Preliminary Information

Lesson 1 of 4 Date: October 2017

th
Grade: 9 Grade Course/Subject: English Language Arts
Number of Students: 25
Central Focus of the Learning Segment: Period or block of time estimated duration:
What do you want to know about me?: Two 45 minute class sessions
What makes a great personal narrative
Where in the Learning Segment does this Structure(s) or grouping for the lesson (check
lesson occur?: all that apply):
Beginning of the unit Whole class
Middle of the unit Small group
End of the unit One-to-one
Other (please specify)

1. What are your goals for student learning and why are they appropriate for these students
at this time?
Big idea or concepts being taught
The central focus of this lesson is to identify and understand the characteristics of a well
written personal narrative.
Prior knowledge and conceptions (What knowledge, skills and/or academic language must
students already know to be successful with this lesson?)
Prior knowledge
Students should have an idea of the difference between personal narrative and informational
texts (purpose, style, tone, etc.)
Prior skills
Students should be familiar with annotation techniques.
Prior academic language
Analyze, Annotate, Theme/Main Idea, Style, Tone
Student learning goals/objectives
By the end of this lesson, students will be able to identify and explain the characteristics of a
well written personal essay, citing examples from Saying Thanks To My Ghosts by Amy Tan
and In Giving I Connect With Others by Isabel Allende.
Standards
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
Academic Language Demands (Identify academic language: particular words/phrases that
are essential to understanding the content of this lesson.)
Some words and phrases that are essential to understanding the content of this lesson are
personal narrative (a personal account which offers details, analysis, and a personal opinion
from a particular happening or event, experienced by the writer), theme (the underlying
message that the author wants to convey, and tone (the general attitude of a piece of writing)

2. How will you know and document the extent to which students make progress towards or
 meet your goals?
Expectations for student learning
A student who performs below expectations does not understand the characteristics of a well
written personal narrative or the aspects of theme and tone.
A student who meets expectations understands the characteristics of a well written personal
narrative as well as the aspects of theme and tone, perhaps needing some
assistance/clarification from the instructor.
A student who exceeds expectations understands the characteristics of a well written
personal narrative as well as the aspects of theme and tone. This student understands the
importance and value of both reading and writing personal narratives.
Evidence and Assessment of student learning
Students will be assessed according to their Do Now Responses, participation, how well they
work in groups, completion of their graphic organizers, and their exit ticket responses.

A student who performs below expectations may be one or more of the following:
- Unable to collaborate with a partner nor with a group.
- Unable to follow the instructor as she annotates the first personal narrative example.
- Unable to cite examples from the Allende text to complete the graphic organizer
- Unable to complete the exit ticket
A student who meets expectations is:
- Able to complete the Do Now response and collaborate with a partner
- Able to follow the instructors model for the Amy Tan text and use this to annotate the
Isabel Allende text.
- Able to cite examples from the Allende text to complete the graphic organizer.
A student who exceeds expectations is:
- Able to complete the Do Now response and collaborate with a partner
- Able to follow the instructors model for the Amy Tan text and also make their own
observations and connections
- Able to cite examples from the Allende text to complete the graphic organizer
- Able to make connections among the two texts
Student feedback
I will provide students with verbal feedback while they work in their small groups as well as
provide written feedback for their graphic organizers.

3. How will you support your students to meet their goals?

Launch/Hook
Day 1
We will begin class with a Do Now in the Ink Pair Share format about reading, in particular,
boring reading. For their Do Now activity, students will respond to the question What are
some characteristics of boring/bland writing to you? Students will first respond to this
question independently in their notebook. They will then share their response with a partner
Explore
After discussing the responses to the Do Now prompt, the instructor and students will discuss
the definitions of personal narrative, theme, and tone as well as the 9 Characteristics of a
Well Written Personal Narrative handout. The 9 Characteristics handout will serve as a
helpful checklist when students are writing their own personal essays (as well as be closely
aligned with the personal essay rubric).In addition to the handout, students will be provided a
print out of the slideshow that they can add notes to.
The instructor and students will then read the first focus text of the lesson: Giving Thanks To
My Ghosts by Amy Tan. This personal narrative should be read aloud and together as a
class, with the instructor modeling annotation techniques as they go along. Specific
annotation points the instructor should model are circling strong word choice/vocabulary (or
unknown and difficult vocabulary), key ideas or themes, memorable quotes, questions for the
author, and any connections to real life. This would be a great activity to use with a
SmartBoard, but could also be done without the use of technology. The instructor will also
remind the students that while they should be copying down whatever annotations she makes
on the essay, they can feel free to add their own as well. The instructor will then bring closure
to the first day of this lesson by having students complete another Ink Pair Share activity. In
their notebooks, students will write down what they feel the theme and tone of this narrative is
and why. Students will then collaborate with a partner to try to come up with one solid answer.
After the reading is completed, students will receive a handout titled 9 Characteristics of a
Good Personal Essay and a graphic organizer to complete.

