DAY OF UNIT &

NAME OF
LESSON/ACTIVITY
Day 3: Introduction to Personal Narrative
FEATURED
STANDARD Writing and Production Anchor Standard #4Produce clear and coherent
writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
11th-12th grade band: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose,
and audience. !rade"speci#ic e$pectations #or writing types are de#ined in
standard 3 %elow.&
Writing and Production Anchor Standard #3 for 11th and 12th grade
'rite narratives to develop real or imagined e$periences or events using
e##ective techni(ue, well"chosen details, and well"structured event
se(uences.
a. )ngage and orient the reader %y setting out a pro%lem, situation, or
o%servation and its signi#icance, esta%lishing one or multiple points& o#
view, and introducing a narrator and*or characters+ create a smooth
progression o# e$periences or events.
%. ,se narrative techni(ues, such as dialogue, pacing, description,
re#lection, and multiple plot lines, to develop e$periences, events, and*or
characters.
c. ,se a variety o# techni(ues to se(uence events so that they %uild on
one another to create a coherent whole and %uild toward a particular tone
and outcome e.g., a sense o# mystery, suspense, growth, or resolution&.
d. ,se precise words and phrases, telling details, and sensory language
to convey a vivid picture o# the e$periences, events, setting, and*or
characters.
e. Provide a conclusion that #ollows #rom and re#lects on what is
e$perienced, o%served, or resolved over the course o# the narrative.
Speaking and Listening Anchor Standard #1: Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on others ideas and expressing their own
clearly and persuasively.
11
th
-12
th
grade-level band: Initiate and participate effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on grades 111! topics, texts, and issues, building
on others ideas and expressing their own clearly and persuasively.
b. "or# with peers to pro$ote civil, de$ocratic discussions and decision-$a#ing, set clear goals and
deadlines, and establish individual roles as needed.
d. %espond thoughtfully to diverse perspectives& synthesi'e co$$ents, clai$s, and evidence $ade on all
sides of an issue& resolve contradictions when possible& and deter$ine what additional infor$ation or
research is re(uired to deepen the investigation or co$plete the tas#.
PURPOSE OF
ACTIVITY
Connected
Learning yo are
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"ro*ide e+tra
$""ort and/or
c#a))enge ,or t#e
need$ o, indi*ida)
)earner$- e$"ecia))y
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-ecause students need to have a #irm grasp on what makes an
e$emplary personal narrative #or their summative assessment, I %elieve it
is essential to lay the #oundations #or that assignment as early as possi%le.
.hrough this assignment, I will %e teaching students important literary
devices and terms that can e$pand the (uality o# their personal narratives.
.his will create skills that will %e sca##olded throughout the unit, as they
read a plethora o# model te$ts. Not only that, students will %e e$pressing
themselves and sharing that with their peers, and that will %e adding to the
%uilding o# a classroom community.
In this lesson, the students will %e using the /onnected 0earning
principles o# interest"driven, %ecause there is a lot o# sel#"re#lection. It is
production"centered and openly networked %ecause they are creating a
piece that will %e shared with their classmates on the class we%site, and
their in"class work will %e shared on twitter or the %log. It is academically
oriented %ecause it is practicing writing skills and learning literary devices,
particularly those that will sca##old #or the summative personal narrative
assignment. It will %e peer supported %ecause they are sharing personal
details with their classmates, there#ore adding to the classroom
community.
.his lesson caters to the needs o# individual learners %ecause there
are multiple opportunites #or personalized work. .here is no strict ru%ic or
guidelines, so it allows #or personal e$pression and con#idence %uilding
without sti#ling creativity. -y allowing students to 1ot down senses, it is
%ringing in universal human e$periences that all classmates, regardless o#
%ackgrounds, can relate to.
MATERIALS 2. /olored paper
3. 4cissors
3. 'riting utensils
5. 6ccess internet, #or the class %log
http:**unitplaneduc573.wee%ly.com& or twitter.com
8. Pro1ector
). 9ou.u%e clip http:**youtu.%e*:-:t;$atNe:&
<. I 6m handout
PROCEDURES
2. I will %egin the class %y passing out large sheets o# construction
paper and asking students to create a =.ree o# 0i#e,> in which they
make a tree ring #or all o# the years o# their lives. 'ithin these rings,
they will %e asked to choose a #ew words or phrases that
encompass the most signi#icant moments o# this year. 28
minutes&
3. 4tudents will then %e given multiple colors o# paper and asked to
create a #olda%le that is split into #ive sections that are la%eled with
the senses: taste, smell, touch, sight and sound. ? minutes&
3. I will ask students to think o# one o# the memories #rom that tree
where they #elt the most strongly a%out their e$periences, and write
a short phrase or word descri%ing that on the cover o# their
#olda%le. 3 minutes&
5. I will give students #ree writing time to list all o# the senses that they
#elt at that moment. 23 minutes&
8. I will #oster discussion with the students a%out their emotions in
those moments, and what surprised them while creating the
#olda%le. ? minutes&
7. 'hen the students have #inished this, I will ask them to pick one or
two words #rom each category and put them together in a 25;
character short #ree verse poem. 23 minutes&
<. I will then ask the students to post it as a tweet i# they have a
twitter, or on the class %log i# they do not have one, with the
hashtag to our class page. 8 minutes&
?. I will have a mini lesson where I go over #ive main points that are
essential to personal narrative: Dialogue*monolgue,
characterization, setting, imagery and metaphor*similie. 3;
minutes&
@. In order to reiterate these points, I will assign the I 6: poetry
assignment #or homework. 8 minutes&
1*. Aor closing, I will show students the =I 6m :ore> 9ou.u%e clip,
http:**youtu.%e*:-:t;$atNe: and encourage them to consider
these details when completing their homework assignment. 8
minutes&
ON/OIN/
ASSESSMENT .his lesson is designed as an introductory lesson #or the rest o# the unit.
.he rest o# the unit will have multiple assignments and #urther sca##olding
to add onto the understanding o# personal narrative writing, and the
summative assessment will work as the #inal gauge o# pro#iciency in this
genre. .he I 6m handout will %e a way to see how much they picked up
on #igurative languge and creating e##ective descriptions, %ut also, a way
to introduce themselves to one another"as it will %e shared on the class
%log.
REFERENCES http:**www.tnellen.com*cy%ereng*portrait.html
http:**youtu.%e*:-:t;$atNe:
/onnected 0earning principles
)D,/573 classroom discussion*lecture
P)ea$e co!")ete t#e ,o))o(ing "oe! (it# "er$ona) c#aracteri$tic$ a0ot yor$e),
and "o$t it to t#e c)a$$ 0)og.
I, yo (o)d )i1e to (atc# t#e YoT0e )in1 ,ro! c)a$$- #ere i$ t#e )in12
3I A! More4 5http:**youtu.%e*:-:t;$atNe:&
I 6: Poem
AIB4. 4.6NC6
I am two special characteristics you have&
I wonder something you are actually curious a%out&
I hear an imaginary sound&
I see an imaginary sight&
I want an actual desire&
I am the #irst line o# the poem repeated&
4)/DND 4.6NC6
I pretend something you actually pretend to do&
I #eel a #eeling a%out something imaginary&
I touch an imaginary touch&
I worry something that really %others you&
I cry something that makes you very sad&
I am the #irst line o# the poem repeated&
.EIBD 4.6NC6
I understand something you know is true&
I say something you %elieve in&
I dream something you actually dream a%out&
I try something you really make an e##ort a%out&
I hope something you actually hope #or&
I am the #irst line o# the poem repeated&
F:odi#ied o# o## http:**www.tnellen.com*cy%ereng*portrait.html