Goal of the Lesson: The goal of this lesson is for students use figurative language in personal narratives about their own lives.
Academic Foundations/Standards or Benchmarks: Virginia Standards of Learning Objectives
Writing
6.6 The student will write narratives, descriptions, and explanations.
· a) Use a variety of planning strategies to generate and organize ideas.
· b) Establish central idea, organization, elaboration, and unity.
· c) Select vocabulary and information to enhance the central idea, tone, and voice.
· d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
· e) Revise writing for clarity.
6.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure.
· a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
· b) Use subject-verb agreement with intervening phrases and clauses.
· c) Use pronoun-antecedent agreement to include indefinite pronouns.
· d) Maintain consistent tense inflections across paragraphs.
· e) Choose adverbs to describe verbs, adjectives, and other adverbs.
· f) Use correct spelling for frequently used words.
7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.
· a) Identify intended audience.
· b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
· c) Organize writing structure to fit mode or topic.
· d) Establish a central idea and organization.
· e) Compose a topic sentence or thesis statement.
· f) Write multiparagraph compositions with unity elaborating the central idea.
· g) Select vocabulary and information to enhance the central idea, tone, and voice.
· h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
· i) Use clauses and phrases for sentence variety.
· j) Revise sentences for clarity of content including specific vocabulary and information.
· k) Use computer technology to plan, draft, revise, edit, and publish writing.
§ 8.7 The student will write in a variety of forms, including narrative, expository, persuasive, and informational.
· a) Use prewriting strategies to generate and organize ideas.
· b) Organize details to elaborate the central idea.
· c) Select specific vocabulary and information.
· d) Revise writing for word choice, sentence variety, and transitions among paragraphs.
· e) Use available technology.
§ 8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
· a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
· b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
· c) Choose the correct case and number for pronouns in prepositional phrases with compound objects.
· d) Maintain consistent verb tense across paragraphs.
· e) Use comparative and superlative degrees in adverbs and adjectives.
Writing
6.6 The student will write narratives, descriptions, and explanations.
· a) Use a variety of planning strategies to generate and organize ideas.
· b) Establish central idea, organization, elaboration, and unity.
· c) Select vocabulary and information to enhance the central idea, tone, and voice.
· d) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
· e) Revise writing for clarity.
6.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure.
· a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
· b) Use subject-verb agreement with intervening phrases and clauses.
· c) Use pronoun-antecedent agreement to include indefinite pronouns.
· d) Maintain consistent tense inflections across paragraphs.
· e) Choose adverbs to describe verbs, adjectives, and other adverbs.
· f) Use correct spelling for frequently used words.
7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion.
· a) Identify intended audience.
· b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.
· c) Organize writing structure to fit mode or topic.
· d) Establish a central idea and organization.
· e) Compose a topic sentence or thesis statement.
· f) Write multiparagraph compositions with unity elaborating the central idea.
· g) Select vocabulary and information to enhance the central idea, tone, and voice.
· h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.
· i) Use clauses and phrases for sentence variety.
· j) Revise sentences for clarity of content including specific vocabulary and information.
· k) Use computer technology to plan, draft, revise, edit, and publish writing.
§ 8.7 The student will write in a variety of forms, including narrative, expository, persuasive, and informational.
· a) Use prewriting strategies to generate and organize ideas.
· b) Organize details to elaborate the central idea.
· c) Select specific vocabulary and information.
· d) Revise writing for word choice, sentence variety, and transitions among paragraphs.
· e) Use available technology.
§ 8.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
· a) Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure.
· b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words.
· c) Choose the correct case and number for pronouns in prepositional phrases with compound objects.
· d) Maintain consistent verb tense across paragraphs.
· e) Use comparative and superlative degrees in adverbs and adjectives.
Resources, Equipment and Materials:
- Copies of a poster size blank story map with nine blocks
- Technology:
- LCD Projector
- Document Camera
- Computers
- Resources
- Comic Creator: http://www.readwritethink.org/files/resources/interactives/comic/
- Bio Cube Creator: http://www.readwritethink.org/files/resources/interactives/cube_creator/
- Microsoft Word
- Instructional Plan
- Motivator: (Day 1) – (45 minutes)
- Pre-write: Creating a Life Map – Activating Prior Knowledge
- Divide a large sheet of drawing paper into nine boxes. Include statements and drawings of the following on your life map:
- Early Life
- Where you were born
- Where you first lived
- Where you went to elementary school
- Current Life
- Where you go to middle school
- Interests outside of school
- Family and community involvement
- Future Life
- Where you are going to high school
- Where you want to go to college
- Career after college
- Procedures: Structuring the Task
- (Day 2 - 45 minutes) -
- Students will use their life maps as a guide to help them complete the online interactive bio cube found at the following website: http://www.readwritethink.org/files/resources/interactives/cube_creator/
- Students will be encouraged to include their personality traits, community involvement, and accomplishments.
- Students will print the interactive graphic organizer and build cube shape.
- (Day 3 - 45 minutes) -
- Students use their bio-cubes to write a rough draft of their autobiography essays.
- Students will use additional sentence building graphic organizers to guide them in composing thesis statements and creating sentences using figurative language elements.
- (Day 4 – 45 minutes) –
- Students will use computers to type their essays in Microsoft Word, Times New Roman style, 12 point font.
- Students will include a header with their names and date, and they will include an essay title.
- (Day 5 – 45 minutes): Students will work in cooperative learning groups and engage peer editing procedures.
- The teacher will project the peer editing checklist and review the instructions, peer editing checklist entries, and the group expectations.
- Students will read essays and complete the entries on the peer editing checklist.
- Closure (Day 5 – 45 minutes):
- Students will use the computers to make revisions to their essays.
- Students will submit all of their activities for grading