MD4AssignErnstD

Instructional Plan Candidate’s Name: Dianne Marie Ernst Setting/Grade Level: 4 th grade Subject(s): Writing School: Bainbridge Elementary School Date: September 24, 2017 Theme/Title: Narrative Writing 1. PLANNING S TANDARDS A DDRESSED List the standards by including the state, number of the standard(s), and a description of the standard(s). MDCCRS W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. MDCCRS W.4.3.b: Use dialogue and description to develop experiences and events or show the responses of characters to situations. MDCCRS L.4.2.b: Uses commas and quotation marks to mark direct speech and quotations from a text. MTLSS Standard 3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration C. Increase Productivity 1. b: Create new documents to complete learning assignments 1. e: Use suitable electronic resources to edit final copies of texts for correctness in language usage and conventions, such as capitalization, punctuation, and spelling. © Laureate Education, Inc. 1

Other: RWRCOEL Diversity Proficiency 1a: The candidate demonstrates awareness of the impact that culture, gender, language abilities, and socio-economic status have on one’s ability to be an effective educator. RWRCOEL Diversity Proficiency 2b: The candidate demonstrates an understanding of how students learn and develop and provides a variety of learning opportunities adapted to the needs of diverse learners that support intellectual, social, and personal development. RWRCOEL Diversity Proficiency 3d: The candidate creates a positive learning environment that upholds the belief that all students can learn. RWRCOEL Diversity Proficiency 4a: The candidate develops instructional content that is adapted to individual needs and supports, including the use of technology, to support students’ intellectual, social, emotional, and personal development. RWRCOEL Diversity Proficiency 4b: The candidate incorporates cultural diversity, students’ prior learning experiences, and the community context in instructional planning to improve teaching and student learning. RWRCOEL Diversity Proficiency 5a: The candidate demonstrates effective reflection strategies to meet the diverse learning needs of all students. RWRCOEL Diversity Proficiency 5b: The candidate collaborates with colleagues, families, and community members in intercultural contexts to meet the diverse learning needs of all students. RWRCOEL Professional Disposition 5 Advocacy: The candidate advocates for fairness, equity, and social change in the learning environment. © Laureate Education, Inc. 2

1. PLANNING L EARNING O BJECTIVES ( AT LEAST TWO ) What will students do? All objectives must be measurable. 1. Given a preselected sample of a narrative passages without dialogue the students will edit the selections and add commas, quotation marks, and/or indentation to correctly reflect dialogue with 80% accuracy. 2. Given a student-written narrative without dialogue; the students will be able to modify their narrative by writing at least three lines of dialogue to develop the events of the story with 80% accuracy. 1. PLANNING B LOOM ’ S R EVISED T AXONOMY Which level(s) of Bloom’s Revised Taxonomy are targeted? Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating). Applying - The students will apply their knowledge of dialogue writing to a preselected narrative without dialogue to show their understanding of the dialogue lesson . Analyzing – The students will identify the parts of written dialogue: quotation marks, commas, indentation, dialogue words . Creating - After the dialogue lesson students create a least three lines of dialogue that helps progress their narrative. 1. PLANNING R EAL W ORLD C ONTEXTS What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for Writing narratives improves a student’s ability to read and understand narrative texts. Ultimately improving reading and spelling skills. Williams and Larkin discuss the relationship between reading and writing and the implications for improvement for those students who are below the academic level for their grade (Williams & Larkin, 2013). Narratives allow students to explore creative ways of writing and using figurative language. Although the focus of writing © Laureate Education, Inc. 4

students to demonstrate career and college readiness skills. changes to informative and argument writing as students move from elementary to middle and high school, elements of narrative writing are included in these other forms of writing to keep readers interested. Additionally, narrative writing can help with developing executive function skills that students need as they become more independent in their work. Narrative writing can provide the structure that students need to develop more coherent writing skills (Drijbooms, Groen & Verhoeven, 2015). 1. PLANNING C OLLABORATION How was collaboration with other professionals, families, and/or community leaders included for this lesson? Describe the collaborative effort. There are two ELA teachers and a Special Education teacher on the fourth-grade team. When analyzing the MDCCR writing standards and our CCSS aligned scripted reading curriculum, we decided that we wanted to find a way to incorporate the Interactive Read Aloud books into the writing lessons. The students had written narratives before in third grade but were not required to use dialogue to progress the story. The book “Maniac Magee” by Jerry Spinelli offers a variety opportunities narrative writing. After careful consideration of the needs of our students, we decided to have the students write about a day in the life of the main character after he has been living with a family for a period of time. The chapter in the book offers insight to changes in the family dynamics with him there but doesn’t provide the day to day events or dialogue. The students will have the opportunity to use visualization and inferencing strategies to help set the events of the day. The lesson will help them focus on the dialogue between the characters. Using a story that was familiar would provide the background knowledge our students with IEPs would need. We discussed the © Laureate Education, Inc. 5

