Narrative Unit

8/14/2019 Narrative Unit

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Course Title: Language ArtsGrade Level: 7th GradeUnit Length: 6 WeeksPrerequisite: 6th Grade Language ArtsContext: The teaching context is Haslett Middle School. The school is in a suburban

environment. We have four sections of Language Arts and 97 students. Our class sizeranges from 22-27 students. My focus class has 24 students.

Conflict Unit

GLCEs: R.WS.07.05, R.WS.07.07, R.NT.07.01-04, R.IT.07.01, R.CM.07.01, R.CM.07.02,R.MT.07.01, R.AT.07.01, W.GN.07.01, W.PR.07.01-.05, W.PS.07.01, W.AT.07.01,S.CN.07.01, S.DS.07.02, S.DS.07.03, L.RP.07.03, L.RP.07.04, L.RP.07.06

Anchor Text: Prentice Hall Literature: Timeless Voices, Timeless Themes Bronze Edition

Conceptual Framework: The concept at the center of this unit is Conflict. Over thecourse of this unit we will define and examine conflict in all of its forms. Thus, we willdiscuss external conflicts in the form of person vs. person, person vs. nature, or person vs.society as well as internal conflicts. Conflict is important in that it is what makes moststories, in that stories without conflict would not adhere to the rise and fall of action that istypical to stories. Furthermore, conflict is inherent in literature, film, as well as in real life.As we begin to delve into the concept of conflict, we see that the conflict within texts showgleaming connections to the conflicts in our own lives as well as in the world around us.Thus, this concept allows students to make text-to-text, text-to-self, and text-to-worldconnections. We will examine this concept across genres to reach a broader audience ofstudents.

Big Ideas: Conflict is necessary in narratives. It is what makes the story

Conflict is seen in many forms: external: person vs. person, person vs.nature, person vs. society, and internal conflict.

Peer interactions allow students to cooperatively construct meaning.

Model texts can aid students in their own writing.

The Writing Process is important to improving and enjoying ones writing.

Themes:

Friendship vs. winning

Teamwork Perception vs. reality

Sportsmanship

Friendship vs. doing what is right

Society vs. individual

Individuality

Literary Elements & Devices:


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Theme

Conflict

Setting

Character Development

Plot

Elements of a narrative in different forms (mystery, short story, play etc.)

Formative AssessmentsReading, Writing, Listening and Viewing Activities

Take a stance on statements related to conflict on an Anticipation Guide

Participate in an Open Discussion of these statements

Complete a Conflict frame with forms of conflict and personal examples

Read Tiger: A Biography of Tiger Woods by John Strege

Complete a character analysis of Tiger Woods

Use Tiger Woods letter as a model to write a goal letter

Listen to Night the Bed Fell by James Thurber

Move characters around model house to aid in explaining the essay.

Complete a graphic organizer mapping out the characters differing perspectives

Read Amigo Brothers by Piri Thomas

Complete a compare/contrast of the two main characters of Amigo Brothers

Use compare/contrast to create compare/contrast statements

Discuss the ways in which Piri Thomas develops characters

Discuss how this translates to their writing.

Review an old piece of writing

Complete a Stars & Wishes for what you will do next time.

Use an Inspiration template on fiction writing to pre-write for narrative.

Compare images of cowboys to your own perception of cowboys.

Complete a teamwork puzzle activity to connect to teamwork of cowboys.

Listen to Bury Me Not on the Lone Prairie Traditional (unknown author)

Read The Real Story of a Cowboys Life by Geoffrey C. Ward

Complete Rough draft of narrative

Peer review draft with group members.

Use peer comments to improve drafts.

Role-play crimes to introduce and understand perspectives in The DyingDetective.

Listen to audio of The Dying Detective by Michael and Mollie Hardwik

Establish elements of story in The Dying Detective i.e. exposition, rising action,climax, falling action, and resolution.

Use clues in the text to make predictions.

Use clues in text to form alternative endings.

Redraft narrative based on teacher feedback.

Respond in the perspective of a character in All Summer in a Day

Read All Summer in a day by Ray Bradbury


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Envision handoutpair a setting with the sight, sound, smell, or physicalsensation that describes it.

Use All Summer in a Day to model process by taking out descriptive words andslowlyadding them to final draft quality.

