Monster Narrative (TPA) Wednesday, February 19th Course: CP English 12 Standards for learning segment:

o CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W.11-12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. CCSS.ELA-Literacy.W.11-12.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. CCSS.ELA-Literacy.W.11-12.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. CCSS.ELA-Literacy.W.11-12.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

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Objectives: Continue writing narratives: o Use a variety of techniques to sequence events so they build on one another to create a coherent whole and build toward a particular tone and outcome o Use precise words and phrases o Use telling details o Use sensory language Prior Knowledge: Students have begun writing their Monster Narratives. They have explored how authors introduce a story, create characters, use dialogue and pacing, etc.
Learning Needs Category ADHD (504) BLOCK THREE Number of Students 6 Supports, Accommodations, Modifications, and/or Pertinent IEP Goals Access to classroom teacher/peer notes at students discretion Extended time on tests/quizzes/in-class assignments (1.5x 2x) Student may initiate tutoring

Seizures (504) BLOCK THREE

Unnamed Learning Disability (504) BLOCK THREE

ADHD (504) BLOCK TWO

Monitoring of work completion Home school communication Break work into smaller segments Clarification of directions/questions Individual conferencing Monitor organizational system Avoid distracting stimuli (air conditioner, traffic, etc) Medication impacts concentration: Have student review key points orally (benefits from being called on frequently) Allow student time out of seat for errands (benefits from opportunities for movement) Extended time at student request (2x) Clarification of directions/text questions at student request Access to tutor Access to teacher/peer notes at student request Access to teacher/peer notes at request Extended time on tests/quizzes and classroom assignments, if on-task behaviors are observed by the teacher, at teachers discretion and student request (1/5x) Tests/quizzes taken with intervention specialist/tutor at student request Access to tutoring support (45 minutes)

Evidence of attempts to engage students: Group Analysis of Narrative Excerpts (30 minutes): *Group work I will split the students up into 4 or 5 (depending on class size) groups. Each group will be given a different narrative excerpt from a book that they will either be reading later in the semester or one of the options for their future lit circle groups. I will ask them to read over the excerpt and highlight where the author does the following:

Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome Use precise words and phrases Use telling details Use sensory language I will then ask each group to discuss how the author does these things. I will then ask each group to share what they found, using examples, with the class. This should lead to a discussion on different ways to accomplish each of the goals in their own writing. I will create a list using a Word Document projected from my laptop of the ideas that come up. I will then be able to print this list and give it to the students the next day for their own use. Word Choice (15 minutes): *Videos, handout, and discussion I will show the TedEd video The case against good and bad Marlee Neel as well as a very short clip from The Dead Poets Society. This should lead to a discussion on word choice using powerful words to get meaning across in a more concise manner. I will also pass out a handout full of sensory words that the students will be able to reference while writing. Story Sequencing (20 minutes): *self-reflection I will ask the students to look at what they have of their narrative so far. I will ask them to look at it and ask themselves if the events so far build toward one particular tone or outcome. I will ask them to map out how they want their story to continue main events only, no details and think about how they could tie their events together. Do they want everything to continue in sequential or chronological order? Do they want to use flashbacks to tell the story out of order? This leads into the next video. Flashback (10 minutes): *video and discussion I will show a short clip from the childrens movie Ratatouille that portrays a flashback. I will ask the students to think about how a writer can portray a flashback using words instead of video. Wrap-up (remaining time): *Begin writing With the remaining time, each student should begin writing using what theyve learned in class today. They will be able to use this time to ask me or their peers questions about their writing. Students will be allowed to bring in their own computers if they want to type their stories, or they can write by hand. Note: Students will need to have a complete narrative up to the conclusion by tomorrow. Assessments: Group Analysis:

Each group will receive 5 participation points for their analysis of narrative excerpts. (Any students absent will be given an excerpt to analyze for homework. The student will need to create a list similar to that the group made in order to receive the five points.) 5 points Due at end of activity (or following day for absent students) Monster Assignment: Throughout the duration of this week, the students will be writing their own narrative about a monster (obstacle) they have or are overcoming. Each day, they will work on it, always improving and expanding. 60 points Due Monday, February 24th