NAME: Briana Rahimi

DURATION of LESSON: 30 - 45 minutes SUBJECT: English Language Arts

GRADE: 2nd
LESSON edTPA # 3/4 TITLE OF LESSON: Drafting Narrative (Day 1)

Central Focus of Unit:

Central Focus: Students will compose a narrative from their own creation using story
elements (setting, characters, problem, solution, beginning, middle, end).

Essential Literacy strategy: Students will organize their ideas when writing their own
narrative using their understanding of story elements.

Standards:

CCSS.ELA-LITERACY.W.2.3​ ​Write narratives in which they recount a ​well-elaborated

event or​ short sequence of events, include details to describe actions, thoughts, and
feelings, ​use temporal words to signal event order​, and provide a sense of closure.

CCSS.ELA-LITERACY.L.2.2​ Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.

English Language Development (ELD) Standards​:

ELD.P2.2.5.Em​ ​Understanding text structure.​ ​Apply understanding of how different text

types are organized to express ideas (e.g., how a story is organized sequentially) to
comprehending and composing texts in shared language activities guided by the teacher,
with peers, and sometimes independently.

ELD.P2.2.5.Ex​ ​Understanding text structure.​ ​ Apply understanding of how different text

types are organized to express ideas (e.g., how a story is organized sequentially with
predictable stages verses how an information report is organized by topic and details) to
comprehending texts and composing texts with increasing independence.

ELD.P2.2.5.Br ​Understanding text structure.​ Apply understanding of how different text

types are organized to express ideas (e.g., narrative versus an ​informative/explanatory text
versus an opinion text​) to comprehending and writing texts independently.

Instructional Learning Objectives: Assessments:

Students will be able to identify and compose key Informal assessment based on
story elements in their own narrative using grade graphic organizer. Character,
level standard conventions. setting, problem, solution filled
 out (at least 3 of the 4 completed)

Language Function and Demands:

Language Function: Additional Language Demands:

Identify​ - Students will be able to ​identify​ the key Language Demands: Identify
story elements when composing their own narrative.
Vocabulary: Setting, Characters,
problem, solution, beginning,
middle, end

Discourse: Composing a narrative

with all the story elements

Resources and Materials​:

● Story elements graphic organizer (20)

● Story elements graphic organizer (Drum Dream Girl example)
● “Story Elements” chart
● Document camera
● “Brainstorm Narrative Ideas” chart

Student Prior Knowledge​:

Students have discussed rules of whole group and small group discussions. Students have
prior knowledge of the story elements from the previous days. We also discussed how
story elements were implemented or used in ​Drum Dream Girl ​which will help serve as
an example in writing their own narrative.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 setting, characters, problem, solution,

Words beginning, middle, end

Text Types/Structures (and related Narrative

vocabulary)

Language Frames/Supports (and linking ● “In my narrative the (characters,

words) setting, problem, solution,
beginning, middle, end) are/is...”
● “I think you should add…”
● “I enjoyed your writing because…”
 ● “I think a better choice may be…”

INTRODUCTION/ANTICIPATORY SET:

Today not only are we scholars, but we are authors! We are going to begin writing our
own narratives. This is going to be so fun and exciting because we can be as creative as
possible and you make all the choices for your own stories.

I DO:

I will explain to students that since we read a story about a girl with a dream (​Drum
Dream Girl)​ , we will be writing our own narratives about a character having a dream. The
prompt will be: “Write a story about a character (animal, creature, or person) that has a
dream, faces a problem, and then ends in a solution.” I will give students a chance to
brainstorm ideas for their narratives and then think, pair, share. Then I will create a
brainstorm chart from their ideas. I will post this chart in the front of the classroom. I will
walk around to check for understanding and provide support when needed. I will also
periodically pull individual students for a quick writing conference to make sure students
are on track and get feedback during their drafting process.

YOU DO TOGETHER:

At the end of the lesson, students will have a chance to give each other peer feedback.
They will be given 5 minutes to share what they have so far on their narratives with their
elbow partner at their table. Students will listen to each other explain their graphic
organizer and then use the sentence frames to give each other one comment as peer
feedback. Students will follow our agreed upon rules when partner talking.
● Active listening
● Be respectful. Don’t interrupt or engage in private conversations while others are
speaking.
● Support your statements
● Build on each others talk

YOU DO ALONE:

Students will create their own narrative. Students will explain the story elements of their
narrative in detail. They will have at least 3 components of the graphic organizer
completed. They will have all elements in the correct spots, use powerful and descriptive
language, use capitals, periods, and correct punctuation. Students will try their best to use
correct spelling when writing. Students will use the story elements graphic organizer that
we filled out about ​Drum Dream Girl​ as a tool for creating their own narratives. Students
will also be informed that if they need help coming up with ideas for their own narratives,
they can use our brainstorm chart that we collaborated on earlier that day.
Differentiated Instruction

Students are seated strategically at their desks for think, pair, share activities and peer
feedback. Students who are ELLs will be strategically sat next to students who are
bilingual in order to engage in conversation in both languages. This will promote all
students participation in discussions. Students will also be given sentence frame during
discussions that they will be expected to use with their partners. Sentence frames will
include:
● “In my narrative the (characters, setting, problem, solution, beginning, middle,
end) are/is...”
● “I think you should add…”
● “I enjoyed your writing because…”
● “I think a better choice may be…”
When calling on students I will call on pairs of students rather than an individual student,
so that if an individual student does not feel confident in sharing their partner can share
their ideas or help them share their ideas.

CLOSURE:

Students will have 5 minutes to share what they have so far on their narratives with their
elbow partner at their table. Students will listen to each other explain their graphic
organizer and then use the sentence frames to give each other one comment as peer
feedback.