Use this activity to add detail to setting in narratives.

React to a change to daily life Connect this to the reaction of characters in Monsters are Due on Maple Street

Readers theater of Monsters are Due on Maple Street by Rod Serling

Watch Twilight Zone: Monsters are Due on Maple Street

Discuss the difference in viewing and reading

Proofread narrative

Review conflict

Take conflict quiz

Take spelling tests

Complete bi-monthly reading logs

Participate in Writers Celebration

Ongoing Skill Development:

Read independently

Readers theater

Participate in class and small group discussions

Journal Writing

Active reading skills

Writing Processo Pre-writingo Draftingo Revision & Peer-revisiono Proofreadingo Publishing

Active viewing skills

Spelling

Responding to peers/speaking skills

Linking Texts:

Biography: Tiger: A Biography of Tiger Woods by John Strege

Humorous Essay: Night the Bed Fell by James Thurber

Short Story: Amigo Brothers by Piri Thomas Ballad: Bury Me Not on the Lone Prairie Traditional (unknown author)

Historical Essay: The Real Story of a Cowboys Life by Geoffrey C. Ward

DramaMystery: The Dying Detective by Michael and Mollie Hardwik

Television: The Case of the Cunningham Heritage produced by Sheldon Reynolds

Short StoryScience Fiction: All Summer in a day by Ray Bradbury

Teleplay: Monsters are Due on Maple Street by Rod Serling


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Television:Twilight Zone: Monsters are Due on Maple Street

Essential Questions:1. What is the purpose of conflict in narratives?2. How does conflict connect through texts?

3. How does conflict connect to the reader?4. How does conflict connect to the world?5. How does the Process Approach affect student writing?6. How does a writer develop characters?7. How does an author write a detailed setting?8. How do authors adhere to elements of plot?

Quotations:

Im very proud that Tiger is a better person than he is a golfer. Tiger: ABiography of Tiger Woods

The fear soon gave way to wave upon wave of cheering as the twoamigos

embraced. No matter what the decision, they knew they would always bechampions to each other. Amigo Brothers

Ive always wish to be laid when I diedin the little churchyard on the green hillside;By my fathers grave there let mine be,And bury me not on the lone prairie. The Dying Cowboy

I saw that by pretending he had succeeded in his design I might beenabled to surprise a confession from him. That pretense I think I may claim tohave carried out with the thoroughness of a true artist. The Dying Detective

So after that, dimly, dimly, she sensed it, she was different and they knew herdifference and kept away. All Summer in a Day

The tools of conquest do not necessarily come with bombs and explosions andfallout. There are weapons that are simply thoughts, attitudes, prejudicesto befound only in the minds of men. Monsters are Due on Maple Street

Genre Study:

Historical essay

Humorous essay

Science Fiction

Teleplay

Journal

Biography

Ballad

Short Story

Mystery

Drama

Produce a narrative


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Summative Assessment: Students will use the elements of a narrative, as discussed in thisunit, to create their own narrative. The students will be able to choose the genre as long as itconforms to a narrative in that it tells a story. Students will illustrate their understanding ofthe elements of a story including: setting, character development, conflict, and all parts of theplot of a story.

Objectives: SWBAT1. Understand the concept of Conflict.2. Connect conflicts in the texts we read to other texts, their lives, and the world

around them.3. Participate in discussions surrounding the texts.4. Practice active reading.5. Read narratives in many different forms (i.e. mystery, short story, play,

biography etc)6. Participate in all steps of the Writing Process7. Use model texts to write detailed settings, develop characters, and use elements

of plot.8. Complete a narrative.9. Read narrative to the class to show ownership in work.

Rationale: Conflict is an important concept to focus on in that it is crucial to

understanding the way that stories are written. Beyond just texts, we see conflict and its

place in stories through film, television, and even the stories of our lives. It is important

for students to understand the different forms of conflict as well as the ways the function

in the lives of characters as well as in their own lives. Furthermore, this unit provides an

opportunity to explore different kinds of texts with varying themes to peak student

interest. Because this unit contains many different kinds of narratives (biography,

historical essay, mystery, short story, play etc) as well as different themes (teamwork,

friendship, sportsmanship etc.) there is bound to be something in this selection that each

student can relate to which will allow them to better understand the concept. Pairing this

unit with a larger writing assessment was also appropriate in that it allowed students to

see various kinds of narratives to use as models in their own writing.

