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Eng 402 Lesson Plan - Literacy Narrative Revised
Eng 402 Lesson Plan - Literacy Narrative Revised
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.22 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Formative Assessment:
I will assess the students by walking around when they do their lists to see what they came up with. This will not be graded.
I will assess the students by reading their responses to the exit tickets. This will not be graded.
PREPARATION
Materials/Resources:
Bellringer journals/daybooks
Notecards
Extra pens/pencils
Popsicle jar with students’ names
Sample papers
Timer
Brainstorm List:
Murray, Donald. Write to Learn. 8th ed., Thomson Wadsworth, 2005. p. 9.
Letter Activity:
Murray, Donald. Write to Learn. 8th ed., Thomson Wadsworth, 2005. p. 195.
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
10:17- 2. I will disperse my past students’ literacy narratives 2. What sticks out from the paper I will make sure that my room is
10:37 around the classroom. Students will do a Gallery that you are reading? set up in a way that any students
Walk where they go around and look at different with a physical disability can get
parts of several papers. I will have a few examples around in the classroom.
of the introductions, bodies, and conclusions of
past students’ literacy narratives. I will hand out
notecards and students will write one thing they
would like to incorporate into their own narrative
and one thing they would do differently. They will
fill out a notecard for each sample paper that they
read.
10:37- 3. Students will return to their seats and I will 3. What comes to your mind
10:44 explain that we will be doing a brainstorming when you think of your own
activity where we create a list of things that come literacy?
to mind about a certain subject. Students will 4. How did you become literate?
create their own brainstorming list on the topic of
their literacy. I will encourage students to not
worry about spelling or writing in complete
sentences but just to write whatever comes to
mind. I will set a timer for five minutes once they
begin brainstorming.
Closure Time
10:44- 1. I will explain to students that for homework they
10:50 will be writing a letter (but not actually send it)
about the narrative that they are going to write. I
will remind them that it’s okay to not have all
their ideas together yet and that actual activity of
writing the letter may help them come up with
ideas.
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.22 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Formative Assessment:
I will assess the students by reading their responses to the exit tickets. This will not be graded.
PREPARATION
Materials/Resources:
Netbooks
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
Closure Time
10:40-10:50 1. I will have students upload their document to
GoogleDocs.
2. I will explain to students that their homework is
to finish their literacy narratives and that 1. How is the writing process
tomorrow we will be doing a peer reviewing going so far?
workshop. 2. What do you think of your
3. I will ask students to read over their draft. For an draft so far?
exit ticket, students will write about how the 3. What do you want to change
writing process is going for them so far. I will also about your draft?
have them write a question that they would like 4. What is one thing that you
their peers to answer in the writing workshop want your peers to answer for
tomorrow. you after they have read your
draft?
Contingency Time 1. If there is extra time, students can continue
working on their drafts.
Time 2. If the computers don’t work, I will see if there are
Remaining any computer labs open. If not, students will hand
write their narratives.
Teacher Candidate: Jordan Lallemont
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.24 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the Language standards up to and including grade
8.)
ELA.8.25 Use technology, including the Internet, to produce and publish writing, present the relationships between information and ideas efficiently, and interact and
collaborate with others.
Formative Assessment:
I will assess students by looking at the comments they made on GoogleDocs. These will not be graded.
PREPARATION
Materials/Resources:
Netbooks
Popsicle stick jar
Workshop Activities:
Elbow, Peter & Pat Belanoff. Sharing and Responding. 3rd ed., McGraw Hill, 2000. p. 7-8.
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
10:10-
10:46
2. I will split students up into groups of three by 1. What do you want to hear
pulling popsicle sticks from the jar and students more about in your peer’s
will begin working. narrative?
2. Where are parts in your peer’s
piece that are confusing and
need more explanation?
3. What lines seem to indicate the
center or main theme of the
piece? Why?
Closure Time
10:46- 1. I will explain that for homework, students write 1. Now that we have had this
10:50 one paragraph about the workshop experience. workshop, what is the first
They will be required to discuss what their peers thing you want to do to revise
commented on and what revisions they now want your piece?
to make.