Lesson Plan

First Name Last Name Email Date

Kelci Ellis kelciae@hawaii.edu November 10,
2016@12:45pm
Semester Year Grade Level/Subject Lesson Duration
One 2016 5 / Language Arts 60min
Title
Analyzing and Revising Personal Narrative Drafts

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)
Competent writers revise their work while critically thinking about their goal for the final product.
In this lesson the students will mark places in their draft where they will add sensory details, then began revising their
drafts while using writing time responsibly.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with
the central focus and address essential understandings, concepts, and skills
Common Core Standard 5.W.5: With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
Common Core Standard 5.W.3 (d): Write narratives to develop real or imagined experiences or events using effective
technique. descriptive details, and clear event sequences. Specifically- (d.) Use concrete words and phrases and
sensory details to convey experiences and events precisely.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
The students will:
Analyze and reread their writing critically
Mark places in their draft where they will add sensory details
Begin revising their drafts
Use writing time responsibly

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Lesson Plan

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal)
assessments applied throughout the lesson and a summative assessment (formal) of what students learned by the end
of the lesson (include any assessment tools)
At this point in time the only assessment data I will be collecting is observational because students are still in the process
of learning about personal narratives and improving their writing.

Observational data: All or most About half of the Only a few

Observe the students and make note of students students students
the following:

Are the students able to add

sensory details to their drafts?

Are students able to add at least

three additions or changes to
their drafts?

Do they seem engaged in

thinking of ways to develop their
drafts? Are students able to focus
on writing and adding details to
their drafts without distractions for
at least 20 minutes?

Other observations:

Look to see if the revisions the students

made on sensory details improves the
overall quality of their pieces.

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Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw
upon to support learning
The students will have already created a personal narrative draft that they will be prepared to reread critically and then
revise to add sensory details. The students have already gone through the drafting process with an informational piece of
writing. They have previously worked on sensory details through storytelling, as well as reading published authors pieces
of work to learn how to apply sensory details in an effective way.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned
instructional supports to help students understand, develop, and use academic language.
The academic language that is unique to this lesson includes the following vocabulary: Personal Narratives, revision,
sensory details, and analyzing.

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps
that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of
participation
Day two: Analyzing and Revising Personal Narrative Drafts
Powerpoint-
https://docs.google.com/presentation/d/1Gv_c35YL4xHOqhKgRiqKQndN0akuazgwzLGwEEnzS8U/edit#slide=id.
g187b051a3e_0_236

Opening: Getting the students ready to write (5 minutes)

Have students get out their writing notebooks and a pencil and sit in the oval
Show agenda for the lesson
Ask students to open notebooks to their personal narrative draft that they have previously created
Explain to students that they will need to carefully reread their drafts and that I will be helping them think about
ways they can add to, revise, and improve them.
Have students then quietly reread their drafts and cross their arms when they finish.

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Model developing a marked section of their drafts (10 minutes):

Explain to students that during writing time today they will look at the places they marked and add details to help
their readers imagine what is happening.
Ask students to watch me as I model adding details to a draft.
Display an example personal narrative and read aloud, then model how to add in sensory details.
Explain that the students will follow the same procedure to add details to their own drafts today.
Ask the students to use think then share to discuss:
What sensory details might you add to your piece to help the reader imagine whats happening? [pause]
turn to your partners and think and then share your ideas.

Revising for sensory details (10 minutes):

Students will find a place in their drafts where they describe, or could describe what something looks like. They
will then make a note next to that place and write looks there.
Students will find a place in their drafts where they describe, or could describe what something sounds like.
They will then make a note next to that place and write sounds on it.
Students will find a place in their drafts where they describe, or could describe what something feels like. They
will then make a note next to that place and write feels on it.
Students will find a place in their drafts where they describe, or could describe what something smell or taste
like. They will then make a note next to that place and write smells or tastes on it.
When most students have finished, ask students to return to the oval and ask a few volunteers to read what they
have marked.
Writing time (20-30 minutes):
Display Writing Time slide and have students write for 25 minutes
I will be w
alking around, observing and assisting the students as needed.
I will also b e working with a group of 5-6 students that struggle with writing. I will be encouraging them and
asking helpful questions while monitoring their behavior.
Signal to let the students know when writing time is over.
Debrief: Sharing and reflecting (15 minutes):
Have students put their pencils away and gather with their notebooks in the oval to share their writing.
Discuss questions such as:
What sensory details did you add to your draft?
What do you imagine when you hear [classmates] passage?
Invite students to read from their drafts as they share
Help students reflect on their work by asking questions such as:
What did you do to take responsibility for your own work during writing time today?

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Explain that the students will continue to work on their drafts tomorrow.

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of
students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
To support any students who are having difficulty ask questions such as:
What were you thinking about when you marked this place on your draft?
What w ords could you add to help the reader imagine whats happening?

Struggling reader's and writers/ ELL adaptations include: Bringing students into small group, pull different sensory detail
words that they could choose from. Make sure struggling students aren't just picking any random word, show students
that it needs to be a word that you understand.

Will have dictionaries and thesauruses readily available for students to look up unknown words.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
PowerPoint presentation
Students need writing notebook
Resources for sensory words
Example personal Narrative
Dictionaries
Thesauruses

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater
support or challengeto better support student learning?
o Why do you think these changes would improve student learning? Support your explanation with
evidence of student learning AND principles from theory, recommended practices, and/or research.

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Based on your reflection and your analysis of student learning, describe the next steps for instruction to support
students learning.
Overall, I think this lesson went pretty smooth and the students definitely learned new things. One thing I would
change would be when I modeled adding sensory details to a sample personal narrative. Instead of modeling both the
jotting notes part and the adding details part, one after another, I could have just molded the first step, jotting notes, then
had students do the same to their own personal narratives. Then, once we finished writing in notes for sensory details, I
could have modeled adding the actual details or sentences into the pieces. I think if I would have broke it up like this the
students would have written more notes and actually followed the process. But because I didn't, most students just
jumped right into adding sentences and missed the whole notes part. This was fine because they still got the main idea,
but next time I would like to stress that making notes in the margins is important, so they they can refer back to them.
I also want to remember that in the future the pace of my voice really matters. When I get nervous I tend to talk
really fast and it is hard for the students to comprehend what I am saying or asking of them, so note to self, the slower I
talk the better the students understand. One thing I would want to take from this experience is that my use of resources
(dictionaries, thesauruses, and lists of sensory words) really helped the students in my class that are struggling readers
and writers. These resources helped them to continuously write throughout the independent writing time, which they
usually struggle with.
Through my observations throughout the lesson, students accomplished the goals I was looking for in my
assessment chart. All of the students were able to add sensory details to their drafts and almost all of them added at
least three additions or changes that improved the overall quality of their work. Also, almost all of the students were
engaged for majority of the independent writing time. Therefore, the next steps for instruction would include continuing to
edit and revise their personal narratives and then sometime in the near future have students finalize and publish their
final papers. In order to continue supporting student learning I would always have resources available for the struggling
students as well as moral support, because many of the students were writing about difficult times in their lives. Providing
a comfortable, supportive environment is essential when having students create personal narratives.

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