In shifting the focus towards writing, the Process Approach was of particular

importance to this unit. This approach is in tandem with the constructivist approach that


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focuses on students constructing meaning rather than transmission in which students are

merely supplied with information by their instructor. In his text Teaching English by

Design, Peter Smagorinsky outlines the benefits of this approach to writing. Smagorinsky

states that by providing in-process feedback to writers and other composers, teachers

become more oriented to the growth of learners than to the perceived quality of their final

products (96). Smagorinsky goes further to state that this feedback actually aids students

in both literacy skills and sense of self (96). It is these aspects of the Process Approach

that seemed particularly poignant and relevant to our instruction within this unit.

Through peer feedback, teacher feedback, and continued reflections of ways to improve

students are able to improve their writing and take ownership in the quality of their work.

Another facet of this unit which is of particular importance is modeling. Modeling

was used a lot on this unit to show rather than tell students what was expected of them.

For instance, in the peer review, we modeled with use of a student narrative, the format of

the peer review. We also used many of the selected readings as models for specific

elements of narrative writing. This practice is supported in McCannsReflective

Teaching, Reflective Learning. McCann adds to the argument that as I read a given

student paragraph to the class, pumping it up, struggling students get an idea from

listening to the model, and the author of the paragraph benefits by hearing his or her work

read aloud (71). This process appears to offer benefits to both struggling writers and

advanced writers. It appears to aid others in improving their own draft while also sending

the message that writing is something to be celebrated and pride in ones work is quite a

rewarding feeling. This gets right to the core of our purposes in this unitwe want

students to improve as writers, but also to foster a love of writing.

Resources:


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McCann et. al. Reflective Teaching, Reflective Learning. Portsmouth, NH: Heinemann, 2005.

Michigan 7th Grade Level Content Expectations, 2009.

Smagorinsky, Peter. Teaching English by Design. Portsmouth, NH: Heinemann, 2008.

Calendar of Unit:Lessons for italicized days are included below.

nday Tuesday Wednesday Thursday Friday Introduce ConflictUnit-Anticipation Guide-Guidelines & StemPhrases fordiscussion-Open Discussion

Introduce Conceptof Conflict &Different forms ofconflict-Powerpoint-Fill-in ConceptFrame-Finish addingpersonal examplesfor homework

-Show new books fromthe Book Fair.-Review Concept Frame-Students share personalexamples-Star Reading Assessment-Book Fair

-Pre-readingTiger: ABiography ofTiger Woods-pg. 92Introduction-Golf terms-Read textsilently-During reading:Character

Analysis-Spelling Re-test

nday Tuesday Wednesday Thursday Friday llect reading logsrm-up: What arer future goals?w will you reachse goals? Who canp you reach these

ls?scuss Tiger Woodserite Goal Letter

h Tigers as adel.

Warm-up: Does yourfamily have any quirks?-Talk about the wordcrochets-Pre-read Night the BedFell Introduce James

Thurber. Definehumorous essay.Introduce cut outsfunctioning as thecharacters.-Read together and usecut outs and model ofhouse to move thecharacters as we read.-Post reading: Graphicorganizer mapping outdifferent charactersperspectives

Warm-up: Haveyou ever had tocompete against

your best friend?What might thatfeel like?

-Read: AmigoBrothers-During reading:Compare/Contrast between the twocharacters.-Ask students tofocus on how thecharacters aredeveloped by PiriThomas in the text

-Discuss characterdevelopment (take notes)-Introducecompare/contrast terms-Use theCompare/Contrast

handout for AmigoBrothers to makecomparison/contraststatements.-Return test essay-Show model essay-Students complete Stars& Wishes form for essay.-Introduce narrativeassignmentHomework: THINK(What will you writeabout?)

Media Center-Inspiration

program-Use FictionWritingtemplate to pre-

write for stories.-Show pre-writeat the end ofclass for a stamp.-Stamp will

function asindication ofcompletion whenturned in with

final draft.

nday Tuesday Wednesday Thursday Friday rm-up: Whatds do you

ociate withboys? Can you

nk of anyndary cowboys?rn to pg. 309. Dose pictures changer perspective of

Work Day:

1. Finish reading TheReal Story of aCowboys Life

2. Finish Active Readingform.

3. Work on Draft 1 ofnarrative.

ThanksgivingBreak

Work on roughdraft. Due:12/1Read forReading Log.