Day 2
When students come into class, they will be placed into groups and handed out copies of In
Giving I Connect With Others by Isabel Allende. Students will also be given a graphic
organizer (see below).After reading the personal narrative aloud together as a class, the
students will have to complete the graphic organizer. The instructor should walk around and
monitor student progress and offer assistance when needed.
Closure
(Day 2)
The last 5-10 minutes of class should be devoted to reviewing the graphic organizer. For an
exit ticket, students will respond to the writing prompt What do YOU think the most important
characteristic of a good personal narrative is? Cite an example from either of the narratives
we read together in class. (Amy Tan/Isabel Allende). This exit ticket shows that the student
understands at least one of the components of a well written personal essay and these will be
collected and graded.
Differentiation
* Students should be grouped with all types of learners dispersed as evenly as possible (ex.
two high level learners and one low level learner could be one group)

For Lower Level Learners:

The graphic organizer is modeled so that lower level learners know exactly where to look for
specific evidence.

For Higher Level Learners:

If student completes the graphic organizer with time to spare, they should be encouraged to
further annotate their reading beyond what was modeled, OR they should begin to brainstorm
possible topics for their own essay.

Extension
Students
What ifs? (Be proactive. Consider what might not go as planned with the lesson. What will
you do about it?)
Research/Resources and Materials
Personal Narrative Unit Presentation
Saying Thanks To My Ghosts by Amy Tan
In Giving I Connect With Others by Isabel Allende
9 Characteristics Graphic Organizer
Handout 9 Characteristics of a Good Personal Essay
Loose Leaf/Notebook and Writing Materials
Lesson Plan Template, Updated Fall 2016
edTPA
 9 Characteristics of a Great Personal Narrative

1. The narrative has a clear and focused theme/purpose.

2. If the narrative contains a storytelling aspect, it is
chronologically sequenced and supports the theme.
3. The narrative employs a natural and informal style of
writing.
4. The narrative includes details and/or persons in such a
way as to make their significance to the purpose clear.
5. The narrative uses vivid and descriptive writing to
allow the reader to connect to the writers personal
experience and/or viewpoint.
6. The narrative uses effective connecting words and
expressions, flowing cohesively.
7. The narrative highlights the writers reflection on the
theme as an essential part of the essay.
8. The narrative maintains first person point of view.
9. The narrative contains proper grammar and
punctuation.
Directions: After you have read In Giving I Connect With Others by Isabel
Allende, complete the graphic organizer below. If you feel that a characteristic
was NOT included in this personal narrative, provide a suggestion to how this
characteristic could be added.

Does the Allende Cite an example from the

text of the characteristic.
text contain this
Characteristic If the characteristic was
characteristic? not included, provide a
(Write Yes or No) suggestion for how this
characteristic could be
added.
The narrative has a clear
and focused
theme/purpose.

If the narrative contains a

storytelling aspect, it is
chronologically sequenced
and supports the theme.
The narrative employs a
natural and informal style
of writing.

The narrative includes

details and/or persons in
such a way as to make
their significance to the
purpose clear.
The narrative uses vivid
and descriptive writing to
allow the reader to
connect to the writers
personal experience
and/or viewpoint.
The narrative uses
effective connecting
words and expressions,
flowing cohesively.
The narrative highlights
the writers reflection on
the theme as an essential
part of the essay.
The narrative maintains
first person point of view.

