Rheanna Painter - WKU



SEC 352: Lesson Plan #2: Personal Narrative

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Subject: Freshman English: Introduction to Personal Narratives

Grades: 9th grade

Time: 1 block = 90 minutes

Number of students: 23

Diversity of students: 11 females: 5 African Americans, 5 Caucasian, 1 Native American

12 males: 6 Caucasian, 4 African Americans, 2 Hispanics

Diversity of Classroom/Special needs focus: The class consists of a visually impaired student with an IEP. The student will need the help of a personal assistant while using a Point and Speak program on the computer to type her paper. The visually impaired student will have to verbally use punctuation in order for the computer to recognize proper sentence structure.

Content:

Core Content Used: WR-H-1.2 Focuses on the life experiences of the writer.

Learning Goals and Academic Expectations: 1.4 Students make sense of various messages to which they listen. 1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

New Teacher Standards: 1.2 Develops the student’s ability to apply knowledge, skills, and thinking processes. 1.6 Incorporates strategies that address physical, social, and cultural diversity and shows sensitivity to differences. 3.5 Makes appropriate provisions for learning to address diversity among learners. 3.7 Uses appropriate questioning strategies to engage students’ cognitive processes and stimulate higher-order thinking.

Objectives:

1. Students will exhibit respect for their teacher and peers by listening to the children’s book Come On Rain, a personal narrative.

2. The class will display respect for their peers while discussing the author’s use of similes, metaphors, personification, and details.

3. Students will exhibit the ability to reflect on past events through their recollection of details such as smells, tastes, and feelings.

4. Students will use their creativity and expression to write about a personal experience involving water—the beach, rain, shower, etc.

5. Students will learn to focus on one event as they write.

6. The visually impaired student will learn confidence in her ability to use tactual techniques such as prewriting.

7. Students will refresh their auditory and tactual skills by focusing on the sound, taste, or the feel of water.

8. The visually impaired student will learn to communicate her ideas through a Speak and Type program remembering to use verbal punctuation along with her ideas.

9. Students will display their responsibility by staying on task with the water distributed to each of them for their prewriting activities.

10. The students will expand their imagination through closing their eyes, experiencing darkness, and focusing on one particular event involving their favorite/memorable experience having to do with water.

11. Students will develop critical thinking skills by exercising their abilities to hear, smell, touch, and taste.

12. Students will exercise responsibility by completing personal narratives by the deadline and understand late work will be penalized.

13. Students will connect their activity involving senses to the visually impaired student.

Rationale: The personal narrative is a possible portfolio entry for all students. This assignment is particularly important because students are not allowed to use visual descriptions of water in their paper. Instead, they, like the visually impaired student, must focus on how the water felt, smelled, tasted, or sounded. The goal is to help the students find a common bond realizing that although people are different they can function in the same world.

Activity:

1. Students will be told to sit quietly, listen to the story Come on Rain, and pay special attention to the use of metaphors, similes, personification, and details.

2. The students will discuss how the author uses sensory details other than sight to convey her thoughts about rain.

3. The students will be given a cup of water to use in their prewriting exercises.

4. Students will be told to be responsible with their water.

5. Students will be asked to close their eyes while playing in their water.

6. Students will reflect on their favorite experience while their eyes are closed. Their experience should address the following questions: What did the water sound like? What did the water feel like? What did the water smell like? What did the water taste like? Possible reflections could be the beach, the shower, the lake, the rain, etc.

7. Students will be instructed to open their eyes and write down their thoughts concerning the water. They will be told to use their favorite brainstorming techniques such as clustering, listing, free writing, etc.

8. The visually impaired student will be instructed to use the Point and Speak program that she is familiar with to do brainstorming activities.

9. The students’ assignment will be to write a first draft of their personal narrative involving their favorite water experience using their four senses. The rough draft will be due tomorrow.

10. The visually impaired student will be given the same assignment and due date because the technology is available at the student’s residence.

