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Lesson Plan

Sketch-and-Write by ECSDM


Subject

English Language Arts (NYS P-12 Common Core)

Grade Levels

Elementary, 4th Grade


Learning Objectives

  1. Given sections of the text In November by Cynthia Rylant read aloud, students will design their own sketches that illustrate portions of the text and recall information from the text in written form using their sketches.
  2. Given parts of the text In November by Cynthia Rylant, students will use the “sketch and write” technique to improve listening and writing skills.

Materials

Short shared text of In November by Cynthia Rylant
Sketch-n-Write Template
Pencil

  • Sketch-n-Write.notebook
  • Sketch-n-Write.pdf

    • Description

    This English Language Arts lesson will allow students to illustrate their thinking and recall information read aloud. By the end of the lesson, students will have a new strategy to use during listening selections. This strategy will allow students to use their creative energy while improving note taking and comprehension skills.

    Website(s)

    Writing Fix

    Duration

    1 hour

    Step-by-Step Procedure

    Anticipatory Set/Input/Modeling:
    Begin by telling the students you had a very busy morning. Describe to the students your morning routine including many details. As you are sharing your story with the students, model the “sketch and write” technique. Tell your story in four different parts. While you are informing the students about what happened to you in the morning utilizing the SMART Board and the Sketch-n-Write template, sketch pictures by illustrating four different events/things that occurred.

    1. I had a very interesting and busy morning. After I woke up and took a shower, I looked in my closet to see what I wanted to wear today. I decided to wear black pants and a dark red shirt. The color of my shirt reminded me of the color of the leaves outside during autumn.(Draw - A shirt and pair of pants)
    2. I packed my lunch. I put a tuna fish sandwich, an apple, and a bottle of water in my lunch bag.(Draw - a piece of bread, an apple, and a bottle)
    3. I then left my house and went to McDonalds to get breakfast. I got an egg McMuffin and a small orange juice. When I was leaving McDonald’s, I dropped my money on the ground because I had trouble carrying everything.(Draw - small sandwich, cup, and money)
    4. When I got to school this morning, I unpacked my things and started to get the classroom ready for the day. I wrote on the board the daily plan and the morning work. I was now ready for the school day to begin.(Draw - board with words such as daily plan, work)
    After you have finished telling them about your morning, ask the students if they can recall your story by looking at the sketches you drew. Under each sketch (4), call on a student to give you a sentence describing the sketch. After the students recall the parts of your story, inform them that they will be creating their own sketches while listening to a story.

    Check for Understanding/Guided Practice/Independent Practice:
    1. Hand each student a copy of the Sketch-n-Write template.
    2. Ask the students to visualize how they feel during the fall season. Have some students share what comes to their minds.
    3. Inform the students that you will be listening to four parts of the book entitled In November by Cynthia Rylant.
    4. Tell the students that you will read the sections of the story aloud twice. The first time they need to listen and visualize in their heads the information that is being read. The second time they need to think about how they are going to sketch the important parts of the reading. Allow the students two minutes to sketch their drawings. At the end of the two minutes, have them put their pencils down.
    5. Read all four sections, following the above directions.
      • Section 1: In November, the trees are standing all sticks and bones. Without their leaves, how lovely they are, spreading their arms like dancers. They know it is time to be still.
      • Section 2: In November, some birds move away and some birds stay. The air is full of good-byes and well-wishes. The birds who are leaving look very serious. No silly spring chirping now. They have long journeys and must watch where
        • they are going.
      • Section 3: In November, animals sleep more. The air is chilly and they shiver. Cats pile up in the corners of barns. Mice pile up under logs. Bees pile up in deep, earthy holes. And dogs lie before the fire.
      • Section 4: In November, people are good to each other. They carry pies to each other’s homes and talk by crackling woodstoves, sipping mellow cider. They travel far on a special November day just to share a meal with one another and to give thanks for their many blessings—for the food on their tables and the babies in their arms.
    6. After the students have completed their four sketches, instruct them to look at their sketches to help them recall the parts of the story. Have the students write 1-2 detailed sentences describing each of their four sketches.
    Closure:
    After the students have completed their “Sketch-n-Write”, call on some students to share their work with the class by drawing their sketches on the SMART Board. Other students can describe the sketches and write the sentences in the other column on the SMART Board.

    Conclude the lesson by asking the students the following question: * What skills do you practice while using the “Sketch-n-Write” technique?

    Assessment

    While the students are working on their sketches, walk around the room and see if the students are following directions. Collect each student’s “Sketch-n- Write” sheet and look to see if their sentences describe their sketches and retell the parts of the story.


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