LEA Lesson Plan for Narrative Writing, Lecture notes of English Language

Download LEA Lesson Plan for Narrative Writing and more Lecture notes English Language in PDF only on Docsity! LEA Lesson Plan The following lesson is divided into two columns. On the left is the lesson itself. Each section starts with an objective that quickly states what each section involves. On the right is my reflection on each of the lesson parts. Please take what you need. Make it work for you. Read through the lesson only or get more information through my personal reflection process. Alaska Standards and GLEs: Cultural Standard for the Student: E. Culturally knowledgeable students demonstrate an awareness and appreciation of the relationships and processes of interaction of all elements in the world around them. 8. Identify and appreciate who they are and their place in the world. Cultural Standard for the Educator: A. Culturally-responsive educators incorporate local ways of knowing and teaching in their work. 6. continually involve themselves in learning about the local culture. Grade Level Expectations Strand 3 3. Use narrative writing to develop real or imagined characters, experiences, or events using effective narrative techniques (dialogue, description, elaboration, problem-solution, figurative language), and clear event sequences (chronology). a. Establish a context or situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description and elaboration, and concrete and sensory details to describe actions, thoughts, and feelings and to develop experiences and events showing the response of characters to situations or problems. c. Use transitional words and phrases to signal event sequences (e.g., later, soon after). d. Provide a sense of closure (e.g., how a problem was solved or how the event ended) https://education.alaska.gov/akstandards/ Before You Start. Objective: Think about how you want to implement this in your setting (group, small group, or individual). When will you fit this into your schedule? How much time do you have? This activity works well with content subjects as well as Language arts. Think ahead about possible things to write about so that you can either help guide the student(s) to pick a topic or have one ready to start the lesson if you are choosing. Also, decide what and how you want to assess the students’ writing. Make sure that this is talked about and modeled during the whole class activity. This lesson focuses on the LEA as a whole class activity. This activity may be used with a whole class, a small group, or individual students. If the activity is used with the whole class, the teacher needs to decide what type of experience will be used for the activity. The experience needs to be familiar to all of the students participating in the activity, preferably a shared experience when all of the students participated. A good choice for an experience that the whole group may do together is a field trip. Not only is it a shared experience but it also is something that is very exciting to the students. In the village where possibilities are somewhat limited, some suggestions are to arrange for a trip to the store, tribal council, community hall, post office or even a nature walk around the village. If a field trip is not an option, then have the students brainstorm ideas about a familiar experience or topic from their everyday lives. The experience needs to be something familiar to everyone participating in the group. If the activity is being implemented with the whole class as was done during this project, it might be helpful to brainstorm as a group a broad topic like “spring activities” or “holiday traditions” in order to find a familiar activity for the whole group. Everyday school activities are also an option. “What did we do during P.E. today?” would work well, especially if a new and fun game had been played. It is important to keep in mind to pick something that is exciting and interesting to the students. Make sure to create and keep a list that may be used again to help choose a shared experience for the next time this activity is done (See the list to the right for some of the ideas my own students came up with). Thought has already been put into the brainstorming of various topics, do not waste this effort. By creating and keeping a list you are creating a resource to help next time. Even if you do not use something from the list, it will help jog not only your memory but also the students’. If the activity is being used with an individual it would be better to ask the student what interesting or fun thing is happening in their life currently. Students almost always have something that they would like to share. If the student cannot think of something, this is where the brainstormed list previously talked about may come in handy to have the student look at and pick from. Step 1: Discussion Objectives: To have the students talk with each other to generate ideas. The teacher acts as a facilitator. Time: 2 to 3 minutes After the choice of an experience has been picked have partners talk to each other and also their partner pairs about it to help stimulate their personal knowledge and memories. Each student should take a turn saying something about the experience. By talking together, the students help to give ideas to each other and to think of things that they might not have otherwise. The Kagan structures of Think-Pair-Share or Round Robin would work well for this part of the lesson. If you are using small groups to discuss Round Robin would be a good choice. During Round Robin, each student takes a turn sharing something about the experience in a given time (such as 30 seconds). Then the next student takes a turn. This continues until everyone shares or until a specified time has elapsed (such as 3 minutes). If students are unfamiliar with discussing with a partner or a group, this needs to be modeled and practiced. If you are using partners Think-Pair-Share would work well. Have the students think silently about the part of the story you want them to talk about then pair with a partner. With the partner, they will take turns discussing their thoughts about the story. Step 2: Word List Objectives: To generate a list of words that the students might use in the creation of their story. Time: 5 minutes Ask the students what words they think we might use in the writing of our story. On a big piece of paper or on an interactive whiteboard write the words that the students say. Have them raise their hands and call on them one at a time. Words can be added throughout the rest of the process. Step 3: Dictation Objectives: The students, as a whole class, will dictate a storyline by line to you as you write it down. Time: 10 to 15 minutes The third step would be to have the students dictate a story to you as you write it down on large paper or the interactive whiteboard. You do not have to be overly worried about correct grammar usage or sentence structure if your students are at the beginning stages of language learning; however, do make sure that everything is spelled correctly. Remember that the purpose of the activity is for the students to use and see the language that they know. Gentle reminders of corrections of things that have been worked on in class are permissible if done carefully. You do not want to overcorrect the students into shutting down, especially on aspects of the language that have not been covered in class yet. This is supposed to be a fun and engaging activity that not only exposes the students to the written form of their oral language but to get them excited about reading and writing.