Lesson Plan Form

Teacher: Jennifer Owen

Date: 04/28/14

School:
Lincoln IB World Middle School
Area: English

Grade Level: 7th

Title: Because Everyone Has a Story to Tell

Content

Lesson #: 1_ of _3

Content Standard(s) addressed by this lesson:

Reading, Writing, and
Communicating Standard 3: Writing and Composition. Standard(s) addressed
include: 1. Composing literary and narrative texts that incorporate a range of
stylistic devices demonstrates knowledge of genre features.
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. (CCSS: W.7.3)

Focus on a.i. Use a variety of planning strategies to generate and organize

ideas (such as brainstorming, mapping, graphic organizers)
And a.v. Decide on the context and placement of descriptive and sensory
details within the text to address the targeted audience and purpose.
Lecture

What content do students need to know in order to successfully engage in

the in-class activity?
Students will need to understand what defines a personal narrative, how it differs
from other forms of writing, as well as the steps necessary to compose their own
brief personal narrative.
What method will you use to deliver your lecture?
Using Microsoft PowerPoint, I will present my lecture in a way that combines written
definition, explanation, and example, along with audio and visual learning/lecture
based components. (Lecture follows regular daily Do Now, which also utilizes
PowerPoint)
Evidence Outcomes: (Lesson Objectives)
Every student will be able to: (Create your own lesson objectives from the
standard, using student voice)
I can: demonstrate my knowledge and understanding of personal narrative through
guided notes provided by my instructor.
How will you check for understanding:
What questions will you ask students to check for understanding
(following the lecture before or at the beginning of the in-class activity)?
Students will receive a guided notes handout following their daily Do Now and prior
to their lecture. They will complete handout in order to enhance knowledge of the
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subject and ensure students gain necessary material and resources from lesson.
There will be a series of personal reflection questions following the notes section
that will allow students to demonstrate their understanding and comprehension of
material. Questions will include: In your own words, what is a personal narrative?
What kind of examples can you provide from the lesson to demonstrate a personal
narrative? How do you begin constructing a personal narrative? How are personal
narratives useful in terms of creative writing exercises?
In-Class Activity
What in-class activity will help students understand the concept being
taught?
A series of small activities will allow students to formulate an understanding of the
personal narrative composition process. We will begin with a large group discussion
to address the covered material and activity expectations. Before breaking into
small groups, there will be a brief large group discussion to check for knowledge
about personal narrative presented in the lecture. Using discussion strategies, as a
group, we will uncover knowledge of what a personal narrative is, how to construct
one, and what elements must be present in order to be effectively presented.
Students will break into small group discussions to generate ideas about personal
experiences and events that could be included and shared with others. Following
large group, then small group discussions, students will create a Personal Journey
poster in order to create a visual representation of selected events. Students can
use words, images, symbols, or a graph to create a timeline or cluster events or
experiences that have shaped or altered their personal journey. These will be used
in future lessons where students will compose a one-page personal narrative (while
in their small groups) before sharing their experience in the composition process.
Students will share and receive verbal and written feedback from their peers.
Evidence Outcomes: (Lesson Objectives)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: develop a representational poster signifying relevant experiences or events
that have shaped my personal journey, while demonstrating my knowledge of
personal narrative as a genre.
How will I use these activities to check whether students have achieved
the lesson objectives?
By observing the small group discussions regarding experiences, events, and the
creation of a personal narrative in their Personal Journey posters, I will check the
understanding of students to be sure students have achieved the lesson objectives.
I will also observe and check understanding through the student composition and
sharing of written personal narratives in the accompanying lesson.
How will you check for understanding:
What questions will you ask students to check for understanding (during
the activity)?

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How has this experience or event affected you personally? How does the creative
freedom of a personal narrative alter the way you structure your composition or
poster? Does sharing your personal narrative and generating ideas verbally assist
you in composing the written/visual version of your narrative?
How will you get students to work together / learn from each other? Or
how will I organize workgroups to help correct misunderstandings?

Students will discuss in small groups and brainstorm different scenarios that
they may feel represent themselves. While observing, I will pose certain
common events or ideas in order to assist in generating discussion if
necessary. Groups will be organized in already designated book club reading
groups. Students often share, discuss, and work within these designated
groups. While creating their posters, students can work independently, but
overall there will still be discussion and sharing occurring regularly.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Based on the completed guided notes, students understood the concept
based on key words, but lacked the initiative to complete the written work
assigned. I resorted to asking the questions verbally and receiving oral
feedback in order to check for knowledge before proceeding. The personal
journey posters created by students confirmed the objectives of this lesson
were achieved. Most students drew pictures of events that affected them
personally and openly shared in small group settings. It is common with this
class that any activity that allows them to express themselves visually with
images will be successful. Due to their lack of confidence in ability to write
properly, I introduced the idea of personal narrative in this fashion and it was
effective.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
The changes would partially depend on the class. Knowing the learning
needs of your students is important in a learning objectives success. For
other students more detail might be necessary, but for the most part,
students are able to maneuver through the lesson and obtain desired
outcome. The lesson is engaging, though if management becomes an issue
the organization of groups can be altered. I might also change the way the
lessons following this one would look. I would add some additional activities
for students to practice using descriptive language before starting to
compose their own personal narrative.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
Now that students have discussed, shared, and created their poster with
selected events, they will begin the writing process. More discussion will be
had with lectures in regards to descriptive language and how to use sensory
details. Students will practice describing events using details and composing
their personal narrative.

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