Lesson English Language Arts Monsters 1

Name​: Stephanie Sawaya Subject​: English Language Arts Grade Level​: 5th Narratives 1. Standard: ● CCSS.ELA-LITERACY.W.5.3​: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 2. Instruction Resources and Materials: ● Writing notebook, colored pencils, markers, white paper, laptops, flip grids, images of monster parts with labels under them. 3. Lesson Objective​: ● By the end of this lesson students will be able to write narratives with descriptive details by using the monster doodle exercise. ● Academic Terms: visualize, imagine, description, details. 4. Assessment: ● Formative: Teacher observation. ● Summative: Flip grid videos, westward expansion essays. 5. Instructional Strategies and Learning Tasks: 1. ​Anticipatory: ● Motivation: ○ Ask the class to come down to the rug. Tell the class about your favorite scene in the first harry potter film. Then, in their triads, ask the students to describe their favorite scene from their favorite PG movie (make it clear that the movie should be PG because nobody in this class is the age 13). Then using the classroom popsicle sticks call on one or two students to share their favorite scene from a film. ● Activate Prior Knowledge ○ Ask the class: “Before movies, books were one of the main sources of entertainment. I would go as far as saying that a book with no photos has everything that a movie has. I can see, hear, and feel everything he main

character does while I read a book. Why do you think this is so? Get into your triads and discuss.” 2. ​Instruction and Modeling​: ● Begin describing what visualization means and explain how descriptive texts helps with visualization. ● Let the class know that today we will be creating silly monsters. Bring out images of monster parts with labels underneath them. Go over with the class what each part means (this is primarily for the ELLs so the rest of the lesson will run smoothly). Put these photos under the doc camera so the ELLs will have something to reference during the rest of the activity. ● Ask the students to get out a piece of paper . Then looking at the drawing I drew the night before, begin describing the first monster. On purpose I will give out very little descriptive terms. When I’m done I will ask the students to put their drawings over their heads so I can see. Then I will show my drawing of the monster to the class. The students will be able to see how different our monsters look. ● After this I will ask students to get out a new piece of paper and I will begin describing my second monster for them to draw. This time I will use a lot of specific descriptive words in hopes that my students will be able to draw an identical looking monster. ● Ask the class, “Did your drawing of monster one or two look closer to my drawing? Why?” ● As a class discuss the importance of descriptive writing and how it contributes to visualization. 3. ​Guided Practice: ● Have the students go back to their seats and get onto their laptops. Then ask students to draw their own monster. ● Once students are done drawing their monster have them go onto flipgrid and film themselves describing their monster without showing the picture. At the end of the video students can reveal what their monster looks like. ● Have students go onto google class and watch their peers videos and have them try to draw the monster their peers drew. 4. ​Closure: ● When dismissing students for lunch ask them to describe in detail the design on their shirt. 5. ​Independent Practice: ● Ask student to add more descriptive text to their Westward Expansion narratives for homework.

6. Inclusive Practices: ● ESL ○ Take pauses when introducing new information to allow student time to process what is being taught. ○ Point to comprehensible input to help students understand what is being described. ○ When discussing monster terms point to the words I am discussing as well as point to the photo while discussing theses specific terms.