Thanksgiving Break

Work on rough draft.Due: 12/1. Read forReading Log

ThanksgivingBreak

Work onrough draft.Due: 12/1Read for Reading

Log


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boys?ckground of cattlees.

amwork activity:ting puzzleether with aup.scuss teamworkcowboys.fine ballady Bury Me Nothe Lone Prairie

hat is the tone?k about Geoffrey

Ward

gin readinghe Real Story of

owboys Life

Mrs. L and Miss Davisavailable for help withnarrative.

nday Tuesday Wednesday Thursday Friday

ading Log dueting Dayugh Draft Dueorrow

ve instructions forr review theowing day.

-Turn-in Rough Draft-Read Volunteer

Student Paper-Model Revision Process-Assign Groups of 4-One Student Reads,One listens for Setting,One listens forCharacter Development,One listens for plot andconflict.

-Finish Peerreview

-Pre-reading:Criminals Caughton the board

-Studentsbrainstorm crimesmight becommitted.

-Groups of 4 roleplay: One is

witness, one issuspect, and twoare detectives.-Discuss/IntroduceSherlock Holmes

-Warm-up: What does ittake to be a gooddetective? What famousdetectives do you know?-Connection to Science &math-Pre-reading:Sir Arthur Conan DoyleMichael & MollieHardwickConnecting Experience-Show set-up of play:setting, stage directions-Sherlock Holmes clip-Discuss Holmes as acharacter: What does hedo, what does he say,

what do other say?

-Listen to audioof The Dyingdetective

-Discuss elementsof mystery. Howdo theHardwicks buildsuspense?

-Active readingmapping out theshape of a story.

Post Reading:Come up with

alternativeendings for themystery.

-Turn in reviseddrafts fromTuesday.


e-reading: Closedes, play rainnds. Ask studentsescribe how thiscts their mood.

ead about authorad about thekground of Venusk about if ited all the timethen one day thecame out

scussing/visualization

-Spelling pre-test-Finish reading AllSummer in a Day-As they finish, turn backdrafts and talk with

individuals about theirpapers.-Simulate Ray

Bradburys drafts.-Allow students to sharewhat should be addedbefore providing my

feedback to Ray.

Dialogue Day

-Dialogue of Mrs.L and Miss Davisspeaking in slang.

-What are yourreactions?

-Discuss realisticdialogue.

-Bland dialogue

-Students addsuggestions onimproving thedialogue.

-Spelling mini lesson

-Share dialoguestatements studentscreated

-Discuss what we learnabout the charactersbased on the dialogue

-Provide textual evidence

-Provide dialoguechecklist

-Discuss appropriatepunctuation for dialogue

-Allow students time to

-Begin with abland paragraphriddled withchoppysentences.

-Students lead aworkshop byaddingdescriptive

words, actionverbs, andvarying sentencestructures.

-Students refer to


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ad All Summer inay pg. 298

vision handoutsetting with the

ht, sound, smell,physical

sation.

-Show vs. tell:Miss Davis walked inthe room.

vs.Miss Davis crept in theroom with a nervousexpression as she snuckaround the cornerhoping not to disturb theclassStudents collaborate tocreate show examples

-Show the modeldialogue

-What do you findout about thecharacters(appearance,

emotions,relationships)

-Use startersentences tocreate dialogue inconveyingdifferent emotions

punctuate the dialoguethey wrote.

-Students refer tonarratives:

Where can I adddialogue?

Is my dialogue realistic?Meaningful? What doesthe reader learn about thecharacters? How can Iimprove it?

their drafts andpin point specificparagraphs toalter with thesame process.


e-reading: Telldents about a

mor that the schoolwill be extended.w them to react

then discuss howrelates to the way

characters in they we will read

ct.

aders theater

onsters are due onple Street

-Readers theatercontinues

-Discuss elements ofplay

-Examine the conflicts

How can this relate toyour narrative?

-Watch TwilightZone: Monstersare Due on MapleStreet

-Discuss: Is this

how you picturedMaple Street?