invited him to her house. Maniac went to her house.  Ask children to think about how they feel after listening to the text and what they notice.  Next, read the end of Chapter 11 as it is written.  Ask students to think about how they feel listening to the text read as written by Jerry Spinelli and what they notice.  Talk about the fact that the last passage used dialogue and the first passage omitted dialogue.  Give students an opportunity to use the Cooperative Structure Rally Robin with their reading partner to discuss the following question: How does dialogue engage the reader? Give students think time and then let them rally. My hearing impaired student and her reading partner can write their ideas on a white board to share. A few students will share with the entire group.  After the students share their ideas, display both versions of the reading on the Smart board. Building/Applying Knowledge and Skills by engaging students in their learning.  Show the video “Commas & Quotes - He Said / She Said (The Electric Company)” using closed captioning. After showing the video, ask the following questions: o What did you notice about the conversation between the characters in the video clip? o Where have you seen examples like this? o Why do authors include dialogue in their narrative writing? © Laureate Education, Inc. 7

 Post the following sentence from “Maniac Magee” on the Smartboard: McNab croaked from the mound Get outta there, runt. This is a Little League record. You ain’t in Little League. Discuss this passage with students and model how commas and quotation marks should be used to punctuate the sentence correctly. Involve students in the discussion and emphasize how the dialogue helps readers understand how the characters are responding to situations. Distribute the Dialogue Activity Sheet for the students to record the teacher example (Part A 1). MDCCRS W.4.3.b, MDCCRS L.4.2.b, Learning Objective 1  Using the Dialogue Activity Sheet, post the passage from Part A5 on the Smartboard. Finally Missing Tooth rediscovered the stranger standing in the doorway. Hey, meatball, you running away too! No, not really, Maniac replied. Well, we are! went Screecher. Where are you going? Maniac asked. Ask the students what is different about this example. Discuss this passage with students and model how commas and quotation marks and indentation should be used to punctuate the sentence correctly. Involve students in the discussion and emphasize how the dialogue helps readers understand how the characters are responding to situations. Also, discuss the fact that indentation © Laureate Education, Inc. 8

writing sentences with dialogue independently. MDCCRS W.4.3.b, MDCCRS L.4.2.b, Learning Objective 1  Students who are having difficulty with creating dialogue for the characters can create a comic strip for the narrative. Students will write dialogue for the narrative by inserting it into the speech bubbles in the comic strip. Students will then take the dialogue from the speech bubbles and insert it into the original writing. MDCCRS W.4.3, Learning Objective 1  Students will return to their narrative drafts either hand written or on the Chrome book and revise their draft to include at least three lines of dialogue. MDCCRS W.4.3.b, MDCCRS L.4.2.b, MTLSS Standard 3.0, Learning objective 2 Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning .  Elementary school students are required to learn three types of writing: narrative, informational, and opinion. As they progress through their education, students writing is geared more toward informational and argument writing. Each of those writing styles have narrative components that help engage the reader.  Using the writing process also helps with executive function skills. The executive functioning skills that are required are planning, monitoring and revising written work (Drijbooms, E., Groen, M., & Verhoeven, L., 2015). Students will continue to need to plan, monitor and revise many aspects of their lives. Using the writing process provides a safe way for students to learn this practice.  Narrative writing allows student to be creative and express their © Laureate Education, Inc. 10

