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Concept Unit

Lesson Plan #8 [90 min]


Unit: Life Isnt Fair: Overcoming Adversity in Literature
Unit Big Idea (Concept/Theme): Adversity
Unit Primary Skill focus: narrative writing
Includes: Reading Experience/Writing Instruction
Critical Learning Objectives:
SWBAT:
COGNITIVE
1. that creative acts are a way to express feelings and share experiences.
d. Students will be able to create a narrative to share their
experiences.
AFFECTIVE & NON-COGNITIVE
3. Students will feel comfortable sharing their experiences and thoughts.
b. Students will be able share their thoughts and experiences with their peers in
small groups.
PERFORMATIVE
5. Students will be able to explore the concept of adversity in writing.
c. Students will be able to form an opinion based on a text which addresses the
theme of adversity.
d. Students will be able to discuss a text about adversity in small groups.
7. Students will be able to reflect on their own experiences with adversity through
personal writing.
a. Students will be able to write narratives to develop real or imagined
experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences.
SOLs
Writing
7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
k) Use computer technology to plan, draft, revise, edit, and publish writing

Reading
7.5 The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
c) Identify conventional elements and characteristics of a variety of genres.
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
Students will be in their small groups of 4. The Board: SSR-20 min
1. [20 min] SSR
As students enter, I point to the board and remind them to start reading the minute they
get in. Please collect your journals as your enter. They are in the Pick Up basket.
Today, we are going to read a little longer than usual. In running, you have to build up
stamina. Its the same with reading. We are going to try to read for longer periods of
time. Beginnow!
*While students are reading, I approach Eli, asking if he would talk to me for a minute
outside the classroom. Hi, Eli. I realize that you dont have a computer at home. We have
an assignment today that we will be typing on the computer. I think if you focus during
class, you will have no problem finishing in time. However, if you need a little extra time
to work on it next week, thats okay. Ill give you an extension for the following Friday.
Would that be okay? I can also put you in the last conference group to give you more
time to get things done before we meet again.
2. [10 min] Journaling
Okay, time! Please answer one of the questions to the best of your ability. If you finish
early, please resume reading.
3. [5 min] After Reading
Remember Black Boy from yesterday? Please do the After Reading Questions with your
small group. If your group finishes early, read your SSR book.
4. [10 min] Class Discussion
Lets discuss the After questions. [Ask the students; listen to responses.] And the
chart? What do yall have? [type chart on computer] Im typing this so I can make a
master list to print out and give to you.
So what genre do you think this story is? Narrative story? Good. So do all of the
things weve just written about Black Boy in the chart apply to a narrative story? Are
these all of the characteristics of a narrative story? No? What else? [Once the
conversation fizzles, I start handing out a checklist] How about we look at this
checklist Ive made for a narrative story? What characteristics have I included that

we dont have in our chart? Do you agree that these elements are necessary for a
narrative story?
Lets use the checklist on Wrights Black Boy story.
5. [5 min] Highlighting
In small groups, highlight the different sections of Black Boy that satisfy the checklist.
Write Narrator beside the highlighted section that satisfies that checkmark. Use the
bolded words in the checklist.
6. [10 min] Introduction to Summative Assessment
As some of you may have guessed, we will be writing a narrative story as our big grade
for this Unit. Take a look at the rubric underneath the checklist. This is how the essay
will be graded. [Give this kids a minute to read through]. As you can see, anything that
scores in the blue range must be rewritten. We will spend a lot of class time writing this
essay, so there is no need to panic. During the writing time, I will be holding conferences
to check up on your progress.
7. [10 min] Technology Lesson
a. Modeling [5 min]
Its important that I can read your documents overnight to prepare for your
conferences. So we will be using something called google docs. Has anyone used these
before? First you need gmail. [I model creating gmail address]. To create a new
document, go to your drive, click the Create button, and select Document. [I model] Now
you must save and share this document with me as an editor. [I model] Great. But what if
you want to leave me a note or question? I show them how to right click, insert comment]
Now youve left me a comment. And since I will be accessing your docs online, I will be
posting online feedback through comments.
b. Doing [5 min]
Now. Take out the laptops and create a google doc. Share it with me as an editor.
[Students do this; I walk around the room to offer assistance]
8. [15 min] Writing
Now that we know how everything works, lets start writing! Make sure to pay attention
to your checklist and prompt. Lets look at the first thing on the checklist. Narrator.
What did yall highlight? Did Wright achieve this? Where? Good. The opening
paragraph. Already we know he is in 8th grade. You too, need to establish your narrator
in the first paragraph. Make that your focus for today. Get this done before you leave.
And look at your adversity list for inspiration. Think of the stories that your families
and friends told you. What can you write about? You have 15 minutes, and Im starting
conferences tomorrow, so get to work! These will be due next Friday.
Closing [5 min]
Great job! Please turn the interview transcripts or paraphrases. Ill be checking out
your narratives tonight. Feel free to work on them some more if you have time. For

conferences tomorrow, Ill be seeing Sally, Red, Ted, and Paris. So you will definitely
want to have a narrator established.
Methods of Assessment:
Formative:
-After reading questions
-Small group discussion
Summative:
-Narrative writing
Differentiated Instruction to accommodate one or more of my profiled students:
I gave Eli the opportunity for an extension since he has no computer at home. [See SSR
section of this lesson for full conversation.] I also let him know that he might be able to
finish everything during class.
Materials Needed:
- Smartboard
- Laptops
- SSR books
- Journals
- Highlighters
- Rubrics/Checklist/Assessment Instructions
- After questions
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic
organizers, handouts, etc.)
After Reading
Adapted from:
http://mysite.cherokee.k12.ga.us/personal/kathy_carter/site/Subject%202%20Syllabus/1/
Textbook%20pages%20278-350.pdf
1. Explain what Wright might have meant when he said, The North symbolized to me all
that I had not felt and seen; it had no relation whatever to what actually existed?
2. What does Richard Wright do in the face of adversity? What does this reveal about
him?
3. How is this story similar to the poems we read last week? Put M for memory and
K for Knock, Knock if you refer to a specific poem.
Similarities