What doesviewing do for theaudience? Whatdoes it take away?

Culminating activitydiscussing conflict inrelation to the texts.

-Refer back toAnticipation Statements

-How has your thinkingabout these statementschanged?

-How have the differenttexts supported or refuted

your opinions?

-WritersCelebration

-Readers sharenarratives.

-Allow studentsto bring snacks.

Major Lesson Plans pertaining to writing assessment:

Pre-writingTarget Audience/Needs: My students are in 7th Grade Language Arts (11/12 year olds). Myfocus class has 24 students.


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Placement within Overall Lesson/Unit: This lesson is in the beginning of our Conflictunit. The students were introduced to the narrative assignment the day before and theirhomework was to think about what they might want to write about. This thinking sessionwould function as a brainstorming for the pre-write. Thus, today we will put their thoughts onpaper as a pre-write.

Issues for Observation: Does the format of the template seem to work for the students? Dothe students seem to understand each part of the template? Does the template include allnecessary elements?

Objectives: During this lesson, students will:1. Receive a template that illustrates the major elements in fiction writing.2. Use an interactive template to pre-write for their narrative.3. Be able to brainstorm ideas with peers and teachers.

Rationale: Following the Process approach was crucially important to this unit. We wantedstudents to make this form of writing a habit and to take time and ownership in their work.Thus, this lesson is important to beginning the process with students. We wanted to take themto the Media Center so they would have a new environment to begin writing. Many of thestudents dislike writing and this way, they may approach it differently. Furthermore, wewanted to use the Inspiration templates for the pre-write. The template maps out the elementsof fiction which help students to see what elements are necessary for their narrative, but alsothe way these various elements connect within a story. We also feel that interacting with theirwork (i.e. using an online template) will increase student engagement with the process. Ratherthan writing pencil to paper, the students are seeing a new way to pre-write and organize theirthoughts.

GLCEs:W.PR.07.02, W.AT.07.01

Materials Needed: Students, enlarged copy of templates, regular copy of templates, ELMO,computers, Media Center, and stamps.

Preparation: I will sign up for the Media Center. I will also project the template onto theELMO and make enlarged copies of the template to place by the door for students to pick up ontheir way in the classroom.

Introduction: As students enter, I will ask them to prepare to go to the Media Center

Presentation:

1. Prepare to Pre-write1. Review the narrative handout from the day before.2. Answer any questions about the narrative3. Go over the template with students4. Discuss what different elements mean5. Answer questions about the template


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6. Explain to students their choice of either using the enlarged copy of the templateto write on or to use the interactive online versionwhichever works best forthem.

7. Explain to students where to find the template on the computers.

Transition: If there are no more questions, we can proceed to the Media Center. Mrs.Lawrence and I will be around to answer any questions and help you process your ideas.

Pre-writing1. Students will use the time pre-write in whichever form they chose.2. We will circulate to offer help and answer questions.

Transition: Before you leave you must save your template on your drive and print. Mrs.Lawrence and I will stamp your pre-write to give you credit for completion. Remember, youwill hand these in with your drafts.

Wrap-up1. Review and stamp pre-writes2. Return to students to work on over the weekend.

If time permits: Allow students to begin working on drafts.

Assessment: I will assess by checking their pre-writes and checking for understanding of thetemplate, of fiction writing, as well as for progress in their pre-writing.

Handouts:


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Peer ReviewTarget Audience/Needs: My students are in 7th Grade Language Arts (11/12 year olds). Myfocus class has 24 students.

Placement within Overall Lesson/Unit: This lesson is in the middle of our Conflict unit.The students are writing a narrative. There are not specific constraints for the narrative as faras the format (thus, it can be a play, a mystery, a personal narrative etc. as long as it tells astory), but students are to play close attention to including a detailed setting, well-developedcharacters, a plot with all parts of a story (exposition, rising action, climax, falling action,resolution), and a clear conflict. The students have used an Inspiration template on fiction

writing to pre-write/brainstorm. The students have had two days in class to work on theirrough draft. The rough draft is due today so that students can receive feedback from theirpeers. The peer review will last 2 days.

