Aubrey Eder

Day 7 - Introducing Personal Narrative

September 25, 2014
Setting:
-

A seventh grade, English 7 class

Objective:
- Students will be able to understand the elements that go into a narrative
Standards:
- Standard 7.2.1.a.ii. Use Key Ideas and Details to Determine a theme or central
idea of a text and analyze its development over the course of the text; provide an
objective summary of the text. (CCSS: RL.7.2)
- Standard 7.2.1.a.iii. Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot). (CCSS: RL.7.3)
- Standard 7.2.b.iii. Use Craft and Structure to Analyze how an author develops and
contrasts the points of view of different characters or narrators in a text. (CCSS:
RL.7.6)
- Standard 7.3.1.a.i. Use a variety of planning strategies to generate and organize
ideas (such as brainstorming, mapping, graphic organizers)
Anticipatory Set:
- Students will turn in their theme assignment from last class in their class folder as
they come in. There will be a reminder written on the board. Then, as a class we
will read through Student Narrative Example 1 and highlight narrative elements
we see and what we like and/or don't like about the narrative.
Lesson Breakdown:
- 20 minutes: Anticipatory Set
- 20 minutes: With partners students will read through one of the examples. They
will then discuss what they thought was done well in their example, and compare
it to the one we went through as a class. They will be asked to keep in mind, what
does the author do to keep the narrative engaging for the reader? There will be an
equal amount of people reading each examples throughout the class.
- 15 minutes: Students will then get with a pair from each example (6 people per
group, 3 examples) and talk about what they noticed in their examples and see
what they had in common amongst the examples. They are then to make a list in
each group of things that wrote that they noticed that they thought were good and
bad.
- 15 minutes: Groups will then share out what they think are the biggest good and
bad techniques and when it comes to an engaging piece of narrative writing and
we will construct a editor's checklist style poster for narrative writing.
- 5 minutes: Closure

Closure: I will collect the lists and explain to the students that I will review what each
group wrote and come to class with an updated checklist that includes items that were
mentioned pretty much across all groups. I will give them a heads up that they may then
make a case for something that is not on the list during the next class, and we will vote on
what needs to be on the checklist and what doesn't.
Resources needed: Student narrative examples (1-4), assignment sheet for part 1 of the
narrative assignment, highlighters, poster board, paper.