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|School:||Davis Hills Middle School||
|Lesson Plan ID:
Narrative Writing: The Autobiographical Incident
After organizing their thoughts using a graphic organizer, students write a narrative essay which relates an autobiographical incident. Students present their essays in a slideshow which allows their classmates to practice predicting an outcome as they guess the ending of the narrative. Some of the essays will be included in a class newsletter created by the students.
|ELA(7) ||3. Distinguish among the major genres, including poetry, short stories, novels, plays, biographies, and autobiographies, and subgenres, such as folktales, myths, parables, fables, and science fiction, based on their characteristics. |
|ELA(7) ||7. Interpret the author's message in various literary, informational, and functional texts. |
|ELA(7) ||9. Compose in descriptive, narrative, expository, and persuasive modes with a thesis sentence and introductory, supporting, and concluding paragraphs when appropriate. |
|ELA(7) ||11. Apply grammar conventions in writing to pronoun-antecedent agreement and to subject-verb agreement with inverted word order and with indefinite pronouns as subjects. |
|TC2(6-8) ||2. Publish digital products that communicate curriculum concepts. |
|TC2(6-8) ||5. Use basic features of word processing, spreadsheets, databases, and presentation software. |
|TC2(6-8) ||6. Select specific digital tools for completing curriculum-related tasks. |
|TC2(6-8) ||9. Practice responsible and legal use of technology systems and digital content. |
|TC2(6-8) ||11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize
|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) ||25. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6] |
|ELA2013(7) ||34. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5] |
|ELA2013(7) ||36. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.7.1] |
|ELA2013(7) ||37. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.7.2] |
|Primary Learning Objective(s):
Students will identify the characteristics of narrative writing. Students will demonstrate the steps used to develop narrative writing. Students will write a narrative relating an autobiographical incident. Students will infer the outcome of a story based on previous actions of the speaker.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
copies of graphic organizers and storyboards
|Technology Resources Needed:
Computer (Internet access preferred) with printer; word processing, desktop publishing, and slideshow software, floppy disks for saving student work, projection device such as LCD projector or TV scan converter
Lessons on the writing process, an introduction to slideshow presentation software and desktop publishing
1.)Ask for a few volunteers to relate particularly funny, scary, or important incidents in their lives. (A brief discussion about how details and even exaggeration adds to the stories' entertainment value is a good idea.) After a few stories, explain that each student will write a narrative essay using an autobiographical incident and present it to the class.
2.)Introduce narrative writing using the teacher-made slideshow presentation (attached). Discuss the characteristics of narrative writing. If a writing text is used, guide students as they look at sample writings and editing techniques or read from different types of writing. Ask students to point out the differences among narrative, expository, and persuasive writing.
3.)Explain the "fun element" of the assignment. Students should not tell each other the outcomes of their stories. Explain that even though they must write the entire essay, their presentations will not include the story's ending. The class will predict the end just as they did in the sample essay from the introductory slideshow.
4.)Hand out Makes Sense Strategies
graphic organizers (or one from another good source), which students use to brainstorm and organize events and details. Explain that the students will use these charts to organize and write their stories.
)Free graphic organizers
5.)Meet with each student briefly to help each proofread and edit the essay. The student will type the final draft of the essay, save it on a floppy disk, and print it for the teacher. (If you regularly use peer review groups, remind the class to remove the ending from their drafts before presenting them to the group.)
6.)Allow students time to create a slideshow presentation that will consist of informational slides on narrative writing (storyboard attached). At least two of the slides must contain the beginning of their stories. During presentation, their classmates will predict the outcome of the story. The last slide must list works cited.
8.)As a class, or in smaller groups, assign the creation of a newsletter detailing the narrative writing experience (see attachment). Display these newsletters in the classroom.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
The students' presentations will be assessed using a rubric (attached). Teachers should use their customary formal writing assessment tool, the attached rubric, or the rubric used in the Alabama Writing Assessment Test for the essay. The newsletter need only be assessed for completion and suitability for display. Students might be rewarded for participation in discussion and time-on-task.
Each area below is a direct link to general teaching strategies/classroom
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
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: