Developing Narrative Skills
English • Year 5th Grade • 90 • 13 students • Created with AI following Aligned with Common Core State Standards
Teaching Instructions
Monday 12/2 Quick Write and Vocabulary are to be on two separate slides
Quick Write: How do you think Martin feels while he is hiding with Laura and Bert?
Vocab (on separate slide): Write the word, copy the citation from book ”Freedom Crossing” and then write definition of the word. -self-conscious p.67 -circumstance p.64 -quarrel p.73 Mini-Lesson As we read today, try to identify what the conflict is of the story. Character vs. Character / Character vs. Society Character vs. Self.
Model proficient reading strategies. Pausing to identify, characters, setting, themes, vocabulary, problem/solution etc., Teacher’s Note: All chapters will not be read aloud but, instead, students can be assigned via digital readings to keep up with the pace and length of the novel.
Independent Practice Literal Why are they speaking in code? Inferential What would have happened if Laura did not let Martin hide in the wardrobe? Evaluative/Critical Do you think Laura is worried about her family or the safety of Martin when the slave catchers come? Research opportunity: How did Harriet Tubman help fugitive slaves?
Stop and Jot share out Low Tier (BF, KT, KR,): • Identify the main components of a narrative story.
Middle Tier (MH, AP, AV, MB, JC): • Summarize the key elements that make a good narrative story. High Tier (JR, IS, AP, MR): • Investigate how different authors use dialogue in their narratives. How does it affect the story?
• Calming Strategies: Create a "cool-down" corner or allow access to calming tools (stress balls, fidgets). • Positive Reinforcement: Acknowledge effort and participation to encourage engagement. • Clear and Consistent Rules: Set predictable routines and expectations. • Peer Buddies: Pair students with supportive peers for group activities. • Frequent Breaks: Build short, movement-based breaks into the lesson. • Engaging Tools: Use manipulatives, interactive activities, or digital tools to maintain attention. • Visual Schedules: Show a clear agenda for the lesson with estimated time for each activity. • Clear Expectations: Provide a checklist of tasks to help students stay focused. • Audio Support: Provide access to audiobooks, text-to-speech tools, or teacher read-alouds for complex texts. • Highlighting Key Text: Use bolding, underlining, or color-coding to emphasize critical information. • Simplified Texts: Offer leveled or summarized versions of the reading material while maintaining core content. • Paired Reading: Partner students for shared reading, with stronger readers supporting peers.
Motivation: Why do you think the main character made the choices they did? What might have happened if they made a different choice?
Inference: Based on the events so far, how do you think the story will end? What clues from the text helped you make this prediction?
Tuesday 12/3 Quick Write and Vocabulary are to be on two separate slides
Quick Write: Describe what it is like when you know your parents are angry. Include all the signals that let you know they are upset with you.
Vocab (on separate slide): -tone -mood Tone is the author’s attitude toward their writing using specific word choice Mood is how the reader feels while reading the text Tone (cause) Mood (effect) How the writer writes the piece effects how the reader feels
Supplemental Resource for teachers: mood and tone video Read Aloud Freedom Crossing Guided Practice Identify various parts of “Freedom Crossing,” and how the tone affects the mood Chapter 1- Laura is from the South Tone- “Laura had a suspicion that was too frightening and strange for her to believe” “ I don’t care if Martin stays or goes.” Mood- Curious about what they will do with Martin Chapter 5- Mrs. Fitch’s visit Tone- “Ber cast a hasty glance around the room, and called out, “Just a minute.” Mood- fearful, anxious
Find another example in “Freedom Crossing,” or in your independent reading book that shows the tone of the text and how it affects the mood. Closure: Share work and discuss differences in interpretation.
Low Tier (BF, KT, KR,): • Activity: Provide word banks for tone and mood descriptors. • Support: Use simple, relatable texts and scaffold discussions with visuals and gestures.
Middle Tier (MH, AP, AV, MB, JC): • Activity: Use graphic organizers to identify tone and mood, such as: • Mood Meter: Circle how the passage makes them feel (with emojis or simple words). • Tone Tracker: Fill in blanks, like "The author uses _____ words to show they feel _____." • Support: Provide sentence stems, such as "The tone is _____ because the author says _____."
High Tier (JR, IS, AP, MR): • Activity: Analyze how tone and mood change throughout a story
Developing Narrative Skills
Grade Level: 5th Grade
Subject: English Language Arts
Curriculum Area: Reading and Writing—Narrative Elements Analysis
Duration: 90 Minutes
Classroom Group: 13 bilingual students
Instructional Focus: Building comprehension through narratives, vocabulary development, and tone/mood analysis.
Learning Objectives
- Reading Comprehension: Identify characters, setting, vocabulary, conflicts, and the impact of tone/mood on a narrative.
- Language Development: Analyze vocabulary in context by defining words and connecting meanings to textual citations.
- Critical Thinking: Articulate what motivates characters and make predictions based on evidence from the text.
- Writing: Write a reflective journal response to explore themes and personal connections to the narrative.