Differences

VI. Summative Assessment


Think about a time when you did or did not stand up for yourself or someone else in the
face of adversity or challenge. Recount the story in the form of a narrative essay. At the
end of the essay, reflect open your actions (or inaction).
Quick Checklist
o Introduction paragraph introduces the narrator.
o The narrative essay includes a reflection in the conclusion or concluding paragraphs.
The character reflects upon action or inaction and considers whether he/she would
change these actions in the future. If so, how?
o Dialogue that sounds realistic (it is something that someone might actually say) and
has a point in the story. The dialogue does not need to be spell-checked.
o Descriptions are included that add color to the essay.
o There are more characters in the essay than the narrator. These characters have a role
in the story; they are not pointless.
o The purpose of the essay clearly answers the essay prompt and answers the question,
So what?
o The essay includes a logical sequence of events that unfolds naturally by using
transitions.
o Use spell-check and correct the suggested mistakes. This does not apply to dialogue.
o Essay is between 2 and 5 pages in length.
Note on grading: if any of the elements of this essay listed above are missing or
ineffective, the essay will need to be rewritten. Please see the note on rubric for more
detail.
_
Note on rubric: Any narrative essay that scores in the 0-2 blue range of the rubric will
need to be rewritten until a higher score is reached. However, everyone has an
opportunity to rewrite his or her essays (even if they score in the range above 2).

INTRODUCTION
-Narrator is introduced

CONCLUSION
-the actions or
inactions of the
narrator have been
reflected upon

DEVELOPMENT
-Dialogue
-Descriptions
-Characters
-Purpose: So what?

ORGANIZATION
Sequence of events
-logical and natural
-includes transitions

The opening
paragraph introduces
the narrator. Contains
detailed background
information.

The opening
paragraph
introduces the
narrator. Contains a
minimal amount of
background
information; after
reading this
paragraph, we know
little about our
narrator.

The opening
The narrator is not
paragraph
introduced in the
introduces the
opening paragraph.
narrator. Contains a
no background
information; after
reading this
paragraph, we know
nothing about our
narrator.

In the conclusion, the


narrator reflects upon
his action or inaction
in the story. This
reflection will include
a consideration over
whether the narrator
would change his or
her actions, and how
these actions could be
changed.

In the conclusion,
the narrator reflects
upon his action or
inaction in the
story, however, his
consideration is
superficial.

The narrator does


not reflect clearly
on his or her
actions. The
reflection is
confusing.

There is no
reflection.

The story includes


dialogue that is
realistic and
descriptions that add
color (as discussed
in class) to the story.
Additional characters
are introduced, and
they have clear roles
in the story. Dialogue,
descriptions, and
characters all
contribute to the
storys purpose. This
purpose clearly
answers the essay
prompt and answers
the question, So
what?

The story includes


dialogue and
descriptions.
Additional
characters are
introduced.
Dialogue,
descriptions, and
characters all
contribute to the
storys purpose.
This purpose
answers the essay
prompt but seems
vague.

One or more of the


following were
excluded: dialogue,
description, and/or
additional
characters.

All of the following


were excluded:
dialogue,
description, and/or
additional
characters.

The essay includes a


logical sequence of
events that unfolds
naturally by using
transitions.

The essay includes


a logical sequence
of events.

The essay includes


a sequence of
events, but the
sequence doesnt
make sense and/or
is confusing to the
reader.

Purpose of the piece The essay has no


does not answer
purpose/point.
essay prompt.

No discernable
sequence of events.

MECHANICS

Spelling
-Because this is the
first major writing
assignment of the year,
the mechanics grading
will be lax. As long as
the essay is deemed
correct by spell check
which is not always
correctI will accept it
as correct. If you
recognize that spell
check has made an
error, please use the
correct mechanics.

Punctuation, spelling,
capitalization are
correct as deemed by
spell check. No errors
caught by spell check.
Essay is 2-5 pages.
*Dialogue does not
need to be spell
checked and is not
included in mechanics
grade.

Punctuation,
spelling,
capitalization are
generally correct as
deemed by spell
check, with few
errors. (1-2)

Punctuation,
spelling,
capitalization are
generally correct as
deemed by spell
check, with a few
errors. (3-4)

Essay is 2-5 pages.

Essay is more than


6 or less than 2
pages.

*Dialogue does not


need to be spell
checked and is not
included in
mechanics grade.

*Dialogue does not


need to be spell
checked and is not
included in
mechanics grade.

It appears that spell


check has not been
used; many errors.
(5+)
Essay is shorter
than 2 pages or
longer than 10
pages.
*Dialogue does not
need to be spell
checked and is not
included in
mechanics grade.

-In a narrative essay,


traditional spell check
test does not apply to
dialogue.
-Essay is between 2
and 5 pages in length.

Introduction/Conclusion _______
Development _______
Organization _______
Mechanics _______
Total Points ______ = grade of ______

Rough Grade Equivalent (24 points


maximum):
A = 22-24 points
B = 20-22 points
C = 17-20 points
D = 15-17 points
F = 0 - 15

Rubric modified from:


http://web.gccaz.edu/~mdinchak/101online_new/rubric_narrativeessay.htm