Work Session: T:REcap:If groups TW: Direct T:Pass out the short students will the SW: T:Provide have not completed Instruction on be given a students with Araby. their work by the Elements and historic classified some sample end of the session, Rules of a ad and asked to photograph extend research Narrative: Students S: Read Araby time into the next need to know the either write an papers written identifying all the session. following information. introduction or by former points of view in the It can be delivered conclusion based students and story. SW: When students by whatever means on the read them aloud have completed the teacher finds their analysis of the effective. information in class. Scott sonnets they were CW: Discuss which provided in the (1996) presents assigned, ask them point of view was the ad. Students must her view of to look over their most present and what The elements including pov, using student charts and draw made the story necessary for a some preliminary setting, and some samples: "Since engaging. narrative are: conclusions about sort of conflict. students vary a what the poems great deal in have in common TW: Drive students · Characters: based on their their writing thinking towards people or creatures observations. Student submission ability, it can be elements of narrative about whom your must be spelling helpful for pov, setting, reader will care; and grammar free descriptive words. teachers to and must include all If groups did not · Setting: a place collect required that is familiar, even completed their components. examples of in a fantasy; work by the end good student · Action: of the previous writing. Showing something SW: write an alternate session, give Answers must be in interesting that ending to the story students what constructed them a few happens. keeping the same pov constitutes response format as the original text. minutes at which means 'good' writing at SW: Peer edit and answer can be no
Work Session: T:REcap:If groups have not completed their work by the end of the session, extend research time into the next session. SW: When students have completed their analysis of the sonnets they were assigned, ask them to look over their charts and draw some preliminary conclusions about what the poems have in common based on their observations. If groups did not completed their work by the end of the previous session, give them a few minutes at TW: Direct Instruction on Elements and Rules of a Narrative: Students need to know the following information. It can be delivered by whatever means the teacher finds effective. The elements necessary for a narrative are: · Characters: people or creatures about whom your reader will care; · Setting: a place that is familiar, even in a fantasy; · Action: something interesting that happens. T:Pass out the short Araby. S: Read Araby identifying all the points of view in the story. CW: Discuss which point of view was the most present and what made the story engaging. TW: Drive students thinking towards elements of narrative pov, setting, descriptive words. SW: write an alternate ending to the story keeping the same pov as the original text. SW: Peer edit and SW: students will be given a historic classified ad and asked to either write an introduction or conclusion based on the information provided in the ad. Students must including pov, setting, and some sort of conflict. Student submission must be spelling and grammar free and must include all required components. Answers must be in constructed response format which means answer can be no T:Provide the students with some sample photograph papers written by former students and read them aloud in class. Scott (1996) presents her view of using student samples: "Since students vary a great deal in their writing ability, it can be helpful for teachers to collect examples of good student writing. Showing students what constitutes 'good' writing at
32816-4116LessonPlan15-16-KiwondaRiley%20(1).docx