Techology Integration Lesson Plan - Narrative Writing
1 Introduction/Anticipatory Set
I picked this particular piece knowing that sometimes students struggle on how to expand a basic sentence, because writing is so off putting. Showing a visual of how to add words in to create a scene is important and can be done together as a class with this site.
We are going to look at this simple starting sentence "I made tea" Now, lets click on 'tea'. See how the sentence expanded? It still means the same thing, but now we know its not a kettle, its only a cup. Sometimes when you think about things that have happened in your life, its easy to leave out details you know in your head, and in doing that, the reader cannot see the details that give your story life! I want each of you, each time you finish a paragraph, to go through and see what kinds of words you can add to make the picture in your head of the events that made you, you on the page for the reader to see.
2 Instructional Activities
Students will be given a handout of words they can use to expand emotion in their pieces. As they continue to think and chat about the different events that they consider path-aultering, they should be thinking about how to expand these experiences to be personal as well as using words to better the readers picture.
You will be working in groups (size established based on class, usually about 3 per group) and discussing what different events you have experienced as someone your age usually would and experiences that set you apart from your piers. If you don't feel comfortable discussing a topic, that's okay. I would still like you to write about it if it changed you. Along with thinking about expanding the sentences to provide a better image for the reader, I am handing out a sheet of fleshing out emotions with different words. Try and use a few of these in your writing to make an emotional experience you had more significant. People usually react emotionally to a situation before they react logically. I expect that experiences will be coupled with an emotional response. Always. Even if the emotion was that you didn't feel anything, practice writing out those details you might leave out. Okay, go!
3 Wrap Up- Synthesis/Closure
I want to gather the class up at the end of the conversations and have groups talk about different common general happenings that they have found so everyone can see the commonality and benefit from hearing other groups. They will be informed that tomorrow they will be working on taking these experiences and constructing them into order to construct a 3-5 page personal narrative that they have Thanksgiving break to work on and will deliver their final product to the class when they get back.
Let's get back together and go from group to group to share one common experience teenagers can say changed their perspective and helped evolve their person in one way or another.
Now, tomorrow you will be working on this again for the class period so I can help answer as many questions as possible and you can get a layout to mineralize the work you'll be doing over break. I will respond to emails when I can, so don't worry if you still have questions, and when you all get back we will be peer reviewing before you present your final product. If your story is too personal, you can choose to present to me individually, because reading skills are important, or take the hit of a point or two. See you tomorrow!
Key Standards Supported
Language L.9-10 Writing
|W.3: Text Types and Purposes|
|W.3.1||Write opinion pieces on topics or texts, supporting a point of view with reasons.|
|W.3.1a||Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.|
|W.3.1b||Provide reasons that support the opinion.|
|W.3.1c||Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.|
|W.3.1d||Provide a concluding statement or section.|
|W.3.2||Write informative/explanatory texts to examine a topic and convey ideas and information clearly.|
|W.3.2a||Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.|
|W.3.2b||Develop the topic with facts, definitions, and details.|
|W.3.2c||Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.|
|W.3.2d||Provide a concluding statement or section.|
|W.3.3||Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.|
|W.3.3a||Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.|
|W.3.3b||Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.|
|W.3.3c||Use temporal words and phrases to signal event order.|
|W.3.3d||Provide a sense of closure.|
|Production and Distribution of Writing|
|W.3.4||With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.3.5||With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.|
|W.3.6||With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.|
|Research to Build and Present Knowledge|
|W.3.7||Conduct short research projects that build knowledge about a topic.|
|W.3.8||Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.|
|W.3.9||(Begins in grade 4)|
|Range of Writing|
|W.3.10||Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|