COEPD LESSON PLAN TEMPLATE: Day 3

Teacher Candidate: Seneca Washburn

Content Area: English Language Arts, Grade 7 Lesson Topic: Literary Narrative Length (timing) of Lesson: 45 minutes
Workshopping
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.7.24
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 Language
standards up to and including grade 7.)

ELA.7.38
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

 Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Learning Objective(s):
Students will be able to communicate effectively with classmates.
Students will be able to take and reflect on information to revise their own work.
Formative Assessment: Exit slip.
PREPARATION
Materials/Resources:
Flashcards
Notebook paper
Printed out copies of Literacy Narrative
Writing utensil
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
Procedural Steps Questions Differentiated Instruction
 Activating Time
Strategy/ 0:00 – 0:05 Students will come into the class with a copy of their What is something about your
Introduction narrative. They will have a bellringer to write a question for narrative that you would like your
readers of their narrative on three flash cards I will have set at classmates to answer when they
their desk. read it?

0:05 – 0:10 I will explain the workshop and how it will run. Each desk pod
will have between three and four students at it. The students
that have three group members will have ten minutes each
and the students that have four group members will have
seven minutes each.
Core Time
Instruction 0:10 – 0:40 Students will workshop their narratives by reading them aloud What part of this narrative is the Students who cannot read
to the group. The group will focus on saying back what they strongest and drives the point? aloud can have either a
heard as the main idea of the narrative. They will then say What do you hear when this story text to speak function on a
what the center of gravity of the piece was to then and draw is being read by the author? What laptop or tablet read their
back to points that stood out to them. Group members will kind of story is this? narrative, or a chosen
take their notes on notebook paper and give these to the groupmate to read it in
author at the end of their workshop. There will be a facilitator their place.
and a timer for each group and the jobs will rotate.
Closure Time
0:40 – 0:45 Students will do a quick exit slip on how they believe the How did this workshop help
workshop session helped improve their writing on this piece. strengthen your writing in a way
Their homework will be explained while writing this for them you would not have seen revising
to make the revisions and edit their paper to be turned in the alone?
next day by the end of class.
Contingency Time
0:10 – 0:40 If for some reason class is shortened (fire drill, shelter in place,
etc.) students will finish the workshop the next day and
instead, work on editing instead of revision in places with
student feedback.