Issues for Observation: Does it appear that students are receiving quality feedback? Dothe instructions seem to be clear to students? Are the handouts/comment sheets helpful forthe author in making revisions? How is time managed? Some groups will finish earlier, somewill take a long timedoes it appear that the extra time is still useful?


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Objectives: During this lesson, students will:4. See a model of peer revision with use of a student volunteers narrative.5. Work in groups to receive peer feedback on their narrative.6. Provide peer feedback to group members, focusing on setting, character

development, plot, and conflict.7. Create a plan of action for their next draft.8. Reflect on the process of peer feedback.

Rationale: As middle school students, peer interactions are of large importance. Thus, wetry to plan activities that will nurture their social needs as well as their educational needs. Itappears that the response to activities in which we allow students time to interact with oneanother is a much more eager and positive reaction. Furthermore, for this lesson, the deskswill be moved into groups which is also appealing to students. If they come into the room andthe space is different, they felt that the class will be different which allows for a change of pace.Specific to the lesson, peer review is a crucial portion of the writing process. In our instruction,particularly in this unit, we want our students to follow the writing process and continue tomake improvements in their narratives and as writers. Receiving feedback from peers is oneway to continue to make improvements. We modeled this process first as it is important forstudents to know what type of feedback is helpful. Furthermore, this modeling process, as wellas the peer review process helps students to see how to revise their own papers. It helps guidethem to what to focus on or look for when making revisions.

GLCEs:W.PR.07.03, W.PR.07.05, W.AT.07.01

Materials Needed: Students, Laminated color-coded labels for groups (Readers: blue,Character Development: pink, Plot/Conflict: orange, Setting: yellow), matching color-codedfeedback forms, Laminated group labels, Peer-review directions, Guidelines on the board,

Start-up Smartboard with group assignments, Students narratives, exit slips, and bell.

Preparation: I will move the desks into 7 groups of 4. Each group will have one seat labeledwith each of the following titles: Reader, Setting, Character Development, and Plot/Conflict.Each group will have a number label. The instructions will be placed by the door. I will pull upthe group assignments on the SmartBoard. The guidelines will be written on the board forextra emphasis.

Introduction: As students enter, I will ask them to refer to the SmartBoard to find theirgroup assignment and sit at any seat in that group. I will tell the students, as we discussed theday before that today is Peer Review. I will also tell them the importance of peer feedback and

helping each other become better writers.

Presentation:

2. Class business1. Make sure students have found their group.2. Make sure students have the instruction.3. Make sure students have their narrative.


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Transition: Good Afternoon. Before we begin the Peer Review process, we have a volunteer toread their feedback. While ER reads, I would like groups 1&2 to focus on Plot/Conflict. Iwould like groups 3&4 to focus on Character Development. I would like groups 5&6 to focuson Setting. You do not need to write it down just yet, but listen and think about what she has

done well, and what could be clearer. Remember, be specific.

Model Revision Process (10-15 minutes)3. Students will listen to another student read their narrative.4. Groups 1&2 will provide both positive feedback and suggestions for

improvement on Plot/Conflict.5. Groups 3&4 will provide both positive feedback and suggestions for

improvement on Character Development.6. Groups 5&6 will provide both positive feedback and suggestions for

improvement on Setting.7. ER will have a chance to ask further questions of her peers.8. Ask students if they understand what kinds of feedback are helpful.

Transition: Now that you have seen how the peer revision will work. Check the desk in frontof you for which job you will have first. When I ring the bell, the reader may begin reading.The rest of you should listen and fill-in your comment sheets while they read. Remember to bespecific, and include at least one question for clarity, and one additional comment.

Round 11. Student at the blue Reader seat will read their narrative aloud.2. Student at the yellow Setting seat will listen and comment on setting.3. Student at the orange Plot/Conflict seat will listen and comment on

plot/conflict.

4. Student at the pink Character Development seat will listen and comment oncharacter development.

5. After the student reads, the other group members will give the authorfeedback.

6. The author will ask the group questions about what they might want help within their narratives.

Transition: I will ring the bell. Now that you have completed round 1, each of you will get upand move to your left. You should be in a new seat, with a new job. Ring bell to begin.

Round 2

1. Students will follow the format of round 1.2. Each student has a new job.

Transition: Bell ringsRound 3.

Round 31. Students will follow the format of previous rounds.2. Each student has a new job.


