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Context: English 7/8, St, Peter's School in Hokah Minnesota
3 Children have some form of an IEP or special learning needs. Students have just finished working on how to effectively site sources for essays.
Essential Questions:
How can telling a story help one explore identity?
How does brainstorming allow one to explore both new and familiar ideas about oneself.
Student Learning Objectives:
Students will be able to create a "mini" narrative comic strip.
Students will begin thinking about how to effectively brainstorm and come up with their own ideas and experiences.
Students will be able to share their mini narrative comics with an audience of their peers (for beginning of class Tuesday)
Common Core Standards:
CCSS.ELA-Literacy.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.8.3.b
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
CCSS.ELA-Literacy.W.8.3.d
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Introduction:
Introduce students to the idea of what brainstorming is. Ask methods of brainstorming have you used in the past? Explain to students that we'll be making a list form of brainstorming in class today.
Instructional Practice:
Show first list I created for my own brainstorm from "past" experiences. Go through how I came up with some of my ideas and why these experiences might be memorable to write about in something called a "narrative". Explain what a narrative is to students, and how it's a more personal form of writing that we draw on from our own experiences in society. Explain to students that when we brainstorm, we just want to write immediately what comes to mind. The goal is to get our ideas on paper.
Do a warmup game with students. Split into groups (drawn with popsicle sticks) and have students compete to see who can brianstorm the most about a set topic within a set timed period.
Guided Practice:
Students will be shown each list category, and they'll come up with as many ideas as possible for each. First, I will show my list to students, then I will have students try it on their own, coming up with as many ideas as possible for each list. Afterwards, we'll come together to share some of our ideas, explaining that many of these different memories have stories behind them that made them stick with us.
As a final form of guided practice, I will show students a sample of what they'll be doing for their assessment piece and independent practice when these memories start to unfold to tell a logical story in a sequence, using the annotated Hyperbole and a Half "Dinosaur" example for students.
Independent Practice:
For the remainder of class, students will have this time to work on their narrative comic strip. I will pass out the strips for each student and explain the assignment.
• Review your list, what memories stand out most to you. What could you write the most about, or what had the strongest impact on your as a person.
• Encourage students to draft out their ideas first before writing. How can you logically sequence an experience into 6 separate panels.
• Explain that each box should have some kind of description and dialogue piece to help the reader understand what's going on. We'll be sharing these with our classmates on Tuesday, so your audience should know what your story is trying to say. If needed students can attach loose leaf paper for the descriptions of each box.
Assessment Component:
Students will be assessed on their comic strip, which will be collected at the beginning of next class after they present.
Students will be given 5 points for logically sequencing their narrative sequence, and 5 points for their dialogue and description. I will also collect their brainstorm lists, which will be given a completion grade for another 5 points.
Appendix:
I've also attached a powerpoint to help guide through the lesson. I'm hoping this lesson turns out fabulous smile Really excited to teach it!
 Prue · Tue Mar 17, 2015 @ 04:21am · 0 Comments |
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