The narrative contains

proper grammar and
punctuation.
 Preliminary Information
Lesson 2 of 4 Date: October 2017
Grade: 9 Course/Subject: English Language Arts
Number of Students: 25
Central Focus of the Learning Segment: Period or block of time estimated duration:
Identifying the Hook: What Makes a Great Two 45 minute class sessions
Personal Narrative?
Where in the Learning Segment does this Structure(s) or grouping for the lesson (check
lesson occur?: all that apply):
Beginning of the unit Whole class
Middle of the unit Small group
End of the unit One-to-one
Other (please specify)

4. What are your goals for student learning and why are they appropriate for these students
at this time?
Big idea or concepts being taught (What is the central focus of the lesson?)
The central focus of this lesson is to understand the benefits of using descriptive vocabulary
when writing personal essays.
Prior knowledge and conceptions (What knowledge, skills and/or academic language must
students already know to be successful with this lesson?)
Prior knowledge: Students should be familiar with the characteristics of a well written personal
essay, especially the concept that personal narratives use vivid and descriptive writing.
Prior skills: Students should be able to read and analyze a text as well as create sentences
from new vocabulary terms used.
Prior academic language: personal narrative, theme, tone, and descriptive vocabulary.
Student learning goals/objectives (Identify 1 or 2 goals for students. How you will
communicate the goals to your students?)
By the end of this lesson, students will be able to recognize the meanings of the 9 new
vocabulary words that are introduced. (They will come to truly understand these words by the
end of the unit)
By the end of this lesson, students will be able to analyze the writing samples provided by the
instructor, identify descriptive vocabulary and phrases as well as the theme and tone of the
text.
Standards (List the [Core] Standards that connect to your goals.)
CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).
Academic Language Demands (Identify academic language: particular words/phrases that
are essential to understanding the content of this lesson.)
The terms that are essential to understanding the content of this lesson are squabble, strife,
audacity, evolve, gumption, contemplate, consonance, empathetic, and camaraderie.

5. How will you know and document the extent to which students make progress towards or
meet your goals?
Expectations for student learning (What are your expectations for performance?
Specifically describe expectations for each of the following: exceeds expectations, meets
expectations, and below expectations.)
A student who is below the expectations of the teacher does not understand the purpose of
using descriptive vocabulary when writing personal essays nor does this student demonstrate
the acquisition the new vocabulary words introduced.
A student who meets the expectations of the teacher understands the purpose of using
descriptive vocabulary when writing personal essays and demonstrates the acquisition of at
least 6 new vocabulary words to their repertoire. This student may still be unclear of a few of
the new vocabulary words introduced but is working thoughtfully to understand them.
A student who exceeds the expectations of the teacher understands the purpose of using
descriptive vocabulary and demonstrates the acquisition of several new vocabulary words to
their repertoire.
Evidence and Assessment of student learning (What is your assessment and how will you
know whether students are making progress towards your learning goal(s) for each of the
following: exceeds expectations, meets expectations, and below expectations.)

A student who is below the expectations of the teacher is unable to complete the Do Now
activity, or the class activity of analyzing Malala Yousafzais speech.
A student who meets the expectations of the teacher is able to complete the Do Now
activity as well as the class activity of analyzing Malala Yousafzais speech.
A student who exceeds the expectations of the teacher is able to complete the Do Now
activity as well as the class activity of analyzing Malala Yousafzais speech.
Student feedback (How will you provide students with feedback?)
The instructor will provide students with immediate verbal feedback throughout the lesson.

6. How will you support your students to meet their goals?

Launch/Hook (How will you get the lesson started? What questions, texts, modeling and/or
other techniques will you use to engage students?)

On Day 1 of this lesson, the lesson will begin with students completing a Vocabulary
Mission. Students will be placed into pairs and given 9 index cards. The first mission involves
them writing down the 9 vocabulary words projected on the PowerPoint in front of them as
quickly and possible (all words MUST be copied down and spelled correctly). (Not required
but highly recommended that the instructor plays the Mission Impossible theme song to get
students hooked and engaged)

Day 2 of the lesson will begin with the instructor reviewing the homework from the night
before, which was to create sentences for the 9 vocabulary terms introduced the day before.