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Transition: Bell ringsRound 4.

Round 41. Students will follow the format of previous rounds.

2.Each student has a new job.

Transition: Now that everyone has read their narrative and received feedback, lets talk aboutthis process.

Reflecting on Process:1. What did you like about the peer review?2. What could be done better? What would be more helpful?

Transition: Now I want you to use the feedback you received today.

Action Plan Exit Slip1. How will you use your peer feedback?2. What is your plan of action for your next draft?

If time permits: Collect exit slips, and give each student a stamp so they can take therevision plan with them to begin on their drafts.

Assessment: I will assess the peer feedback through the exit slips. I will also be able toassess their enjoyment and the helpfulness of the peer review during the discussion of theprocess. I will also be able to assess the revisions when they turn in their final by looking forimprovements from todays draft to the next draft.

Handouts:

Peer Review DayYou have had some time to work on your narrative individually. Today, you willbenefit from the wisdomof your classmates.

The format of the Peer Review will be as follows:


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-You will be in groups of 4.

-There will be 4 rounds.-During each roundyou will have one job to do. (There are four different jobs -everyone will get a chance to do each job one time.) These are the jobdescriptions:

Job #1 You will read your narrative to your peers.Job #2 You will listen to a classmates story and comment on that authors

setting.Job #3 You will listen to anothers story and comment on that authors

character development.Job #4 You will listen to a story and comment on the plot and conflict of the

narrative.

You will have a sheet to fill out for each story element. Your comments will helpthe author improve his/her writing. Save your feedback!You will turn in thecomments from your peers with your published copy.

Guidelines-Fill out the comment sheet while the author reads.-Give specific feedback Tell the author exactly what they did well as well as what was not clear.-You must have at least one question and one additional comment for each reader. Do not just write good.-The author should ask questions too What can I improve in my draft?

Author: ____________________________________Peer Reviewer: ____________________________________

For this round, I will focus on Setting.

In the space below, describe or draw the authors settingin detail.


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What would you still like to know about the setting?

Though I focused on setting this round, I have an additional comment about


For this round, I will focus on Character Development.

In the space below, describe or draw the authors major and minorcharactersin detail.


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What would you still like to know about the characters?

Though I focused on character developmentthis round, I have an additionalcomment about


For this round, I will focus on Plot and Conflict.

In the space below, describe the plot of the narrative in detail. Remember toexplain each part of the shape of a story.1. Exposition (Introduction):


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2. Rising Action:

3. Climax:

4. Falling Action:

5. Resolution:

What type ofconflict is in this narrative? Describe in detail.

What would you still like to know about theplot?


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What would you still like to know about the conflict?

Though I focused onplotand conflictthis round, I have an additional commentabout

Action Plan Exit Slip

Name _______________________________ Hour __________ Date ______

Now that you have received feedback on your work, what do you plan to do next to take

your writing to the next level? Be specific.


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Sprucing up our Setting

Target Audience/Needs: My students are in 7th Grade Language Arts (11/12 year olds). Myfocus class has 24 students.

Placement within Overall Lesson/Unit: This lesson is towards the end of the Conflictunit. Students are writing their narratives. They have completed peer review, their papershave been commented on by the teachers. We have just read Ray Bradburys All Summer in aDay. While they read, they completed an envisionment/visualization sheet detailing the senseBradbury uses to describe the setting. As they look back at their narratives they will use

Bradburys detailed description of setting to spruce up their narratives.

Issues for Observation: Does this reinforce their understanding of the Process approach?Does this translate to their writing? Are they able to alter and improve their paper based onthe lesson?

Objectives: During this lesson, students will:9. Use Bradburys writing as a model for writing setting.


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10. Refer to the active reading from the day prior.11. View a model of drafting and adding description to a narrative.12. Have time to work on their drafts.

Rationale: A lot of students have noted issues with adding detail to their narratives. They

realize they need more detail, but do not know how to do so subtly. Rather, many students justadd basic descriptions and add more adjectives which do not always paint a picture for thereader. Thus, we will reinforce the process approach while modeling strategies for addingdetail to narratives. This will show students that starting over is not necessary, but that theycan use the work they have already completed and alter word choice, add to it, and strengthenthe story.

