jurewicz K 2009 Scoring guide for narrative prewriting stage Unpublished rubric Valdosta State University Valdosta GA Modified from Tonja Root s Scoring guide for narrative prewriting stage ReadWriteThink n d Student materials Story Map Retrieved May 19 2009 from ReadWriteThink Website http www readwritethink org materials storymap Root T 2006 Narrative graphic organizer 4th grade Retrieved on May 8 2006 from http coefaculty valdosta edu troot read7140 Graphic 20Organizers htm Grouping Arrangements Explanation of Instructional Grouping Options Instruction During instruction I will do a whole group activity This way students will all hear the same information at one time This is beneficial to me because if I were to teach new information to small groups I may explain in different ways Also often students will ask questions that are on other students minds This would save me from answering the same questions multiple times in small groups It is much easier to present new material to a whole group than to teach to individual students or groups I will be able to better scaffold my students when they are in a whole group setting Most importantly time on task will be increased Practice Students will work in small groups during the practice activity This will give them an opportunity to ask each other questions and problem solve In their groups they are accountable to each other to get work done It would be ideal to have a mix of low average and high students in each group When students work in groups they are put in a supportive environment and are given the chance to conference with classmates and the teacher to talk about strategies for writing Applebee Langer 1983 Calkins 1983 I will have an opportunity to go around and give individual attention to students who have questions Assessment Students will work individually during the assessment activity so I can see what they know and what they are struggling with Students should apply the knowledge they learned from whole group instruction and the practice they did in groups During this time I can give individual attention to students Explanation of Grouping Options Relating to Students Developmental Needs Whole group Students will benefit from whole group instruction because I will be able to scaffold instruction If the students have questions during the lesson they will be encouraged to ask them Practice While students work in groups they can take on the role of the teacher and learn a lot from helping someone else Students will be able to scaffold instruction for each other Also the person being helped also benefits from hearing a peer s perspective Assessment While students are working individually they may ask me questions and receive one onone feedback Explanation of Grouping Options Relating to Students Cultural or Linguistic Needs Kristin Jurewicz READ 7140 Su 2009 4 Instruction While we are doing whole group a student who has linguistic needs will benefit from hearing peer questions They will also have an opportunity to ask questions Practice When students work in groups I would pair my student who has some linguistic needs with a high student who could provide assistance This would be an easy modification during this lesson Assessment While students are working individually they may as me questions and receive one onone feedback Instructional Procedures Genre mode of writing instruction A narrative is a story which is typically written in first person It has characters setting plot conflict and events The events are sequenced and there is a natural flow to the story The story includes descriptions of the main events to help paint a picture for the audience Details are included when appropriate and they should not overwhelm the audience Stories have a beginning middle and end In the beginning of the story characters are introduced and the setting is described Conflict is also established during the beginning Conflict can be between character and nature character and self or character and another character Readers should become interested in the story at this time The middle of the story is the longest part The problems get worse and the characters should try and solve their problems The reader also learns about the characters during this time During the end of the story problems are typically resolved and loose ends are tied up The reader should know what happens with the characters in the end and they should have an emotional reaction to the story Form of writing Simulated journals can be written for a narrative story The author takes on another s view or changes their point of view in a simulated situation This will help