Students will then complete a Do Now activity that has them analyzing a passage from
Winston Churchills famous speech Blood, Toil, Tears, and Sweat. While they analyze,
students will circle any words they believe are powerful descriptive vocabulary words or any
words that they dont know. Once the students have completed this task, the instructor and
students will discuss the responses and why these words are great descriptive vocabulary
words. This should take about 10 minutes.
Explore (How will students engage with ideas/texts to develop understandings; what
questions will you ask; how will you promote student questioning/generation of discussion;
how will you address the academic language demands? Detail your plan.)
Day 1
Students will continue with a second mission. The second mission involves the pairs silently
sorting the vocabulary terms into like pairings After students complete this section, the
instructor will show three different categories on the board: Conflict, Growth and/or Strength,
and Friendship and/or Family, and prompt students to reconsider how they sorted their
vocabulary words.
The instructor will then hand out worksheets to the pairs for their final mission. One student
in the group will receive 5 of the vocabulary words to search while the other student in the
pair will receive 4. Students will have about 15 minutes to fill out the parts of speech and
definitions for their words.

Day 2
After the completion of the Do Now, the instructor will give students hard copies of Malala
Yousafzais Nobel Peace Prize acceptance speech. The students will then read the speech
together as a class, repeating the practice of circling descriptive vocabulary words that they
did in the Do Now Activity. The instructor should interject to make points and comments about
the essay as they read, doing a model and think aloud of their annotation strategies on the
SmartBoard and their reactions to the descriptive vocabulary words. This should take about
30-40 minutes.
After reading through and analyzing the Malala speech, the students and the teacher will
discuss the implications of using descriptive vocabulary, and how it made them more
interested as readers.
Closure (How will you bring closure to the lesson?)
Day 1
For the last 15 minutes of the lesson, the students will spend time reviewing the words that
they found with their partners, teaching the other groups that
Day 2
The teacher will bring closure to the lesson by having students respond to the writing prompt
Why is descriptive vocabulary important when writing personal essays? in their notebooks.
Differentiation (How will you provide successful access to the key concepts for all students
at their ability levels and according to their identified needs in the Context for Learning?)
Student groupings will also be differentiated according to ability level.
Extension (How will you extend this lesson?)

For the extension of this lesson, students should try to embed at least one new vocabulary
term into their personal narrative when they begin writing.

What ifs? (Be proactive. Consider what might not go as planned with the lesson. What will
you do about it?)
If students finish editing their personal essays and replacing vocabulary, they can then take
class time to make more general revisions and peer edit with any other students who finish
early as well.
Research/Resources and Materials
Blood, Toil, Tears, and Sweat by Winston Churchill
Malala Yousafzai Nobel Peace Prize Acceptance Speech
Vocabulary Words Worksheets
Personal Narrative Unit Presentation
Lesson Plan Template, Updated Fall 2016
edTPA
Directions: Using your Chromebooks, search for the definitions of the following
words on Merriam Webster. Using the definition that you find, create a NEW
definition that you feel is the best way to help students learn the word.

Squabble:
Part of speech: _____________
Definition:
______________________________________________________________
______________________________________________________________
______________________________________________________________

Consonance:
Part of speech: _____________
Definition:
______________________________________________________________
______________________________________________________________
______________________________________________________________

Strife:
Part of speech: _____________
Definition:
______________________________________________________________
______________________________________________________________
______________________________________________________________

Contemplate:
Part of speech:______________
Definition:
______________________________________________________________
______________________________________________________________
______________________________________________________________

Evolve:
Part of speech: ______________
Definition:
______________________________________________________________
______________________________________________________________
______________________________________________________________
Directions: Using your Chromebooks, search for the definitions of the following
words on Merriam Webster. Using the definition that you find, create a NEW
definition that you feel is the best way to help students learn the word.

Audacity:
Part of speech: _____________
Definition:
______________________________________________________________
______________________________________________________________
______________________________________________________________

Gumption:
Part of speech: _____________
Definition:
______________________________________________________________
______________________________________________________________
______________________________________________________________

Empathetic:
Part of speech: _____________
Definition:
______________________________________________________________
______________________________________________________________
______________________________________________________________

