1.

Teaching Details - Monday, February 27, 2012

- Day #12 - Locating Rising Actions

2. Unit Goals
RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (d) Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion that follows from and reflects on the narrated experiences or events. W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.7.6. Adapt speech to a variety of contexts and tasks and demonstrating command of formal English when indicated or appropriate.

3. Lesson Objectives & Assessments Formative Assessments

Objectives
SWBAT Reflect on the writing process thus far by answering the supplied questions. SWBAT Draft a reflection on the support they require SWBAT Apply their reflections to the work they do on their narrative.

Reaching

Meeting

Exceeding

4. Resources
o o o o o o Projector/Projector Screen Computer Writers Notebook Independent Reading Book LA Handbook Written Draft

5. Lesson Sequence
o

Opening (5 minutes) Students will enter the classroom, daily agenda will be on the board, announcements will be discussed, homework will be explicitly announced, and PowerPoint of the days preparations on the projector Section Two will watch morning announcements (5 minutes) o Independent Reading (20 minutes) Book Check-in o Connection to Prior Knowledge (5 minutes) We have all reflected before in the past. We reflect daily on the events of the day, our interactions we had with people, and, sometimes, on the things we did wrong. We reflect so that tomorrow we can do better. In the writing process, reflection is an integral part of the process that many writers forget. Today we are going to work on reflections, so that tomorrow we can be improved writers than we are today. o Minilesson/Learning Objective (10 minutes) Modeling Reflective writing is not the conveyance of information, not straight-forward description, not a straight-forward decision, and not simple problem solving. It is something much more than this that is so helpful to a writer during their writing process. We are halfway through this unit and it is important for a writer to reflect on their process, the good and the bad. I will put some questions on the Elmo that they are to answer in their Writers Notebook. I will model how I as a writer would answer such questions. Guided Practice Students are to answer the questions on the Elmo in their Writers Notebook. We will share out any responses that students want. These questions will lead into the reflective drafting they will do next. o Independent Practice/Conferencing ( 10 Minutes) Students will spend this time drafting on a separate piece of paper a reflection on the writing process so far and what support they need most in the coming two weeks. This reflection is to be in paragraph form and turned into the bin when they finish.

Those who finish before the end of class are to work on their draft based on what they identified in their reflection. o Report Out/Wrap Up/Share (5 minutes)

__________________________________________________________________ Lesson Annotations: