1.       Candidate:

2.       Kim Soto

3.       Subject(s):

4.       Writing

5.       Grade level(s):

5

6.       Date:

September 28, 2008

Standard(s):

Writing Strategies

Students write clear, coherent, and focused essays.  The writing exhibits the students’ awareness of the audience and purpose.  Essays contain formal introductions, supporting evidence, and conclusions.  Student’s progress through the stages of the writing process as needed.

Organization and focus

1.1   Create multiple-paragraph narrative compositions:

a.       Establish and develop a situation or plot.

b.       Describe the setting.

c.       Present an ending.

Single/Multi-Day Lesson:

7.       Single

I.  DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):  

Students will take their knowledge of the science topic of the digestive system and create a narrative using the writing process. 

II. LEARNING  OUTCOME (Objective): 

Student will be able to write a narrative establishing a setting, plot and conclusion using academic language from their science content area on the digestive system.   

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): 

 In the previous lesson students learned to write using expository compositions that included a topic, important ideas to support the topic and a summary.  The next lesson will focus on a final draft and an illustration of their narrative to be displayed on a bulletin board.

IV. INSTRUCTION

1. ENGAGEMENT (Motivational Activity): 

The teacher will read a story written by a previous student about the journey of a tangerine through the digestive system.

INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: 

a.       Teacher will model box 1 using a graphic organizer to establish a main idea and the perspective of first person, I, (what type of food they are, where they came from, how they were chosen) to organize their narrative.  This is the introduction to their narrative.

b.        Students will create the first step in their graphic organizer which will establish a setting, a character in first person and the beginning of their scientific narrative.

Step #2:

a.  Teacher will model box 2 of the graphic organizer and explain to student’s that their character is beginning the journey into the human digestive system.  Students will be instructed to use scientific academic language, (teeth, mouth, saliva, and esophagus will not be provide by teacher) that corresponds with the upper third of the digestive track.  This is the beginning of the body of the narrative.

b. Students will create the second step in their graphic organizer.  

Step #3

a.  Teacher will model box 3 of the graphic organizer and explain to student’s that their character is now entering the first organ (stomach) of the human digestive system.  Students will be instructed to use scientific academic language, (stomach, pancreas, peristalsis, liver, bile will not be provide by teacher) that corresponds with the middle third of the digestive track.  This is the second paragraph of the body of the narrative.

b.  Students will create the third step in their graphic organizer.

Step #4:

a.  Teacher will model box 4 of the graphic organizer and explain to student’s that their character is now entering the last third (small intestine) of the human digestive system.  Students will be instructed to use scientific academic language, (small intestine, large intestine, gall bladder, appendix colon, rectum will not be provide by teacher) that corresponds with the lower third of the digestive track.  This is the third paragraph of the body of the narrative.

b.  Students will create the forth step in their graphic organizer

Step #5:

a. Teacher will model box 5 of the graphic organizer and explain to the students that their character has now completed the entire journey through the human digestive system and will be exiting the human body as the final stage of its journey.   Instruct students to write a conclusion ending the narrative as the character makes its final resting place known to the reader.

b. The students will chose a final ending for their character and enter it into box 5 of their graphic organizer providing a conclusion to their scientific narrative.

1. APPLICATION ACTIVITY (Practice and/or Reflection): 

Student will use their graphic organizer and all of the ideas and scientific vocabulary to write a rough draft of their narrative.  Students will also illustrate their journey.     

1. MATERIALS & RESOURCES:

·         Paper

·         Pencil

·         Crayons

·         Markers

·         Colored pencil

·         Completed assignments for reference

·         Science book for reference

·         Text book

·         Previous work to reference

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

     Formative:  * Observing students filling out their graphic organizers.

     Summative:  Teacher will assess student’s rough draft in relationship to their graphic organizer.

8.       VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):

English Language Learners will be required to take the academic terminology and draw a picture of their journey through the digestive system. 

9.       VII. HOMEWORK (If Appropriate):  Complete rough draft