Camaraderie:
Part of speech:______________
Definition:
______________________________________________________________
______________________________________________________________
______________________________________________________________
 Preliminary Information
Lesson 3 of 5 Date: October 2017
th
Grade: 9 Grade Course/Subject: English Language Arts
Number of Students:
Central Focus of the Learning Segment: Period or block of time estimated duration:
What do you want to know about me?: Two 45 minute class sessions
What makes a great personal narrative
Where in the Learning Segment does this Structure(s) or grouping for the lesson (check
lesson occur?: all that apply):
Beginning of the unit Whole class
Middle of the unit Small group
End of the unit One-to-one
Other (please specify)

7. What are your goals for student learning and why are they appropriate for these students
at this time?
Big idea or concepts being taught (What is the central focus of the lesson?)
Prior knowledge and conceptions (What knowledge, skills and/or academic language must
students already know to be successful with this lesson?)
Prior knowledge Students should be familiar with the characteristics of a well written
personal essay
Prior skills Students should be able to complete an outline.
Prior academic language - personal narrative, theme, tone, and descriptive vocabulary.
Student learning goals/objectives (Identify 1 or 2 goals for students. How you will
communicate the goals to your students?)
By the end of this lesson, students will be able to brainstorm and choose a topic for their
personal narrative.
By the end of this lesson, students will be able to complete an outline for their personal
narrative.
Standards (List the [Core] Standards that connect to your goals.)
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
Academic Language Demands (Identify academic language: particular words/phrases that
are essential to understanding the content of this lesson.)
The academic language that is essential to understanding this lesson are the terms personal
narrative, theme, tone, and descriptive vocabulary.

8. How will you know and document the extent to which students make progress towards or
meet your goals?
Expectations for student learning (What are your expectations for performance?
Specifically describe expectations for each of the following: exceeds expectations, meets
expectations, and below expectations.)
A student who is below expectations is unable to brainstorm any topic ideas for their personal
narrative nor able to begin working on a personal narrative outline. This student does not
seek assistance from the instructor.
A student who meets expectations is able to brainstorm topic ideas for their personal
narrative and begin working on a personal narrative outline (perhaps with some assistance
needed from the instructor)
A student who exceeds expectations is able to brainstorm topic ideas for their personal
narrative and begin working on a personal narrative outline without assistance from the
instructor.
Evidence and Assessment of student learning (What is your assessment and how will you
know whether students are making progress towards your learning goal(s) for each of the
following: exceeds expectations, meets expectations, and below expectations.)
A student who is below expectations is not able to write a personal narrative draft using the
9 characteristics handout as a writing guide.
A student who meets expectations is able to write a personal narrative draft using the 9
characteristics handout as a writing guide.
A student who exceeds expectations is able to write a personal narrative draft using the 9
characteristics handout as a writing guide. This student is able to embed sensory details and
descriptive language about the situation they are writing about without the help from the
instructor.
Student feedback (How will you provide students with feedback?)
The teacher candidate will give students immediate verbal feedback by allotting conference
times for each student throughout the two days of the lesson.

9. How will you support your students to meet their goals?

Launch/Hook (How will you get the lesson started? What questions, texts, modeling and/or
other techniques will you use to engage students?)
The lesson will begin by students completing Silent Graffiti brainstorm activity. Students will
have 6 Post It notes on their desk. They will then silently complete a brainstorm for the three
category ideas for personal narratives that the instructor placed around the room (Conflict,
Growth and/or Courage, and Friendship and/or Family). When students are finished
brainstorming, they will complete a mini gallery walk of the areas with the Post It notes. After
students do the first walk through, they will be instructed to do another walk through. This
time, however, they will be instructed to place a checkmark on one personal narrative idea
per student the one that sounds most engaging and interesting to read.
Explore (How will students engage with ideas/texts to develop understandings; what
questions will you ask; how will you promote student questioning/generation of discussion;
how will you address the academic language demands? Detail your plan.)
This lesson will primarily be for students to brainstorm and draft their personal narratives.
After completing the Silent Graffiti brainstorm, students will receive two outlines to help them
start with writing. While students are working on these outlines for the next two days, the
instructor will meet with each student and offer them support in brainstorming, grammar, or
whatever the students specific needs are.
Closure (How will you bring closure to the lesson?)
The instructor will bring closure to the lesson by doing a check in with the students for how
they are all feeling about writing their personal narratives and if the outlines are helpful or
confusing.
Differentiation (How will you provide successful access to the key concepts for all students
at their ability levels and according to their identified needs in the Context for Learning?)

