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e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own
clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and
deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others questions and comments
with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own
views in light of the evidence presented.
LAFS.8.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in
particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.
Content Objectives:
*These are clearly posted on the white board at the front of the room. [SIOP Feature #1]
1. Students will be able to analyze major characters from the novel Drums, Girls, and Dangerous Pie.
2. Students will be able to create a narrative writing piece from the point of view of a character from the
novel.
3. Students will be able to identify important character traits and incorporate these into a narrative writing
piece.
Language Objectives:
*Clearly written on the board for the students to see. [SIOP Feature #2]
Based on proficiency level
1. Students will be able to read and understand the novel Drums, Girls, and Dangerous Pie.
2. Students will be able to discuss important character traits from the novel.
3. Students will be able to write a narrative blog post from the position of a character from the novel.
*Content concepts are age appropriate. [SIOP Feature #3]
Pre-assessment:
The teacher will have a brief discussion on the novel that the students are currently reading. The students
will be asked to take out a sheet of paper and write down their favorite character and why, because todays
lesson will be placing them in the mind of the characters. This will get the students to start thinking about the
characters from the text, which is what they will be focusing on for the narrative writing piece that are creating.
Procedures:
Materials:
Drums, Girls, and Dangerous Pie (copy for each student)
White Board
Smart Board
Projector
Computer
Pen/Pencils
Poster Paper
Markers
Laptops (one for each student)
ILit (available for the ELLs)
Language Dictionary (available for ELLs)
*Supplementary materials are being provided to ELL students. [SIOP Feature #4]
Time (Minutes)
Teacher is doing:
5 minutes
2 minutes
15 minutes
5 minutes
15 minutes
3 minutes
*Students will be given sufficient time for all activities. [SIOP Feature #14]
Review and Assessment:
The following day, before students have the opportunity to share their narrative writing pieces, the class
will have a question and answer session to make sure the students are up to speed on the novel and everything
that has been discussed in class thus far. The teacher will ask guided questions or order to check the students
understanding and to get the students discussing their thoughts on the novel to practice their speaking and textself connection skills.
The assessment for this lesson will be a formative assessment for the narrative writing blog post. This
will be done by the teacher on the students understanding of the prompt and integration of the novel as support
for the writing piece.
Follow-up Home Learning Assignment:
The students will be responsible for posting their narrative writing diary piece online as their homework.
The students will then be expected to read at least one blog post of a fellow classmate and create a comment for
that blog post. This will allow the students to practice reading for a purpose as well as responding appropriately.
Students will be using their reading comprehension skills as well as writing skills in order to complete this
home learning assignment. Students will also gain perspective into how their fellow students wrote their
narrative writing in order to allow them to make connections to their own, and prepare to make revisions in the
future.
Rationale:
This lesson is allowing students to use a text in order to create a narrative piece of writing. Students are
learning how to focus on character analysis and how to use this as a link to narrative writing. Students are
learning this new skill, and providing them with characters allows them some background knowledge for their
diary entries. This activity requires students to use reading, writing, speaking, and listening, as they are working
in groups and individually. This lesson fulfills the objectives that need to be met in order for the students to
meet the state standards. Students are learning peer support as well as collaboration through the group activities.
The students are also practicing their speaking skills through the group presentations, which provide a safe way
for students to speak in front of others. Overall, this will provide students with a well-rounded lesson in which
they are using background knowledge from characters they have read about in order to create a new piece of
narrative writing they extends on what they already know in a creative way.