LESSON PLAN (INQUIRY)

Teacher: Ms. Davlin Subject: Writing/5th

Standard:
5.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue and description, to develop experiences and events or show the
responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Objective (Explicit):
 Students will learn effective techniques for writing narratives.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 Students will be able to analyze a text by using a word map to record precise words, descriptive details, and sensory
language.
Evidence of Mastery (Measurable Assessment):
 Students will develop a narrative by using precise words, descriptive details, and sensory language to capture the event.
Key vocabulary: water, world, life, past, future Materials: All the Water in the World by: George
Ella Lyon
Engage/Set (Make content and learning relevant to real life and connect to student interest)

Ask students: How much water do you think there is in the world? Is there enough for everyone?
Explore

Teacher Will: Student Will:

Read aloud All the Water in the World by George Ella Analyze the illustration of the book as the teacher reads
Lyon aloud.

Teacher will stop periodically to show how the

illustrations and language relate.

Co-Teaching Configuration/Differentiation

Make Google Translate available for students to look up words from the text.
Explain

Teacher Will: Student Will:

Ask students the following questions and explain that
there is no right or wrong answer.
What does the word water mean to you?
Do you remember the last time you used water?
Teacher will participate by responding to the above
questions after group discussion.
Co-Teaching Configuration/Differentiation
Discuss with another student in a “Think Pair Share”.
Students will have time to discuss/explain their
experiences with the word peace.
Students will share with the rest of the group what their
partner said.

Think Pair Share

 Elaborate
Teacher Will: Student Will:
Draw a word map on a white board stemming from the Model teacher’s word map on their own paper.
word water. Make contributions to the word map.
Teacher records students’ descriptive words and sensory
words for the word water.

Co-Teaching Configuration/Differentiation

Word Map

Evidence:
Students will develop a narrative by using precise words, descriptive details, and sensory language to capture the event.