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This lesson provided by:
Author: Jennifer Barnett
System:Talladega County
School:Winterboro High School
Lesson Plan ID: 29877
Title:

Hands, Hands, Hands - Writing a Narrative Essay from the Perspective of a Particular Hand

Overview/Annotation:

The teacher will show pictures of six hands to students.  (See attachment)  After a brainstorming session, students will choose one hand that illustrates a particular story from their life.  Then, students will write a two page narrative essay about this story.  These stories will be posted on a class blog to allow for feedback and discussion from classmates.

Content Standard(s):
ELA2013(7) 22. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.7.3]
ELA2013(7) 23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.7.4]
ELA2013(8) 22. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. [W.8.3]
ELA2013(8) 23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.8.4]
ELA2013(9) 22. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]
ELA2013(9) 23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 20-22 above.) [W.9-10.4]
ELA2013(10) 23. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]
ELA2013(10) 24. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.9-10.4]
Local/National Standards:

NCTE Standards

NL-ENG. K-12.5 Communication Strategies
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Primary Learning Objective(s):

Students will produce narrative essays of reflection of personal life experiences.  

Additional Learning Objective(s):

Students will read and comment on each other's essays online.  Because students realize from the beginning that their essays will be read by others online, students will be challenged to produce quality writing with great atttention to detail.  Moreover, students will learn how to review another's work and provide constructive feedback and suggestions.  This exercise will help them improve their own writing.

 

Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:

Pictures of Hands (See attachment)
Paper
Pen/Pencil (for brainstorming and rough draft)

 

Technology Resources Needed:

Computer with Internet access
Word processing program for typing essays

Background/Preparation:

  • Print and copy the Hands, Hands, Hands sheet (See attachment)
  • Teach the elements of narrative writing
  • Assign peer review teams and teach the peer review process.  (See attachment)
  • Create a class blog and add your students to the blog as contributors.  Edublogs resource page:  http://help.edublogs.org/getting-started-with-edublogs

Information for setting up a class blog: http://theedublogger.com/2010/01/05/week-1-create-a-class-blog/

Procedures/Activities:

Day 1

  1. Distribute the Hands, Hands, Hands sheet to students. (See attachment)
  2. Ask students to brainstorm stories from their lives for each of the six hands. 
  3. Have students share responses with one another.  This will help students think about the hand circumstance in which they would most like to write.
  4. Quickly review the narrative writing ciriteria and share the rubric for the essay with students. (See attachment)
  5. Students will write a two-page rough draft.  The teacher should circulate in the classroom reading student's work and offering suggestions and assistance.  Rough drafts should be completed before the class the next day.

Day 2 - computer lab, if available (if a lab is unavailable, having students type essays on their own might be an alternative.)

  1. Students should be assigned a Peer Reviewer.  Students should read each other's essays and offer suggestions.  Corrections should be made to essays.
  2. While Peer Review teams are working on essays, the teacher should approve student essays for typing.  As students are approved, essays can be typed, printed and turned in to the teacher.
  3. Grade essays using the rubric (See attachment)

Day 3 - (Computer lab, if available.  Again, if not available, allow plenty of time for students to post and comment on essays)

  1. Return graded essays to students (as well as corrections that still need to be made)
  2. Students will make corrections to their essays and post them to class blog. 
  3. After posting, students should read at least 5 other essays and post comments and feedback.

Attachments:**Some files will display in a new window. Others will prompt you to download. HandsHandsHands.doc
NarrativeEssayRubric.doc
PeerReviewGuide.pdf
Assessment Strategies:

The narrative essay (rubric attachment)

The Peer Review process (see attachment)

The posts students make on other student's essays (blog online)

Extension:

Student extension activities might include:

Relate one of the hand pictures to characters in a novel or story.  Write a thorough description of how the hand relates to that character and share with the class or post on the class website.

Allow interested students to take on the role of assistant with any of the following:  brainstorming session, word processing software, opening and editing documents, and posting essays and comments to the class blog.

Remediation:

The teacher should be prepared to allow extra time for students struggling to produce this essay.  The teacher might share how each hand symbolized something significant from their own life to help them identify a topic for their own writing.  During the writing process, the teacher should constantly suggest strategies for writing a clear, supported essay that grabs the attention of the reader.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

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The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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