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Setting for a
Narrative Story
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Author: David Riddick
Date Created: 11/22/2003 6:27:53 PM PST
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Grade/Level:
4
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Students:
20 Students. 11 boys and 9 girls. 4 EO's; 6 IFEP's; 6 RFEP's; 4 ELD3-4:
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Subject Area(s):
Language Arts (English)
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Concept(s):
Students will learn through a story board activity to use concrete sensory
details in their narrative writing to describe an event or experience.
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State
Academic Content Standard(s):
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Assessing Student Learning
TPE: B. Assessing Student Learning
CSTP Description: Teachers establish and clearly communicate learning
goals for all students. Teachers collect information about student
performance from a variety of sources. Teachers involve all students in
assessing their own learning. Teachers use information from a variety of
ongoing assessments to plan and adjust learning opportunities that
promote academic achievement and personal growth for all students.
Teachers exchange information about student learning with students,
families, and support personnel in ways that improve understanding and
encourage further academic progress.
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• CSTP Key Element : Collecting and using multiple sources of information
to assess student learning.
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 Question : select, design, and use
assessment tools appropriate to what is being assessed?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Four
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• Area : Writing
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• Sub-Strand 2.0: Writing Applications (Genres and Their
Characteristics)
Students write compositions that describe and explain familiar objects,
events, and experiences. Student writing demonstrates a command of
standard American English and the drafting, research, and organizational
strategies outlined in Writing Standard 1.0.
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• Concept : Using the writing strategies of grade four outlined
in Writing Standard 1.0, students:
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Standard 2.1: Write narratives:
a. Relate ideas, observations, or recollections of an event or
experience. b. Provide a context to enable the reader to imagine the
world of the event or experience. c. Use concrete sensory details. d.
Provide insight into why the selected event or experience is memorable.
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Objective(s):
Cognitive: Students will learn story board activities are a helpful tool to
establish concrete sensory details in their narrative writing.
Observable behavior: Students will draw pictures to respond to the teacher
prompts of sensory details in their narrative stories. Students will use
these story boards to write their narrative stories independently.
Criteria: A rubric will be utilized to determine student proficiency by
scoring a 3 or 4 on the established criterion chart.
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Prerequisite Background Skills/ Knowledge:
Students are familiar with narrative writing and sensory details. Students
should know narrative writing has a beginning, middle, and end.
Students are familiar with the concept of a setting. The setting enables the
reader to imagine the world of the event they are attempting to portray.
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Vocabulary/Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their Language Arts notebooks.
Reading: Students read from the sample 5th grade essay.
Vocabulary: narrative writing, sensory details, 5 senses - hear, see, smell,
taste, touch
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Materials:
1) Pencil & Paper
2) Intercession journals
3) White Board Pens
4) White Drawing Paper
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students.
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Models of Instruction:
Learning Cycle
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Procedure
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Open:
As an attention getter, ask students to describe the classroom. If students give
simple answers, ask them to use sensory details and adjectives to give
greater depth and detail to the objects they are trying to describe.
Ask students:
What do you see in the room?
What do you smell in the room?
What do you feel in the room? (literally and emotionally)
What do you hear in the room?
Is there anything in the room you can imagine tasting?
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Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by reviewing what sensory details are. Sensory
details are details from the 5 senses:
- Hear
- See
- Smell
- Taste
- Touch
3rd: Pass out white drawing paper. Students will draw pictures from teacher
prompts to create a setting for our narrative story.
4th: Students will use the following prompts to write a story about "A
Memorable Experience With Your Family."
5th: Students will draw pictures on their white drawing paper to answer the
following questions.
- Where do you remember having a good time with your family?
- Who is with you?
- What are they wearing?
- Are the people happy or sad?
- Are you standing or sitting? What are you standing/sitting on?
- What time of day is it?
- Where is the light coming from?
- What sounds do you hear?
- Are you eating anything? What does it taste like?
- What smells are in the air?
- Why does is this memory special to you?
6th: Ask students to share the story boards of their setting with the class.
Students who share will answer the questions about their setting verbally and
pictorially for the other students.
7th: Teacher will share a memory with family that is special using sensory
details.
8th: Students will work independently to write the setting for their
narrative story using their story boards and sensory details.
(Assignment will last 2 to 3 days)
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Guided Practice:
Activate prior knowledge of narrative writing.
Explain how important sensory details are to enabling the reading to imagine
the world of the event or experience they are trying to portray.
Provide students with questions to answer pictorially on white drawing paper.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
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Independent Practice:
Students will work independently to write the setting for their narrative story
using their story boards and sensory details.
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Close:
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it over
to the class to discuss what they learned, giving them ownership of their
learning.
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Assessment/
Reflection
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Assessment:
A rubric will be utilized to determine student proficiency by scoring a 3 or
4 on the established criterion chart.
Rubrics:
Setting - Narrative Story
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Reflection:
The objective of the lesson was achieved. Students were able to use their
story boards to write narrative stories independently.
I correctly anticipated the students would be engaged in deriving a guided
question for the assignment. I kept an effective interaction with my
students, continually praising and supporting their input on the pre-write
story board activity. Students were able to remain on task, and support one
another through applauding and cheering as the shared their story boards with
the class. The guided questions provided students with ideas to write.
On the other hand, I should have provided students with visuals for some of
the questions I asked. I asked students, "What do you smell in the
class?" I could have brought in an item with a specific scent to engage
students.
If I were to teach this lesson again, I would have brought in more realia,
objects, and photos to make this lesson more accessible for my English
language learners.
The lesson was relevant and worthwhile for my students. My students wrote
insightful and expressive articles for the class newspaper using sensory
narrative writing.
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