Name of Teacher: Ashley Ruggerio Lesson Number:

Date: 10-6-2020
Level: 5th Grade Skills: Creative Writing
Genre: Language Arts Name of Lesson: Writing to a Photograph
1. State Standards (InTASC 4 & 7)
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3.A
Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and
events or show the responses of characters to situations.
CCSS.ELA-LITERACY.W.5.3.C
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-LITERACY.W.5.3.E
Provide a conclusion that follows from the narrated experiences or events.
2. Objectives/Goals (InTASC 4 & 7)
The students will be able to:
Students will look at a photograph and write a story of their own imagination that they think of when looking
at the photograph. This connects to CCSS.ELA-Literacy.W.5.3 as it allows students to write a narrative that
is from their imagination with clear ideas and events throughout the story.
The criterion for successful learning is:
Students will successfully write an essay from beginning to end based on a photograph and nothing more.
Students will use their creativity long with correct grammar, sentence structure, and complete essay
formatting.
3. Learning Target (InTASC 4 & 7)
Students will be able to use their imagination and creativity to from a narrative based on a photograph.
Students will grow in their narrative writing ability and be able to have a greater understanding for an essay
outline.

4. Learning Experiences (InTASC 3, 4, 5, 6, 7, 8, & 9)

DIFFERENTIATION of learning experiences must be included in various places within in this section.

A. Assessing / Activating / Building Prior Knowledge (Prerequisite Knowledge)

Students will need to have the knowledge of writing a narrative clearly and effectively. They should have
a mastery in grammar, sentence structure and transitional words. Students should use dialogue correctly
throughout their narrative.

B. Direct Instruction
Students will listen to the teacher’s questions and answer them on a paper. What makes a narrative complete?
Can a picture tell more than one story? Do you prefer a story with illustrations or without? And why? What is
happening in your picture? Who are the characters? What is their past? What is their future? Where is the
story going to start? Is this a happy story or a sad story? The teacher will show a photograph to the class. This
photograph can be anything of the choosing of the teacher. The teacher will then demonstrate what they think
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 of when looking at the story. The teacher will tell the students a story that they wrote themselves based on the
photograph they shared with the class. This story will have key components of literature, following along
with the CCSS above. It is direct instruction based.

C. Teacher Modeling
Starting off with the teachers own story interpretation from a photograph will help the students
be engaged and interested in the activity. The excitement of writing their own story based on a
photograph will help the students engage in the activity.

D. Guided Practice

Students will choose their own picture from a list chosen by the teacher. Students will then begin a narrative
essay outline to start forming story ideas. The students will then create a rough draft of their story and peer
edit their drafts in the class with their peers. The teacher will follow along closely to guide the students per
their beginning instruction.

E. Formative Assessment
Students will be assessed based on their participation, completion of essay, and accuracy of writing.

F. Closure
Students will create their final draft of their story. To avoid fear of public speaking, students will share their
stories in small groups. Then students who wish to can share their stories with the class. Students will be put
into groups based on the pictures chosen. Students who chose the same picture for their narrative will be in
the same group, to see how their imagination differed from one another’s.

5. Summative Assessment (InTASC 6)

Students will be assessed by their use of creativity and their writing skills. Students must create a narrative
story based on a photograph. Students will receive full credit for their story if a good effort is made
throughout the lesson and proof of an outline, rough draft and final draft are turned in.

6. Lesson Materials (InTASC 3)

Photographs chosen by teacher, printed out, paper, story written by teacher, graphic organizer for outline for
student’s stories, printed graphic organizers and photographs for students use.

7. Alignment of Plan Checklist (InTASC 7)

Review the following to make sure everything is connected into one purpose. Use this section as a checksheet.
 State Standard/s
 Objectives / Goals
 Learning Target
 Learning Experiences (including Differentiation)
 Summative Assessment
Texts and Reader Information (InTASC 1 & 2)
Special Needs: If a student cannot write a narrative story on their own, they can tell the story to the teacher

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 and have the teacher take notes of their use of grammar, introductions and a conclusion.

Advanced Students: Students can write a longer narrative with more detail based on their chosen photograph.
Or students can choose two photographs, having to write one narrative that includes both of their photos.

Provisions for Inclusiveness: (e.g.,. cultural, ethnic, gender, learning differences) Students can bring in a
photograph of their own and write a nonfiction story from their life. This can be helpful for students who
have a harder time thinking of and writing fiction stories. The students will still have the ability to write in
accurate ways connecting to the CCSS above

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