thoughts in a freer flowing pattern. Diversity of instruction in the lesson:  There is a hearing impaired student in my class who uses and interpreter for all lessons and activities. She will utilize a whiteboard to share responses with a partner and to demonstrate understanding. She will also use a chrome book for her writing. She is fluent in American Sign Language (ASL). ASL is not a written language, therefore the student needs to write her thoughts in a word document that will appear more like ASL. She will have the opportunity to edit and revise her work to include missing articles, linking verbs and prepositions that are not regularly a part of ASL. Her individualized goal is to make her ASL language appear like American English written language. I have also included closed captioning for the video about dialogue to assist her understanding and provide equity in learning.  I also have students with various IEPs that will require additional help in writing dialogue per their IEP. These students will use the comic strip scaffold and dialogue sentence frames to help them develop their dialogue. They may be pulled into a small group for re-teaching and support while forming their initial dialogue writing. Synthesis/Closure: Include at least one instructional strategy that supports the objectives and provides closure in the lesson for the students. Students will independently complete a formative assessment that will demonstrate their understanding and application of the components of dialogue. 2. METHODOLOGY I NSTRUCTIONAL S TRATEGIES ☐ Constructions ☐ Nonlinguistic Representations © Laureate Education, Inc. 11

☐ Generating and Testing Hypothesis Standard: Objective: ☐ Reinforcing Effort and Providing Recognition Standard: Objective: ☐ Homework and Practice Standard: Objective: ☐ Reporting Standard: Objective: ☐ Identifying Similarities and Differences Standard: Objective: ☐ Role-playing Standard: Objective: ☐ Independent Learning Standard: Objective: ☐ Setting Objectives and Providing Feedback Standard: Objective: ☐ Journal Standard: Objective: ☐ Simulation Standard: Objective: ☐ Laboratory Standard: Objective: ☐ Summarizing and Note Taking Standard: Objective: ☐ Lecture Standard: Objective: ☐ Viewing/Listening/Answering Standard: Objective: ☐ Library Research Standard: Objective: ☐ Other (Please specify) : Standard: Objective: Why did you choose these instructional strategies/methods? What levels of Bloom’s Taxonomy did your students reach? © Laureate Education, Inc. 13

Dr. Douglas Reeves reminds teachers that we cannot integrate different learning needs if we only provide one task to assess our students (Laureate Education (Producer), 2010). Beginning a lesson with discussion/question activities allows the teacher to activate the students’ prior knowledge of the subject. Students are demonstrating the lowest level of Bloom’s Taxonomy. It is from this point I can adjust the way I approach how to address the needs of my students that may differ somewhat from my initial lesson plan. If needed I can provide the additional information that students need to fill the gap in learning. Dr. Reeves goes on to explain that the learning activities in the class should have enough diversification to accommodate the needs of all learners (Laureate Education (Producer), 2010). The discussion/question activities also move the students into the Application level by having students use their knowledge to determine how or why dialogue is used in writing. By providing graphic organizers and comic strip forms students will be able to move from the Knowledge and Comprehension levels of Bloom’s Taxonomy to the Application level. Students need time to master content without feeling that they are being penalized in their learning (Henson, 2015). The graphic organizers provide the structure for dialogue writing and allow the students to develop their writing. The Practice/Drill strategy allows the students to apply what they have learned from the lesson and analyze the different components of dialogue writing. A student’s ability to perform at this level will determine if he can move on to create dialogue to modify their narrative draft. Through cooperative learning and peer editing the students will demonstrate various levels of Bloom’s Taxonomy. Students will apply and analyze what they have learned in a safe setting with support from their peers. Additionally, after creating their own dialogue for their narrative, students can evaluate the work of their peers and themselves to further their thinking. Taking the time to allow students to think and discuss what they have learned and allowing ample time for them to apply their thinking is an important step in student learning (Ullman, 2011). The lesson will begin as a whole class instruction. Whole class instruction will provide time to activate the students’ knowledge about the novel “Maniac Magee” and relate to the character we have © Laureate Education, Inc. 14

☐ ☐ ☐ ☐ Social Networking ☐ ☐ ☐ ☐ Virtual World (e.g., Second Life) ☐ ☐ ☐ ☐ Interactive Gaming ☐ ☐ x ☐ Interactive White Board (e.g., SMART Board) ☐ ☐ ☐ ☐ Distance Learning/Webcast ☐ ☐ x x Computer Software ☐ ☐ ☐ ☐ Weblog (Blog) ☐ ☐ ☐ ☐ Wiki ☐ ☐ ☐ ☐ Internet Research/Website ☐ ☐ ☐ ☐ Podcast/Vodcast ☐ ☐ ☐ ☐ E-mail ☐ ☐ ☐ ☐ Presentation Software (e.g., PowerPoint) ☐ ☐ ☐ ☐ Virtual Field Trip ☐ ☐ ☐ ☐ Interactive Gaming ☐ ☐ ☐ x Other (Please specify):  Chrome books  Writing Dialogue (with a Little Help from Norman Rockwell)  by Jack George has great interactive ideas for teaching dialogue using pictures.  BrainPop has a fun video to review the concepts of dialogue writing. At the end of the video there is a quiz. Students enjoy the main characters Tim and Moby and love taking the quizzes. This would be a good review for students who are still uncomfortable about writing © Laureate Education, Inc. 16

