際際滷

際際滷Share a Scribd company logo

Grade 4, unit 1, week 1, mini lesson 9

Download as PPTX, PDF
Joe Leggett
Joe Leggett

This document provides guidance for students on planning a journal entry about experiencing a disaster event. It instructs students to complete a Journal Entry Planning Chart with columns for Journal Elements (narrator, event/situation, narrator's role, and narrator's thoughts/feelings) and their own ideas. The teacher models filling out the first row about the narrator being a FEMA worker helping people displaced after a flood. Students are then instructed to discuss their journal ideas with partners and add more details to their planning charts about losses from the disaster and recovering.

1 of 15
Download to read offline
Grade 4, Unit 1, Mini-Lesson 9 (15-20 min.) Writing to Sources
OBJECTIVES I will be able to: Develop imagined experiences. Plan and order the important events in my narrative story. Share my ideas through collaborative conversation.
You have explored how writers analyze a narrative prompt and how they review a text source to find information for the narratives they will write. Today, I will model how to plan a journal entry that will successfully fulfill the requirements of the prompt. Why is it important to plan a piece of writing?
(TE p. 20)
Narrator FEMA worker in New Jersey.
Event/situation described A flood has forced people to leave their homesthey need emergency shelter, food, and clothing.
Narrators role in the event/situation Narrator spent the day working at a shelter where the displaced people are staying. She saw many families who had lost homes and belongings.
A FEMA shelter provides basic services such as food and a place to sleep to people who have been misplaced by a disaster,
Narrators thoughts and feelings about the event/situation
The narrator is exhausted. She wishes she could have done more for the people. She feels guilty that she is sitting in her nice warm apartment at the end of a long day while other people are sleeping on cots and no longer have homes to go back to.
Now it is your turn to complete a Journal Writing Entry Prompt with on your own. Some questions you should ask each other are: What kind of person is your narrator? How do they feel about what has happened? What does your narrator do after the disaster?
Now that youve had time to think about your story, make a Jorunal Entry Planning Chart. Well set up our lined paper in two columns. One column will read Journal Elements the other will read My Ideas.
We will now create our first row by writing the word Narrator under Journal Elements. Think about who your narrator is: someone your age, an adult, a teenager, etc. Write who your narrator is under the column labeled My Ideas. (continue with the other three rows; guiding students)
Now its your turn to share our ideas for your or your partners journal entry.
Now that youve got some ideas, its time to add more details to your Journal Entry Planning Chart. Think about what the person may have lost in the disaster? How will they get their life back to normal? Did they have any pets that might be lost? Personal belongings such as computers? Did their place of work get affected by the disaster?

More Related Content

Grade 4, unit 1, week 1, mini lesson 9

  • 1. Grade 4, Unit 1, Mini-Lesson 9 (15-20 min.) Writing to Sources
  • 2. OBJECTIVES I will be able to: Develop imagined experiences. Plan and order the important events in my narrative story. Share my ideas through collaborative conversation.
  • 3. You have explored how writers analyze a narrative prompt and how they review a text source to find information for the narratives they will write. Today, I will model how to plan a journal entry that will successfully fulfill the requirements of the prompt. Why is it important to plan a piece of writing?
  • 6. Event/situation described A flood has forced people to leave their homesthey need emergency shelter, food, and clothing.
  • 7. Narrators role in the event/situation Narrator spent the day working at a shelter where the displaced people are staying. She saw many families who had lost homes and belongings.
  • 8. A FEMA shelter provides basic services such as food and a place to sleep to people who have been misplaced by a disaster,
  • 10. The narrator is exhausted. She wishes she could have done more for the people. She feels guilty that she is sitting in her nice warm apartment at the end of a long day while other people are sleeping on cots and no longer have homes to go back to.
  • 11. Now it is your turn to complete a Journal Writing Entry Prompt with on your own. Some questions you should ask each other are: What kind of person is your narrator? How do they feel about what has happened? What does your narrator do after the disaster?
  • 12. Now that youve had time to think about your story, make a Jorunal Entry Planning Chart. Well set up our lined paper in two columns. One column will read Journal Elements the other will read My Ideas.
  • 13. We will now create our first row by writing the word Narrator under Journal Elements. Think about who your narrator is: someone your age, an adult, a teenager, etc. Write who your narrator is under the column labeled My Ideas. (continue with the other three rows; guiding students)
  • 14. Now its your turn to share our ideas for your or your partners journal entry.
  • 15. Now that youve got some ideas, its time to add more details to your Journal Entry Planning Chart. Think about what the person may have lost in the disaster? How will they get their life back to normal? Did they have any pets that might be lost? Personal belongings such as computers? Did their place of work get affected by the disaster?

Editor's Notes

  • #15: Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 Writing to Sources.
  • #16: Model using ELMO.