Collaborative+Planning+Page

Lesson Plan 4.2 A.3.3 Benchmark & Scenario Scenario

Collaborative Planning Template-Sample 1 **Teacher/Topic **: Mrs. Pantoja – 4th grade writing with figurative language  **Dates/Times: 12/9/2010 9:00-9:55 and 12/10/2010 9:00-9:55 ** **Content Standards and Information Literacy Instructional Strategies Performance Objectives **

**Prior Knowledge: ** Students are already familiar with the writing process. They have written several essays already on varying topics and in varying genres. For this lesson, they will be writing a fictional narrative.

==== **Relevance to students' lives: ** Students will care about learning more about figurative language and imagery in their own writing because the motivational activities will interest them in using these literary devices. Once they hear/see some examples of figurative language and are involved in imagining what these examples illustrate, and once they have discussed all the varying life experiences they have had with these sounds, tastes, smells, sights, and feelings they will want to paint these verbal pictures for their own readers. The key to engaging students in this lesson is to make it fun for them to visualize what they are hearing, seeing, smelling, tasting, etc. An example of this could be a carnival or fair: What do they smell? What do they hear? What do they taste? What do they see? Does anything smell bad? Can anyone share a time when you experienced something like this? Choose one taste/smell/sight/sound and share it with your group. ==== **Graphic Organizer: ** Attached: **Assessment Tool(s): Rubric ( I WILL MAKE THE RUBRIC! I LOVE MAKING RUBRICS!) **

__ **Learning Tasks: Educator Responsible: ** __


 * //** During Planning **// ||  ||
 * Ms. Wallace || Mrs. Pantoja ||
 * Finding and introducing new resources for student research. || Specific learning goals or outcomes. ||
 * Finding samples of literature with strong examples of imagery or figurative language. || Preparing graphic organizers and rubrics. ||
 * Preparing images, sounds, and any other special effects. || Reviewing writing process with students before the lesson. ||


 * //** During Implementation **// ||  ||
 * Ms. Wallace || Mrs. Pantoja ||
 * Model visualization techniques || Read aloud a short story that illustrates imagery ||
 * Show or play examples of sounds and images. || Model discussing how these sounds and images remind her of prior experiences ||
 * Conduct student conferences about their writing. || Conduct student conferences about their writing. ||
 * Provide support and guidance for the students. || Provide support and guidance for the students. ||


 * //** During Assessment **// ||  ||
 * Ms. Wallace || Mrs. Pantoja ||
 * Informal assessment of student writing during conferencing with students || Informal assessment of student writing during conferencing with students ||
 * Review students' graphic organizers || Review students' graphic organizers ||
 * Review student self-assessment rubrics || Review student self-assessment rubrics ||
 * || Compare narrative essays with previously written narrative essays to determine improved usage of imagery and figurative language ||

**Lesson Evaluation/Comments: **

**Resources and Materials: ** Literature with sensory images: // Night in the Country // by Cynthia Rylant //Into the Sea// by Brenda Z. Guiberson //The Relatives Came// by Cynthia Rylant //When Lightening Comes in a Jar// by Patricia Polacco recordings of sounds images graphic organizers rubrics

Projection system for showing images and playing sounds, showing graphic organizer example, and introducing the rubric.
 * Use of technology: **