For students who are struggling to choose a personal narrative topic, the instructor will
provide them with the list of prompts below to help them brainstorm.

How did you and your best friend meet?

What was the bravest moment of your life?
What was a difficult choice you have made?
What is the biggest loss you have ever experience?
Write about a time where you heard words that stung.
What is an important lesson you learned as a child?

The instructor will offer additional support during conferences for students who are struggling
readers and writers.
For ELLs, the instructor will offer them support assisting them in framing their story (This may
be more helpful later and will vary for each student depending on their story)
Extension (How will you extend this lesson?)

Students will continue to use these outlines as they complete their personal narrative.
What ifs? (Be proactive. Consider what might not go as planned with the lesson. What will
you do about it?)
Research/Resources and Materials
Personal Narrative Outline 1
Personal Narrative Outline 2
Personal Narrative Unit Presentation
Lesson Plan Template, Updated Fall 2016
edTPA
Personal Narrative Outline 1: Initial Brainstorming
What is the main idea of your personal narrative?

______________________________________________________________
______________________________________________________________
______________________________________________________________

Setting: _______________________________________________________

Event/Storytelling Aspect:

______________________________________________________________
______________________________________________________________
______________________________________________________________

Reflection: How did this event impact your life?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

What is the lesson you learned from this event?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

What is the theme of your personal narrative?

______________________________________________________________
______________________________________________________________
______________________________________________________________

What is the tone of your personal narrative?

______________________________________________________________
______________________________________________________________
______________________________________________________________
Personal Narrative Outline 2: 9 Characteristics of a Great Personal
Narrative

Do I have a CLEAR HOW will I embed this

idea of how to embed characteristic into my own
Characteristic this characteristic in
personal narrative? (Jot
down specific ideas that
my own personal will go into the personal
narrative? (Write Yes narrative)
or No)
The narrative has a clear
and focused
theme/purpose.

If the narrative contains a

storytelling aspect, it is
chronologically sequenced
and supports the theme.
The narrative employs a
natural and informal style
of writing.

The narrative includes

details and/or persons in
such a way as to make
their significance to the
purpose clear.
The narrative uses vivid
and descriptive writing to
allow the reader to
connect to the writers
personal experience
and/or viewpoint.
The narrative uses
effective connecting
words and expressions,
flowing cohesively.
The narrative highlights
the writers reflection on
the theme as an essential
part of the essay.
The narrative maintains
first person point of view.

The narrative contains

proper grammar and
punctuation.
 Preliminary Information
Lesson 4 of 4 Date: October 2017
Grade: 9 Course/Subject: English Language Arts
Number of Students: 25
Central Focus of the Learning Segment: Period or block of time estimated duration: 42
Identifying the Hook: What Makes a Great Minutes
Personal Narrative?
Where in the Learning Segment does this Structure(s) or grouping for the lesson (check
lesson occur?: all that apply):
Beginning of the unit Whole class
Middle of the unit Small group
End of the unit One-to-one
Other (please specify)

10. What are your goals for student learning and why are they appropriate for these students
at this time?
Big idea or concepts being taught (What is the central focus of the lesson?) The central
focus of this lesson is for students to peer edit their personal narratives using a modified
version of Converstations.
Prior knowledge and conceptions (What knowledge, skills and/or academic language must
students already know to be successful with this lesson?)
Prior knowledge: Students should be familiar with the purposes of peer editing activities.
Students should come to class prepared with their rough drafts of their essays.
Prior skills: Students should be able to edit a writing product of their peers with some
guidance from the instructor.
Prior academic language: personal narrative, descriptive vocabulary, theme, tone
Student learning goals/objectives (Identify 1 or 2 goals for students. How you will
communicate the goals to your students?)
By the end of this lesson, students will be able to analyze their own personal narratives as
well as those of their peers and give feedback based on the 9 Characteristics of a Well
Written Personal Narrative handout.
Standards (List the [Core] Standards that connect to your goals.)
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
Academic Language Demands (Identify academic language: particular words/phrases that
are essential to understanding the content of this lesson.)
descriptive vocabulary, peer review, personal narrative.

