"Doing the Right Thing" Personal Narrative
1 Domain 1: Planning and Preparation
At the beginning of class, the teacher and students will talk about the text, especially focusing on the part where Huck decides to release Jim.
In pairs, students will share a time when they feel that their personal belief is being challenged.
2 Domain 3: Instruction
The teacher will go over techniques of writing an efficient personal narrative and creating a strong authorial voice.
3 Domain 2: The Classroom Environment
The teacher will provide an example of successful personal narrative for students to examine.
The class will read the piece of writing shared on their screens, then vote for which writing techniques were used in that specific narrative.
4 Domain 3: Instruction
The teacher will assist the students to process their thoughts about this writing assignment.
In 20 minutes, students will work individually with bubbl.us to jot down ideas for this writing assignment. When they are finished, each student will try to put those thoughts into a map in WiseMapping.
5 Domain 4: Professional Possibilities
The teacher will provide an exit-ticket question.
Each student will share their thoughts on how they feel about the assignment and what concerns they may have. Their answers will only be seen by the teacher.
Key Standards Supported
|L.11-12: Conventions of Standard English|
|L.11-12.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|L.11-12.1a||Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.|
|L.11-12.1b||Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.|
|L.11-12.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|L.11-12.2a||Observe hyphenation conventions.|
|Knowledge of Language|
|L.11-12.3||Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.|
|L.11-12.3a||Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.|
|Vocabulary Acquisition and Use|
|L.11-12.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.|
|L.11-12.4a||Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.|
|L.11-12.4b||Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).|
|L.11-12.4c||Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.|
|L.11-12.4d||Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).|
|L.11-12.5||Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.|
|L.11-12.5a||Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.|
|L.11-12.5b||Analyze nuances in the meaning of words with similar denotations.|
|L.11-12.6||Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.|