Britney Dabneys Lesson Plan

(Lesson Taught February 14, 2014)

Grade Level: 6th Grade Focus: The focus of this lesson is to write a creative narrative reflecting on a comical Valentines day, the students will use words they pick out of a descriptive box.

Subject: Theme:

English Language Arts Valentines Creative Writing

Standard(s): CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. CCSS.ELA-Literacy.W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. CCSS.ELA-Literacy.W.6.3e Provide a conclusion that follows from the narrated experiences or events. Skills: Understanding, joining, creating, technical ability, imagination, talent, develop Concepts: Narrative, experience, real events, imagined events, technique, details, event planning Pre-Assessment: Remind students that they have already learned how to write creative narratives. We know that a creative narrative begins (write on the board) Introduction of a narrative. Ask students to brainstorm ways that they have experienced Valentines Day in school or after school and formulate the story into something comical (examples: animation, imagination, real events) Review the components of a narrative: Write, develop, experience, effective events Vocabulary (New): Imagination (as used in this lesson) (creative narrative used in effective events)

Student Resources: Laptop/internet for both students and teacher Websites: http://learnzillion.com/lessonsets/348-6th-grade-narrative-writing-crafting-a-personal-narrative http://www.thewritesource.com/studentmodels/#ws_2000

Lesson:
Estimated Time: (2 minutes or less): Hook: Ask students, To pick a descriptive word pertaining to Valentines Day out of the love box, All students will have a creative word that has to do with Valentines Day and that will be the topic of their creative narrative. Estimated Time: (4 minutes): Vocabulary Building: Valentines Day consist of love correlated with imagination Imagination (as used in the lesson) (creative narrative used in effective event) Estimated Time: (5 minutes) Focus of Lesson: The focus of this lesson is to write a creative narrative reflecting on a comical Valentines day, the students will use words they pick out of a descriptive box. Blooms Level 1 I can: I can remember what sequence my Valentines day occurred in. Blooms Level 2 I can: I can analyze the events of Valentines day and use my imagination Blooms Level 3 I can: I can create a comical story using imagery Blooms Level 4 I can: I can evaluate my story once I have finished Blooms Level 5 I can: I can recall each event and then place them in the best sequence Blooms Level 6

I can: I can apply previous experiences to gain more knowledge while writing.

HEART OF THE LESSON: Estimated Time: 15 minutes Estimated Time: 30 minutes I do/we do: I will write on the board, three different events. I will have pair the students up with one another. In these partnered groups I will give each student a worksheet with a set of questions that they will ask their partner. Questions include: What is your event? How old were you? Were you nervous, excited, and/or anxious? How were you feeling? Who was there? What were they feelings? What did they say? How did they express them? Describe those feelings What did you do that day to prepare for that event? What was the order of your steps to get to that event? Would you have done something differently? Why? What did you learn? After interviewing your partner, give the students a second worksheet that helps put the events in order (timeline/storyboard). Let students gather their thoughts and timelines and add one sentence to each slide in the timeline/storyboard to describe how they felt during that specific time. The storyboard will contain specific bridges and transition words/sentences that will be used/added into the narrative. Estimated Time Two Hours (will carry into homework): I model/You do: Students will begin their three-page narrative and use their interview sheets and storyboards to assist. This will begin in class time and carry over into homework. Students must make sure that all words and sentences are spelled and structured correctly. I will also share my own story while using these tools. Students will also be given the website resources as examples. Students will share their narratives with their partners and I will collect and read narratives and also share my narrative along with the best-written ones with the class.

Students will be graded on details, descriptiveness, structure and how entertain the narrative was. Estimated Time (THIS IS CENTER ROTATION WORK): Estimated Time Two Hours (will carry into homework): I model/You do: Students will begin their three-page narrative and use their interview sheets and storyboards to assist. This will begin in class time and carry over into homework. Students must make sure that all words and sentences are spelled and structured correctly. I will also share my own story while using these tools. Students will also be given the website resources as examples. Students will share their narratives with their partners and I will collect and read narratives and also share my narrative along with the best-written ones with the class. Students will be graded on details, descriptiveness, structure and how entertain the narrative was.

Estimated Time: (3 minutes) Closure/Exit Heart: Put your name on the heart and define your meaning of Valentines Day: Each boy/girl will stand up and present their definition but they have to use imagination. Questions Asked: Blooms Level 1 I can: I can recall a particular event. Blooms Level 2 I can: I can remember specifics about this event. Blooms Level 3 I can: I can apply my knowledge, feelings and memories of this event to tell a story/relay a message. Blooms Level 4 I can: I can distinguish and make a timeline of the event and timeline of emotion and feelings that totally demonstrate exactly what happened in this event. Formative (Informal) Assessment:

The in class narrative will be the informal assessment, only counting for 20 points to test/gauge what students learned. Summative (Formal) Assessment: The formal narrative that was the homework assignment will be the formal assessment to see how well students put together a narrative. Differentiation: The lesson is the same for everyone, the topics just semi-vary. Reflection: What worked well and why? What new vocabulary was learned? What new skills were learned? How did students enjoy the lesson? How can we build on this?

Linguistic: Logical/Mathematical: Spatial/Visual: Illustrations Interpersonal: Group Discussion Intrapersonal: Independent Work Naturalistic: Specific I.E.P. accommodations/modifications: Auditory/Oral: Discussion/Explanation/Lesson Kinesthetic: picking words from the box

Reflection: What made your Valentines Day narrative creative?