Lesson Plan

Small Moment Writing from Everywhere!

Students will identify people, places and things that generate small moment narrative writing
Rick J.
Classroom teacher
Birmingham Covington School
Bloomfield Hills, MI
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My Grades 5, 6
My Subjects English Language Arts, Social Studies
Objectives
  1. The learner will identify people, places and things that generate small moment narrative writing
  2. TLW use photographs to identify key moments for writing
  3. TLW will choose a 10 minute moment to write about
  4. TLW begin a draft of a small moment
  5. TLW share the draft story
Subjects
English Language Arts
Grades K - 12
All Notes
Teacher Notes
Student Notes

1 Hook

Activity: Creating

The teacher will ask the students whether then believe the expression " A picture is worth a thousand words" is true or not. Students will turn and talk, then share out.

Teacher will display an image and then ask students to predict the context and the story behind the image. TTW tell the story behind the image.

 

 

2 direct instruction

Activity: Creating — hard copy photos

TTW explain to the students how they told the story depicted in the photograph by adhering closely to the image and the details that are present in the photograph. TTW explain the importance of not digressing from the image present in the photo, and match words with components of the image.

TTW display a timeline of the story that matches with components of the teacher's photograph.

3 Guided Practice

The learner will identify people, places and things that generate small moment narrative writing by reflecting on personal photographs. If the student does not have digital copies, they may use hard copies. Students will provide photographs from the previous 2-3 months, and review them in class.

TLW select 3-5 pictures that offer the best possibility for small moment narrative writing.

The teacher will circulate and assist students and check off on a class list to make sure each student has an appropriate photograph and has begun to articulate a story.

 

4 Independent Practice

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TLW create a graphic organizer of their story based on what they see in their photograph. They will write down key words and ideas central to the narrative story.

TLW understand that they are drafting and brainstorming, and that these initial drafts will be revised and edited later.

5 Wrap-Up

TLW use their timeline as a resource to tell their story aloud, in storytelling style, to their partner.

Each student will tell their story in two minutes or less. They will use the timer to keep track.

Three students will be chosen to share their story aloud with the whole class.

Students will informally assess themselves to determine how closely their story aligns to the photograph.

Next step: Students will consider which story they would like to draft on their blog.