GLCEs:W.PR.07.01, W.PR.07.03, W.PS.07.01, W.AT.07.01

Materials Needed: Students, ELMO, Ray Bradburys drafts, student papers, and studentvisualization sheets.

Preparation: I will comment on and return students drafts.

Introduction: As students enter, I will a return their drafts and ask them to read mycomments.

Presentation:

3. Review teacher comments1. I will have students review the comments I made.2. I will circulate to answer questions3. I will ask students to write down other questions they have and I will respond in

writing.4. I will have students complete another Action Plan for what they will revise in

their next draft.

Transition: I know that a lot of you expressed difficulty in adding detail to your setting. I wantyou to get out your Visualization sheets from yesterday to help us with this task.

Visualization9. Review the terms Bradbury uses.10. Discuss how these terms help the readers.

Transition: Now I know you might not have known this, but I actually helped Bradburydevelop some of the elements of his setting while he was writing this draftwink wink.

Modeling adding details3. Place drafts on ELMO4. Go step by step through each draft.5. Stop at each draft to discuss improvements and which elements are improved.


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Transition: Now its your turn. Look back at your narrative, particularly, the setting. Use thedrafts we just looked at as well as the Visualization sheet to add detail to your narratives.

Student work time1. Students will re-read their narratives (particularly the setting portions).

2. Students will use Bradburys drafts and Visualization sheet to add detail totheir drafts.3. I will circulate to answer any questions.

If time permits: Ask volunteers to share the changes they made. Allow students to work ondrafts based on this activity or teacher feedback.

Assessment: I will assess by circulating to see what changes are being made. Furthermore, Iwill asses their understanding in their final draft.

Handouts:

Portion of Ray Bradburys Rough Draft

It had been raining for seven years; many days were filled with rain. The storms were heavy

over the islands. The forests crushed under the rain. This was life on Venus. This was the

schoolroom of the children of the rocket men and women who came to live their lives.

I told Ray: I understand that it is raining, but I cannot really paint a picture in my head. I

want to visualize!!!! How many days had it rained? How much rain was there? How heavy

were the storms? How many forests? Why were these people on Venus? Also, are we talking

the planet Venus or a town named Venus?

Rays Next Draft: (changes are bolded)

It had been raining for seven years; thousands of days filled with rain,with the flood of

water, with the fall of showers. The storms were so heavy they were tidal waves come


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over the islands. A thousand forests had been crushed under the rain and grown up to be

crushed again. This was the waylife was on the planet Venus. This was the schoolroom

of the children of the rocket men and women who had cometo set up a civilization and

live out their lives.

I told Ray: I can really picture it now, but I would also like to know what the rainsounded

like. What did it look like? Did it rain all day, or is it just that it rained each day? Is the rain

specific to Venus? Lets really get the reader into the setting!

Rays Next Draft: (changes are bolded)

It had been raining for seven years; thousands upon thousands of days filled from one

end to the other with rain,with the drum and flood of water, with the sweet crystal fall

of showers. The concussion of storms so heavy they were tidal waves come over the islands.

A thousand forests had been crushed under the rain and grown up to be crushed again. This

was the way life was on the planet Venus. This was the schoolroom of the children of the rocket

men and women who had come to a raining world to set up a civilization and live out their

lives.

I told Ray: Ray, you are really getting there. I like the addition ofthe thousands in the

beginning. It seems to be a theme; where else could you add that? Another thing, drum helps

me to hear it, but I think flood is not enough to feel the rain. What other word could you use?

Also, I think that rain tends to make some people anxious. I think the many small sentences

break up the feeling of this paragraph. What could we do about that?

Rays Final Draft: (changes are bolded)

It had been raining for seven years; thousand upon thousands of dayscompounded and

filled from one end to the other with rain, with the drum andgush of water, with the sweet

crystal fall of showers and the concussion of storms so heavy they were tidal waves come over


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the islands. A thousand forests had been crushed under the rain and grown upa thousand

times to be crushed again. And this was the way life was forever on the planet Venus, and

this was the schoolroom of the children of the rocket men and women who had come to a

raining world to set up civilization and live out their lives.

I told Ray: Great! Now, you probably need to put this much work into your other

paragraphs!

Narrative Unit

Documents

Transcript of Narrative Unit