11. How will you know and document the extent to which students make progress towards or
meet your goals?
Expectations for student learning (What are your expectations for performance?
Specifically describe expectations for each of the following: exceeds expectations, meets
expectations, and below expectations.)
A student who is below the expectations of the teacher does not understand the purpose of
the peer review activity and is unable to give constructive feedback to their peers.
A student who meets the expectations of the teacher understands the purpose of the peer
review activity and is able to give constructive feedback to their peers.
A student who exceeds the expectations of the teacher understands the purpose of the peer
review activity and is able to give constructive feedback to their peers.
Evidence and Assessment of student learning (What is your assessment and how will you
know whether students are making progress towards your learning goal(s) for each of the
following: exceeds expectations, meets expectations, and below expectations.)

See attached rubric for Personal Narrative

Student feedback (How will you provide students with feedback?)

12. How will you support your students to meet their goals?
Launch/Hook (How will you get the lesson started? What questions, texts, modeling and/or
other techniques will you use to engage students?)
The instructor will begin the lesson with an entrance chat about the 9 Characteristics of a
Great Personal Essay that we have been discussing each day in class. The teacher will ask
students to discuss examples of these characteristics from the specific texts that have been
analyzed during this unit (Isabel Allende Essay, Winston Churchill Selection, and Malala
Yousafzai speech).
Explore (How will students engage with ideas/texts to develop understandings; what
questions will you ask; how will you promote student questioning/generation of discussion;
how will you address the academic language demands? Detail your plan.)
The students will then take out their rough drafts of their personal essay. Students will spend
the rest of the period peer reviewing each others rough drafts using a modified format of
Converstations. Students will first hand in their rough drafts to the teacher, who will mix them
up and redistribute them so that each student reviews another students personal narrative.
Students will then have a few minutes to read through the personal essay they received.
The rest of the lesson will be structured so that students are discussing with their peers at
different stations if the essay in their hands meets the criteria projected on the Smartboard (in
lieu of a discussion question). Students will rotate groups until all 9 characteristics have been
discussed and evaluated.
While students are conversing with their peers about the essay they are editing, they will
complete a graphic organizer that mimics the one used for the Allende text in Lesson 1 to
ensure that each essay contains all of the characteristics. On this handout, their will be a
space at the bottom to offer specific feedback.
Closure (How will you bring closure to the lesson?)
To bring closure to the lesson, the teacher will ask students to complete an Exit Slip that asks
them one aspect of their personal essay that they are going to revise as well as one aspect of
another students personal essay that stood out to them. Additionally, each student will
receive their personal essay back as well as the check list containing feedback from their
editor.
Differentiation (How will you provide successful access to the key concepts for all students
at their ability levels and according to their identified needs in the Context for Learning?)
Extension (How will you extend this lesson?)
For the extension of this lesson, students will have one class period to revise their personal
essays, considering the feedback they received on their check list. Students will also receive
the rubric for the personal narrative (see attached) and self assess themselves before they
submit.
What ifs? (Be proactive. Consider what might not go as planned with the lesson. What will
you do about it?)
This lesson may take two class sessions in order for students to thoroughly read the personal
narratives and have enough time for each converstation.
Research/Resources and Materials
Personal Narrative Unit Presentation
9 Characteristics Graphic Organizer
Lesson Plan Template, Updated Fall 2016
edTPA
Directions: After you have read another students personal narrative, complete the
graphic organizer below. If you feel that a characteristic was NOT included in this
personal narrative, provide a suggestion to how this characteristic could be added.

Does the personal Cite an example from the

text of the characteristic.
narrative contain
Characteristic If the characteristic was
this characteristic? not included, provide a
(Write Yes or No) suggestion for how this
characteristic could be
added.
The narrative has a clear
and focused
theme/purpose.

If the narrative contains a

storytelling aspect, it is
chronologically sequenced
and supports the theme.
The narrative employs a
natural and informal style
of writing.

The narrative includes

details and/or persons in
such a way as to make
their significance to the
purpose clear.
The narrative uses vivid
and descriptive writing to
allow the reader to
connect to the writers
personal experience
and/or viewpoint.
The narrative uses
effective connecting
words and expressions,
flowing cohesively.
The narrative highlights
the writers reflection on
the theme as an essential
part of the essay.
The narrative maintains
first person point of view.

The narrative contains

proper grammar and
punctuation.