Materials
- Novel: Freedom Crossing by Margaret Goff Clark
- Slides: Quick Write prompt and Vocabulary activity (separate slides for each)
- Digital devices for assigned readings or alternative printouts
- Whiteboard/Smartboard for modeling activities
- Copies of graphic organizers for tone, mood, and conflict analysis
Lesson Phases
1. Warm-Up: Quick Write (15 minutes)
Slide Prompt:
"How do you think Martin feels while he is hiding with Laura and Bert? Why? Use examples based on what you’ve read so far in Freedom Crossing."
- Purpose: Spark engagement, activate prior knowledge, and assess literal comprehension.
- Instructions for Students: Write a short reflective paragraph in your notebooks (5-7 sentences). Use evidence from the text to support your thinking.
- Differentiation: Students needing support (e.g., those in the Low Tier group) may use sentence starters such as:
- “Martin feels ___ because __________.”
- “The text on page ___ says ___________, which shows he is feeling __________.”
2. Vocabulary Exploration (15 minutes)
Slide Example: Vocabulary Words
| Word | Citation Example (from Freedom Crossing) | Definition |
|---|---|---|
| Self-conscious | "He felt suddenly self-conscious as he saw Laura staring at him." (p. 67) | Aware of and embarrassed by oneself. |
| Circumstance | "...but under these circumstances, Laura felt uncertain and confused." (p. 64) | A condition or fact that affects a situation. |
| Quarrel | "Laura had a bitter quarrel with Bert about keeping Martin hidden." (p. 73) | A heated argument or disagreement. |
- Students will:
- Write each word.
- Copy the citation from the book (Freedom Crossing).
- Write their own definition or explanation of the word.
- Differentiation: Provide simplified definitions or picture-supported explanations for Low Tier group (e.g., use visuals for words like “quarrel” to demonstrate an argument).
3. Mini-Lesson: Identifying Conflict in Narratives (20 minutes)
Teacher Modeling:
- Discuss types of conflict (Character vs. Character, Character vs. Society, Character vs. Self). Create a chart with examples specific to Freedom Crossing.
- Example for modeling:
- Conflict: Laura feels torn about helping Martin because her values differ from her society's views (Character vs. Society).
- Evidence from Text: “Laura felt uneasy about the risks involved, but she also felt it was the right thing to do.”
Guided Reading Strategies: Read a segment of Freedom Crossing aloud (or reference assigned chapters). Pause to ask questions:
- Identify the setting and characters.
- What is the conflict?
- How are the characters responding to the issues they face?
4. Collaborative Independent Practice (25 minutes)
Activity: Students work on differentiation tasks based on academic levels:
- Low Tier (BF, KT, KR): Identify the main components of a narrative story using a graphic organizer. (Characters, Setting, Problem/Solution).
- Middle Tier (MH, AP, AV, MB, JC): Summarize the conflict and explain how the characters react (5 sentences minimum).
- High Tier (JR, IS, AP, MR): Investigate and analyze how dialogue shapes the conflict. Example activity: rewrite a dialogue exchange to shift the message and discuss how it changes the story.
Research Opportunity (Optional - Middle and High Tier): Research Harriet Tubman’s involvement with the Underground Railroad and create a short paragraph connecting historical context to Freedom Crossing.
5. Stop and Jot: Share and Discussion (15 minutes)
- Each student writes down their most compelling takeaway from their practice activity on an index card.
- Teacher asks specific students (targeting tiers equitably) to share out their answers. Guide discussion with clarifying or probing questions like:
- “What evidence from the text supports that?”
- “How might the characters have reacted differently?”
Debrief: Emphasize the application of narrative understanding to broader themes of courage and moral dilemmas.
6. Cooling Down and Closure (10 minutes)
- Calming Strategies for Reflection: Encourage students to head to the "cool-down" corner if they feel distracted. Provide fidgets or stress balls to those needing tactile movement.
- Motivational Prompt: Write on the board:
- “Why do you think Laura and Bert chose to take such a big risk? Would you do the same in their place?”
- Discuss key takeaways from today’s lesson. Close by teasing the next day’s lesson on tone and mood as a deeper dive into how narratives evoke emotions.
Assessment and Differentiation Strategies
Formative Assessments:
- Evaluate Quick Writes for comprehension and evidence use.
- Check vocabulary definitions for understanding of context.
- Review responses to conflict identification (graphic organizers, summaries, or dialogue rewrites) for narrative application.
Support and Enrichment:
- Low Tier: Simplify text and vocabulary. Partner students with stronger readers. Use visuals and sentence stems to scaffold learning.
- Middle Tier: Encourage group collaboration. Use guided templates (tone trackers, graphic organizers) to help synthesize findings.
- High Tier: Provide challenging tasks, like contrasting conflicts in Freedom Crossing with personal reading texts. Dive deeper into authorial techniques like dialogue and symbolism.
Teacher Reflection Notes
- Balance structure with flexibility to adjust for engagement levels.
- Observe student interaction during shared discussions and peer collaborations for engagement cues.
- Reassess vocabulary focus as necessary before reading assignments to ensure retention.
Create Your Own AI Lesson Plan
Join thousands of teachers using Kuraplan AI to create personalized lesson plans that align with Aligned with Common Core State Standards in minutes, not hours.
Created with Kuraplan AI
🌟 Trusted by 1000+ Schools
Join educators across United States