Teacher Candidate: Kayla Purcell
Date: 4/8/14
Short-Form Lesson Planner
School: Eastshore Elementary
Group Size: 30
MT: Lauren La
Grade: 1st
Context: 3 IEP students
Content Area/Class Title: Writing: Imagination Machine Rough Draft
Lesson Length: 50 minutes
Key Content Standards
CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or
more appropriately sequenced events, include
some details regarding what happened, use
temporal words to signal event order, and
provide some sense of closure.
Learning Objective/Goal
Cognitive Behavior: Students will write a
rough draft of their Imagination Machine
narrative writing with a partner based on their
classifying tree map.
Assessment
Informal Assessments:
Think-Pair-Share:
Monitor Students’ Progress:
Prior Knowledge/skills
Academic Language
Individual Written Assessment:
Students will write a rough draft of their
Imagination Machine narrative writing with a
partner based on their classifying tree map.
Listening to read alouds of stories, journal
writing their own personal narratives of their
daily activities, writing about certain topics,
creating classifying tree maps for writing rough
drafts, creation of tree map for Imagination
Machine
Explain: Sequence
Language Objective: Students will share their
stories with their table partners or read the
sequence of events in their story.
Vocabulary: narrative writing, characters,
setting, plot, problem, events, solution,
classifying tree map, story structure
Resources/Materials
Introduction
Body
Closure
Pacing
 30 pieces of paper
 White board
 Have students take out their
Imagination Machine classifying maps.
 Explain to students that they will be
writing their Imagination Machine
stories with their partners today.
 Have students review their classifying
maps with their partners to remember
what they were going to write about by
discussing what they had on the map.
 Explain to students that when they
write their story they must include all
that they had on their thinking map
including the characters, setting,
problem, events, and solution.
 Remind students that when they write
their story, they must discuss with their
partner what they want to write down
and write the same thing down even if
they are writing on separate papers.
 Use a think aloud to explain how you
would go about writing a story from the
classifying map the class created as a
whole from the previous lesson.
 Monitor students’ progress on the task
by asking questions about where they
included the characters, setting,
problem, events, and solution.
 Have student pair share with the other
desk partners, having the student with
the shortest hair have his pair go first.
 Select some pairs to share out loud with
the whole class.
 Collect the Imagination Machine
writing
Intro: 2 minutes
Total Body: 45 minutes
Closure: 2-5 minutes