Essential Question(s): Students will be able to answer the question: How can I raise my level of writing?
Students will be able to raise their level of writing by imitating the personal narrative that inspired and moved them.
CCGPS or GPS Standard(s) ELAGSE7RL7: Analyze how an author develops and contrasts the point of view of different characters or narrator in a text.
ELAGSE7RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.
Introduction:
At the start of the lesson students are assigned a warm up on the board. (5 minutes)
Warm up:
After the 5 minutes are up students will be asked to give the first answer to the question asked:
1. What type of sentence is this?
The answer is: a complex sentence, and declarative sentence.
2. What type of clause does this sentence have?
The answer is: The sentence has 2 clauses: We saw Romeo and Juliet at the theater (independent clause- underlined once); after we read the play in class (dependent clause- underlined twice).
Hook: (5 minutes) The teacher will draw the students in to the lesson with a personal connection. She will start by asking the students who has ever baby sat or played a sport? Based on their responses, the teacher shows the personal connection the students have with the lesson without even realizing it.
The teacher then will share her connection with the students.
Personal Metaphor: Mrs. Jiles is the mentor, and since I am in my student teaching then I am the apprentice.
Once the teacher is done telling her story, she will explain to the students that the reason for her story is to show them that everyone has someone they look up to. Someone that they want to emulate so they can enhance their ability.
The teacher informs the students all types of writer’s emulate their mentors to get better at their craft.
She will give a vocabulary word to the students: emulate.
Teacher connects “Everything Will be Okay” by James Howe with today’s lesson. She will demonstrate to the students that when they want to make writing especially powerful, that they can begin by finding a mentor text and asking, “What has this writer done to affect me so profoundly that I can try it in my own writing?
Body of Lesson: (10 min) The teacher will have the students turn to a blank new page in their writer’s notebook. Inform the students that we are going to start a new list. The students will follow the slide and copy the notes entitled: Lessons from Mentor Narratives. It is a total of 3 notes.
(5 minutes) Once the students are done taking the notes the teacher will pass out the Mentor Text: Everything Will be Okay by James Howe.
• The students will get 1 page each of the text.
• The students will read and pick apart the text.
**Let the students know that the text might be a little confusing because you are only reading a segment of the text. **
• The students will get into groups based on the color of the paper.
(10-15 minutes)
The teacher again will stress the tone for the text: Imagine that James Howe is you mentor writer and you want to emulate him. I want you to pick apart his story. Highlight or underline the methods he uses in his story that you see yourself using to improve your writing.
The students will have approximately 5 minutes to sum up each section of their story.
• Each group will get a sheet of chart paper and choose a reporter.
The students then will have 8-10 minutes pick apart the lesson, and come up with at least 3-5 methods they will use.
Closure: (10 min) the teacher will have the students do a 3-2-1 on a sticky note.
The students will have to write
• 3 things they can learn from a mentor text,
• 2 things that they can learn that they will try to incorporate in their final draft
• 1 question you might have about the mentor text.
When the bell rings the students will place their sticky in the parking lot on the board. Students will work on this until bell rings.
Learning Supports: Differentiation, Modification(s)and Accommoda-tion(s) Modification(s):
• The teacher will pick the groups based on class. The teacher will combine students in groups were she knows they will work together well, and someone who can enhance their abilities.
• The day this lesson will be taught the students will go on a field trip. If the class is too small to complete the reading jigsaw then I will have them read along with the mentor text.
Differentiation(s):
• In 3rd period I plan on giving the students a set of questions that will get their minds flowing, and have them think about the text more.
• For my IEPs, the students will be able to understand the text by getting their peers to explain the story better.
Accommodation(s):
• Students that work better in groups will have the advantage to engage in the reading while peer reviewing with their group.
• Students will be able to get support from peers, keep them engaged, and focused on the activity.
Formal and Informal Assessment I plan on assessing the students by giving them chart paper to write down methods they see themselves using in their own writing. Also, the 3-2-1 activity, the students must show what they know, learned, etc. by writing on a post it and answer the questions listed for the exit ticket.
Formal Assessment: Listing the methods/techniques the students will use to elevate their writing.
Informal Assessment: 3-2-1 Exit ticket
Language Functions:
Students will be able to analyze how an author develops and contrasts the point of view of different characters or narrator in a text.
Students will be able to determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning;
Students will be able to analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.
Vocabulary: Students will demonstrate vocabulary by the different activities throughout the lesson. Vocabulary will also be presented in the slide. The teacher will ask the students: Based on what I said and the context clues so far, what does emulate mean? Emulate, Imitating
Syntax: The students will present syntax by presenting their methods list in class.
Discourse: I will see the students using academic vocabulary by reading the list they created, as well as, reading their exit tickets.
Materials:
• James Howe “Everything Will be Okay
• Writer’s Notebook
• Mentor Text PowerPoint
Technology: Interactive Board, James Howe “Everything Will be Okay” audio