Strategies:

1. The teacher will plan to use the book at the beginning of class.

2. The teacher will read the book with enthusiasm and expression so the students will pay attention.

3. The teacher will initiate a discussion on metaphors, similes, personification, and details by asking the students for examples from the story read aloud.

4. The teacher will distribute plastic cups filled with water for the student’s prewriting activity. The water will be collected before the class begins so that the allotted learning time will not be wasted.

5. The teacher will advise students to be responsible with their water and respect their peers. Any student exhibiting disturbing behavior will receive a failing daily grade.

6. The teacher will privately ask the visually impaired student’s assistant to help monitor the student’s water so that none is spilled into the keyboard of the computer.

7. The teacher will help students with their creativity and imagination by asking rhetorical questions while students’ eyes are closed. Examples of questions are as follows:

❖ Are you in the rain? Or the beach? Or shower? Any place is fine?

❖ Is the sun shining? What does it feel like on your face?

❖ Is the rain falling on your face? Is it cold or warm?

❖ Does the water make you feel refreshed?

❖ What does it taste like? Salty? Refreshing? Soapy?

❖ Do you hear other people around you?

❖ Do you hear waves crashing or hear water spraying?

❖ What does the rain sound like on the leaves, asphalt, roof?

8. The teacher will instruct students to begin brainstorming activities, give deadlines, and offer help.

9. The teacher will collect all water and make sure it gets emptied after class.

Resources and materials:

Visually impaired student will need access to a computer

Cups filled with water

Copies of rubric for personal narrative paper

Come on Rain by: Karen Hesse

Students will be assessed according to their daily participation in group activities.

Students will be assessed on the final draft of their personal narrative according to the Kentucky Writing Assessment (Holistic Scoring Guide). This will be their rubric for their paper.

Visually impaired student will be assessed on her participation during the class and ability to use technology to communicate ideas.

Visually impaired student will be assessed according to the Kentucky Writing Assessment.

KENTUCKY WRITING ASSESSMENT



Novice (D: 69 or Below)

• Limited awareness of audience and/or purpose

• Minimal idea development; limited and/or unrelated details

• Random and/or weak organization

• Incorrect and/or ineffective sentence structure

• Incorrect and/or ineffective language

• Errors in spelling, punctuation, and capitalization are disproportionate to length and complexity

Apprentice (C: 70-79)

• Some evidence of communicating with an audience for a specific purpose; some lapses in focus

• Unelaborated idea development; unelaborated and/or repetitious details

• Lapses in organization and/or coherence

• Simplistic and/or imprecise language

• Some errors in spelling, punctuation, and capitalization that do not interfere with communication

Proficient (B: 80-89)

• Focused on a purpose; communicates with an audience; evidence of voice and/or suitable tone

• Depth of idea development supported by elaborated, relevant details

• Logical, coherent organization

• Controlled and varied sentence structure

• Acceptable, effective language

• Few errors in spelling, punctuation, and capitalization relative to length and complexity

Distinguished (A: 90-100)

• Establishes a purpose and maintains clear focus; strong awareness of audience; evidence of distinctive voice and/or appropriate tone

• Depth and complexity of ideas supported by rich, engaging, and/or pertinent details; evidence of analysis, reflection, insight

• Careful and/or subtle organization

• Variety in sentence structure and length enhances effect

• Precise and/or rich language

• Control of spelling, punctuation, and capitalization

SCORE: _____________________________

COMMENTS:

*Not turning in a personal narrative will result in a FAILING grade!

Name: __________________ Date:_____________

RUBRIC FOR DAILY GRADE

6 Pts Possible Per Day

| |2 pts |0 pts |

|Staying on Task |Discusses class topics, no disruptive|Off task through talking, disrupting |

| |behavior, follows directions |class, and not following direction. |

|Participation |Offers insightful discussion during |Does not participate in classroom |

| |class, a integral member of groups |discussion, does not participate in |

| | |group work |

|Daily Assignments |Turns in daily assignments on time. |Turned in homework late or never. |

| |Prepared to learn upon entry into |Never prepared for class. |

| |classroom. | |

Today’s Score:

COMMENTS:

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