Lesson+Plan+1

**Lesson Plan One – Personal Narrative** ( [|Lesson Plan 1 - Personal Narrative.docx] )


 * **Class Description** 7th grade Integrated Language Arts. 20 students total, six with IEPs (two Sp.Ed. aids join the class). The class is tracked and is one of the lower groups based on achievement, there are a few students who are very motivated. There are more females than males, and as a whole they have fairly reserved personalities. ||

Learning from Experience || **Lesson Topic** Making personal connections to text || **Type of Lesson** Developmental || **National Content Standard/Voluntary State Curriculum Standard** VSC 3.6 - Students will analyze important ideas and messages in literary texts. NCTE 2 - Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. ||
 * **Unit Title**


 * **Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)** In previous units, students have displayed a willingness to share their own experiences with the class. ||


 * **Lesson Objective(s):**


 * Objective 1 –** Students will draw on their own experiences to relate to Roger in “Thank You, M’am” in order to make personal connections with narratives. ||


 * **Assessment(s):**


 * __Assessment for Objective 1__ –** Before reading the short story, students will write about a time they or someone they know used improper means to gain something. After reading, they will reflect on this and write how the two events are similar and different.


 * Is this a formative or summative assessment?** formative

Performance
 * Would you characterize this assessment as a traditional or performance assessment?**


 * Why did you select this assessment strategy to measure student learning?** I selected this because it will improve students’ critical thinking skills. It will also help them connect better to the narrative we will read later. ||

Handouts Rubric || = =
 * **Materials Needed for Lesson**
 * **Adaptation for IEP Student(s)** Students with IEPs will be given the assignment early so they have time to work on it with aides and at home before class. ||

Students will be given the opportunity to use the computers if necessary. ||
 * **Incorporation of Technology (if appropriate)**
 * If you are using a website, type in the website citation.**

= =

=Lesson Development =
 * <span style="font-family: 'Times New Roman',Times,serif;">**Teacher**

How many of you think someone should work hard for a reward?
 * Drill/Motivational Activity –**

Do you think it is fair if someone cheats their way into it?

//Share life example, if one comes to mind//.

Today we’re going to write about instances when someone used alternate methods to get a reward. You will use experiences in your own life or ones you’ve read about or seen on TV. Feel free to change names or places—these are not meant to get anyone in trouble. //Pass out prompt//
 * Transition**


 * Activity 1 –** Before we begin, I’m going to have you do a speed write on this prompt. A speed write is where you take two minutes and just WRITE! Do not stop moving your pen or pencil, even if you have to repeat the same word over and over. Write as much as you can on the prompt. No punctuation or anything is necessary. I will let you know when to stop. Start…NOW!

Now that you have something to start with, we’re going to organize these thoughts.
 * Transition**


 * Activity 2 –** I want you to use some sort of brainstorming method to organize these thoughts. You can make a web, an outline, or whatever method you prefer. I’ll give you ten minutes to organize these thoughts.

Taking your papers & pens with you, please move so that you’re next to the person I have you paired with. //Show partners//.
 * Transition**

Each of you take a turn to explain to your partner the scenario you’re writing about. Give each other constructive criticism and feel free to ask questions if something is unclear.
 * Activity 3 –**

Will someone share what they’re writing about?
 * //__Key Questions__//**

For homework, please type these essays and have them ready to turn in. we will revisit them after reading “Thank You, M’am,” which is a short story about a boy who tries to steal an older woman’s purse.
 * Summary/Closure/Revisit Objective**

Begin reading “Thank You M’am.” || <span style="font-family: 'Times New Roman',Times,serif;">**Students**
 * Safety Valve**

//Students share mixed opinions//


 * Anticipated Responses?**

//write//

//Work independently//


 * Anticipated Responses?**

//Shift desks, move//

//Students share ideas// || <span style="font-family: 'Times New Roman',Times,serif;">**Time**

5

1 (6)

2 (8)

10 (18)

1 (19)

6 (25)

2 (27)

3 (30) ||

If students displayed difficulty with this assignment, I would find more examples of the type of situation I’m looking for. ||
 * <span style="font-family: 'Times New Roman',Times,serif;">**Reflection on assessment – Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?**