dialogue or can be used as an introduction to writing to hook the students. Jay McTighe suggests using various approaches to get the attention of the students so they remained engaged in the lesson (McTighe, 2010). The BrainPop for dialogue link is https://www.brainpop.com/en glish/writing/dialogue/ .  LearnZillion provides teachers and students free online video lessons. I have found that having another voice reteach a lesson can help students redirect their thinking. The students also realize that teachers are teaching the same concepts throughout the country. I also use this cite for student review or to look for a different approach to teaching something that I have become comfortable teaching. The LearnZillion lesson for dialogue link is https://learnzillion.com/lesson _plans/8376 .  One way of differentiating my lesson was to have students create dialogue using a comic strip frame. Introducing an actual comic will provide a fun way to demonstrate how to change the comic into written dialogue. Using the Peanuts comics by Charles Shultz is an engaging way to do this. http://www.jokelibrary.net/peo ple/a_files/sher-peanuts.html  Using a comic frame can help students who are having difficulty developing dialogue think through the process. One place to retrieve these frames is © Laureate Education, Inc. 17

4. ASSESSMENT/EVALUATION A SSESSMENT O PTIONS ☐ ☐ Application Exam Standard: Objective: ☐ ☐ Objective Test Standard: Objective: ☐ ☐ Concept Mapping Standard: Objective: ☐ ☐ Observation Standard: Objective: ☐ ☐ Parent Evaluation Standard: Objective: ☐ ☐ Contract Standard: Objective: ☐ ☐ Peer Evaluation Standard: Objective: ☐ ☐ Checklist Standard: Objective: ☐ ☐ Self-Evaluation Standard: Objective: ☐ ☐ Performance Task Standard: Objective: ☐ ☐ Inventory Standard: Objective: ☐ ☐ Portfolio Standard: Objective: ☐ ☐ Quantitative Scale Standard: Objective: ☐ ☐ Rating Scales Standard: Objective: ☐ ☐ Rubric Standard: Objective: ☐ ☐ Scored Discussion Standard: Objective: ☐ ☐ Journal Standard: Objective: ☐ ☐ Problem-Solving Assessment Standard: Objective: ☐ ☐ Other (Please specify): Standard: Objective: Why did you choose this assessment(s)? How do the chosen assessment(s) help you determine if your students met the goals/objectives? In your answer, provide a rationale for each assessment you plan to use and its connection with each of your standard(s) and objective(s). Be sure and link each assessment piece to a specific objective. Make sure you collect student work samples that can be included as appendices. What do your pre-assessment, formative assessments, and summative assessments tell you about the learning of your group of P-12 students? How will you use this assessment data to inform your instruction? Use current literature (within © Laureate Education, Inc. 19

the last five years) to support your rationale. 5. LEARNERS D IFFERENTIATION Address multiple intelligences and/or learning styles when writing your response . How will you differentiate curriculum to meet diverse student needs? Most of the teaching and learning in our society is based on verbal- linguistic intelligence. Not all students learn in this modality. The differences in learning styles challenges our educational system which can be biased with regard to how students learn (Lunenburg & Lunenburg, 2014). Not everyone can learn the same subject matter in the same way nor can a uniform measure can be used to test student learning. Since writing is a form of language, it was critical for me to find other ways to teach dialogue that could tap into the other intelligences. A large part of my lesson is geared toward the verbal-linguistic learner as narrative writing falls into this learning style. By connecting literature study to writing I am accommodating the needs of these students. I included the use of comic strip scaffold and a video to facilitate the visual-spatial learner. These students learn best by drawing or visually designing their thoughts before applying their thought to paper. The organizers and comic strip scaffold will be available to all students not just the students with IEPs. By working with partners to complete the Dialogue Activity Sheet, students who fall into the interpersonal intelligence will have the opportunity to work with others to design, revise and edit their writing. I believe it is important for all students to experience the various learning styles. It helps them appreciate the differences in learning styles of other students © Laureate Education, Inc. 20