(What will the teacher(s) and students do?) Monday Tuesday Wednesday Thursday Friday Lesson Cycle (what teacher will do/what students will do-teaching & learning strategies) Opening: How is poetry a more concentrated form of informational text, rather than fiction? Sonnets How does vivid language enhance a story? Narrative Writing TW: Pick an episode that is a story in itself from a movie that your students will enjoy. After showing the episode, ask the kids to describe what happened. Tell them to give details about the setting, the characters, the event, and the outcome. SW:Tell them to pretend that their reader has never seen the episode. In How can point of view be used to enhance a reader's experience with a story? Which viewpoint should you use? TW: introduce viewpoint including the following information: SW: take notes on viewpoint from projector. How can descriptive words be used to enhance a story? Historic Classified Ads TW: Review previous days lessons on narrative writing including pov, setting, and word choice. Journal Entry T: How can images be used in narrative writing? Photog narrative essay. SW: students to write a journal entry for 10 minutes about
completing this assignment, students will automatically write narratives. They will enjoy retelling the episode just as they enjoy telling a friend what happened last weekend. From The Sandlot: “Well, this boy climbs over a really tall fence to retrieve a baseball and there in the yard sits the biggest, meanest, dirtiest dog, saliva dripping from his mouth, crouching over the ball…” their photographs. While they are writing, you can ask several questions: Who is in the photographs? When were the photographs taken? What was happening in the photographs? TW: After the journal writing is completed, ask several volunteers to briefly describe their photographs. Then, introduce the photograph
Work Session: T:REcap:If groups have not completed their work by the end of the session, extend research time into the next session. SW: When students have completed their analysis of the sonnets they were assigned, ask them to look over their charts and draw some preliminary conclusions about what the poems have in common based on their observations. If groups did not completed their work by the end of the previous session, give them a few minutes at TW: Direct Instruction on Elements and Rules of a Narrative: Students need to know the following information. It can be delivered by whatever means the teacher finds effective. The elements necessary for a narrative are: · Characters: people or creatures about whom your reader will care; · Setting: a place that is familiar, even in a fantasy; · Action: something interesting that happens. T:Pass out the short Araby. S: Read Araby identifying all the points of view in the story. CW: Discuss which point of view was the most present and what made the story engaging. TW: Drive students thinking towards elements of narrative pov, setting, descriptive words. SW: write an alternate ending to the story keeping the same pov as the original text. SW: Peer edit and SW: students will be given a historic classified ad and asked to either write an introduction or conclusion based on the information provided in the ad. Students must including pov, setting, and some sort of conflict. Student submission must be spelling and grammar free and must include all required components. Answers must be in constructed response format which means answer can be no T:Provide the students with some sample photograph papers written by former students and read them aloud in class. Scott (1996) presents her view of using student samples: "Since students vary a great deal in their writing ability, it can be helpful for teachers to collect examples of good student writing. Showing students what constitutes 'good' writing at
the beginning of the session to complete their observations and draw some conclusions about the sonnets’ similarities. TW: Compile all the observations that students have found on a class chart, using chart paper or writing on the board. CW: Read through the collected observations and ask students to suggest what the poems have in The three rules for writing a narrative are as follows: Rule One: Know your audience. In story telling, your listener or your reader is your foremost consideration. Your story would shift dramatically were you writing a narrative for an uptight English teacher who will give you a grade, for a group of young children in a summer camp setting, or for your classmates held captive by the bell schedule. Vary word choice, images and action in a manner appropriate for your audience. Rule Two: Have a grade each other using the narrative rubric. more than 2 paragraphs 14 sentences max. HW: Have students bring in 2 photos from their best memories. Pictures must be in their cell phone or an actual photograph. each level of language study can be very useful" (120). However, since it will be the first time for you to do the activity, you should write a sample based on your own personal photograph. SW: Do a prewriting activity. This activity involves making a timeline for the student's photographs. On a piece of paper, the students make a list of all the events for the
common and how they differ. CW: Work toward a class description that fits all the poems; then find two more detailed definitions, based on the differences you noticed. TW: Review the formal names for the sonnet forms: CW: Return to the observation chart to confirm the kind sonnet the poem is. TW: With the story in mind. This means you have a character in a setting with a problem and a resolution. Sometimes narratives can be fragments of stories; glimpses of experience. Still these bits of life must compel your listener to listen. They inform and enlighten when they show a life being lived. The best of them leave your readers with something for themselves: a lesson, an idea, or an image. Rule Three: Describe. You must show rather than tell the story. Use words to create sensory images of the experience you are relating so that your reader can hear the day when the photographs was taken. Allow the students to prewrite for minutes. TW: Give the students time to draft their papers. Before the students begin drafting, it might be important to highlight the paper's requirements and expectations once more. Further, it is a perfect time to circulate around the room and provide
poem recalls memories and how it connects to their own attitudes or perceptions. Ask students to point to specific words and lines in the poem that triggered their reactions. Work to shift students’ attention to the details and features of the poem by asking them what word, phrase, image, or idea were important to their reactions. Be sure that students notice getting to school on time. SW: rewrite the narrative with the following guidelines: · Do not use got at all. · Vary your sentence length and style. Add copious amounts of detail. Show what happened in that car when the policeman flashed his lights in the rear window. Let your reader hear the driver’s response. What was said? information about their photograph, they usually are able to write without any problems. Recently, one of my students wrote to me about this paper: "The photograph paper was the easiest for me, because it came from a personal experience and so my writing came from my heart."
the contrast and opposition that are important to the poem’s meaning. If students need a focused exploration of the ideas, ask them to go through the poem and create a shared list of things that the speaker describes that the described lady’s features are and are not. Dialogue always helps a story come alive. What did the mom or the sister say? The teacher? You might want to add an interior monologue; what does the narrator say to him or herself? At what point in the story do we know the narrator’s gender? At what point is the voice of the narrator important and when does it emerge and become a significant force in the story? This brief tale is a first person narration. Consider shifting
your narrative to the TW: Have students pair-share their rewrites with another member of the class. Instruct them to listen to the other student’s narrative and comment on what they liked about it. Closing: Respond to EQ What makes narratives interesting to read? Explain a procedure: Write to an absent classmate and explain how to respond to a constructed response using 3-2-1 T:Credit Card: Using an index card, students explain the objective of narrative writing and whether or not they feel they correctly met that objective (credit for participation) Per Individual Student IEP- Per Individual Student IEP- Per Individual Student IEP- Per Individual Student IEP- Per Individual Student IEP-
Extended time, Small Group Oral reading of reading Clarify instructions and directions. Monitor and evaluate comprehension and understanding. Extended time, Small Group instruction/setting, Oral reading of reading Clarify instructions and directions. Monitor and evaluate comprehension and understanding. Extended time, Small Group instruction/setting, Oral reading of reading passages/questions. Clarify instructions and directions. Monitor and evaluate comprehension and understanding. Extended time, Small Group Oral reading of reading Clarify instructions and directions. Monitor and evaluate comprehension and understanding. Extended time, Small Group Oral reading of reading Clarify instructions and directions. Monitor and evaluate comprehension and understanding. Co-Teaching Strategies (to be completed by co-teacher) Team Teaching/Facilitating Team Team Facilitating Team Teaching Team Teaching