I-6. Provide evidence you can develop a standards-based enrichment activity.

Summary of the Lesson Plan This lesson will cover personal narrative and expressive writing. It will cover 4 days from start to finish.

C. Student Population Grade level 3rd Skill level Above-level Grouping Independent, partners on day 3 D. Materials Teaching transparency 24 (attached) Teaching transparency 25 (copies made for students, attached) Drafting Reminders worksheet (attached) Rubric (attached) Trophies Teacher Edition pages 99E-99F Pens, pencils Lined paper E. Objectives W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Learning Targets Reasoning Targets 1. Students must determine the actions, thoughts, and feelings that should be included in a story to help the plot develop. 2. Students must determine descriptive details of character thoughts, actions and feelings. F. Procedure Day 1 3. Reteach personal narrative using transparency 24. Students will review the traits of good writing. Teacher will review what is included in the title, beginning, middle, and ending of a narrative. 4. Students will receive personal copies of transparency 25. 5. Explain the worksheet to the students before they begin. Go through each (topic, audience, setting/time, and people involved) individually giving students time to complete each one in case there are questions. Tell students what they need to fill in based on an experience of their choice based on a trip they took. State clearly that the experience must be real and not imaginary. 6. Students will complete the remaining worksheet independently. Day 2

Lesson Title: Personal Narrative CCSS: W.3.3, W.3.3b

Submitted By: Jamie Holst

1. Students will draft a personal narrative based on the worksheet they completed the day before. 2. Remind students they are writing a draft and can make changes later. Students are getting their ideas from the day before on paper. 3. Hand students the drafting reminders worksheet which will help guide the students through their draft. Remind students to refer to the worksheet if they dont know what to write next. Day 3 1. Students will be placed with a partner and be handed a copy of the rubric. Partners will read each others drafts and edit them using the rubric as a guideline. Day 4 1. Working independently, students will write a final copy of their narrative. Remind students that their final copy should be neatly written with no words or phrases crossed out. Explain their final copy is like an author publishing his book for his audience. 2. Students will draw a cover sheet to depict their story and staple it to the front of their narrative. 3. Students will take turns sharing their stories with the class. G. Assessment How will you know they got it? - When reading through the students stories, it will be clear to see if they got the lesson. The story will be in a logical order and events will be described to show the emotion behind the writer. Is there an assessment rubric? -Yes, the students have access to this rubric during the editing stage. How does the assessment measure student mastery of the lesson objectives? -The assessment measures if the student focuses on the idea of the assignment, if its organized and logically put together, if there are descriptive details, and if voice is present. H. Reflection Which part of the lesson do you think will be the easiest to teach? I think the easiest part of this lesson will be to teach them what a personal narrative is and how to write one. Which part of the lesson do you think will be the most challenging to teach? Since this lesson is meant for above level students and is meant to be as independent as possible, it is difficult to determine what will be the most difficult. I think the editing portion might be challenging for the students because they have to assess a piece of work. I am hoping that allowing them to see the rubric, it will help remind them what to look for while reading. What lesson or concept should be taught prior to this lesson?
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson Fall 2012 Karen Powell- Instructor

Lesson Title: Personal Narrative CCSS: W.3.3, W.3.3b

Submitted By: Jamie Holst

Students should learn descriptive words, voice and the basics of descriptive writing prior to this lesson. Students should also understand how to organize a story so that it flows and is not choppy. How will you follow up this lesson? This lesson could be followed up by adding more literary elements to the story such as dialogue and onomatopoeia. Which part of the lesson, if any, do you think might need to change? As of now, I dont see any portion of this lesson I need to change. When you were writing this lesson plan, what was the most difficult part? The most difficult part was finding a lesson that could be done over several days, mostly independently for above level students. So far, I am used to working with below level students. When I am in a classroom I usually work one on one with students who are behind, or who need accommodations so this was a change. Writing the lesson knowing that the students dont need the teacher every step of the way was nice!

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Fall 2012

Karen Powell- Instructor

Lesson Title: Personal Narrative CCSS: W.3.3, W.3.3b

Submitted By: Jamie Holst

Drafting Reminders Worksheet

Introduce the topic. Write a topic sentence telling what your personal narrative is about.

Tell about the events. Tell only important events that happened on your trip. Write them down in order. Use time-order words to move the narrative along.

Express thoughts and feelings. Include interesting details, sensory descriptions, and words that show what the trip meant to you.

Have a strong ending. Summarize what made your trip special.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Fall 2012

Karen Powell- Instructor

Personal Narrative Rubric

3
Organization mostly clear, but some lapses occur; paragraphs mostly contain related ideas. Viewpoint somewhat clear few original expressions. Sequence of events adequately developed. Generally focused on task and purpose.

2
Some sense of organization but inconsistent or unclear in places.

1
Little or no sense of organization.

Organization

Ideas progress logically; related ideas grouped in paragraphs; paper conveys sense of completeness. Viewpoint clear; original expressions used where appropriate. Provides a thoroughly developed sequence of events. Completely focused, purposeful.

Voice Development

Viewpoint unclear or inconsistent. Sequence of events minimally developed. Somewhat focused on task and purpose.

Writer seems detached or unconcerned. Lacks a sequence of events. Lacks focus and purpose.

Focus/Ideas

Teaching Transparency 24 Student Model: Personal Narrative

In a personal narrative, the writer tells about an experience in his or her own life. This writer shares her feelings about her trip, as well as details about what she did.

Title Beginning

A Trip to San Francisco This summer, my mom took me to visit San Francisco. She grew up there. While we packed, she told me funny stories about her life in the city. I couldnt wait to get there. On the first day, we took a walk on the Golden Gate Bridge. The bridge is reddish orange and stretches a long way. Fingers of fog were blowing across it. We walked right under one of the towers. It looked like the legs of a giant wading across the bay.

Middle

My favorite part of the trip was visiting Chinatown. We ate at the restaurant my grandfather once owned. I met my cousins and my uncle. He and my mom told stories about helping out in the restaurant as kids. We ate dim sum, which are dumplings, and other snacks. The dumpling skins were so thin you could see the tasty fillings through them.

Ending

At the end of the week, it was hard saying good-bye to all my cousins. I really liked San Francisco. I had fun there, and I also found out why my moms life was like when she was a girl. It was a great trip!

Teaching Transparency 25 Personal Narrative

Topic: Audience: Setting and Time Frame: People Involved: Beginning What happened? Middle Ending

How did I feel?