Lesson Plan
(Should be done by incorporating the tips/suggestions from previous two pages).
OVERVIEW: Students will read short works by a variety of authors, respond to them first in small and then in large group discussions, and then write create their own pieces in their journals.
GOALS/OBJECTIVES: Students will understand what is valued in the writing classroom: mutual respect, sharing, tolerance for diversity, and celebration of difference. Students will gain a better understanding of themselves and their classmates. Students will begin to create a classroom community in which we all will feel comfortable sharing and working together. Students will be introduced to journal writing and group discussion protocols.
MATERIALS/RESOURCES NEEDED: “My Name” from The House on Mango Street by Sandra Cisneros Student writing from Reading, Writing, and Rising Up by Linda Christensen. Notebooks that students will use for a journal.
ACTIVITIES/PROCEDURES: After giving a brief overview of the class, pass out the handouts containing “My Name,” Bakari Chavanus’ story about changing his name, and Mary Blalock’s poem entitled “Mary.” Teacher will read these aloud (10 minutes). Next, pass out the student’s journals, explain their purpose, and ask students to perform their first free write in their journals. The following questions will serve as writing prompts: How do these pieces make you feel? What do you think the purpose of each work is?” (15 minutes). Next, students will split into pre-selected groups of four or five to discuss their journal entries with their peers. They should perform a read-around in which each student shares her/his journal response with the other members of the group. Each group member should make at least one positive comment about every piece (15 minutes). Next, reconvene as a class and one or two representatives from the groups will share their journal responses out loud with the class. After several students have read their pieces, explain to students that they are going to compose their own piece of writing centered on their name. For the remainder of the class period, students will write about their own names. Emphasize that students may write a poem, a history of their name or nickname, or even their feelings about their name. Lastly, inform students that they should bring this piece to our next class (10 minutes).
ACCOMODATION: In adapting this lesson for a student with ADHD, I make sure the student sat in the front of the room, preferably in the center where you could easily monitor his behavior during large group discussion. Additionally, most ADHD students perform better in classrooms where learning activities shift frequently: this lesson includes teacher-led reading, individual writing time, small group discussion, and large group discussion.
ASSESSMENT: During small group discussion, monitor groups to ensure that all are participating. In large group discussion, try to call on a wide range of students. Tomorrow, collect the “name” piece I assigned today.
Retrieved from: http://secondaryworlds.com/documents/sample.pdf
OVERVIEW: Students will read short works by a variety of authors, respond to them first in small and then in large group discussions, and then write create their own pieces in their journals.
GOALS/OBJECTIVES: Students will understand what is valued in the writing classroom: mutual respect, sharing, tolerance for diversity, and celebration of difference. Students will gain a better understanding of themselves and their classmates. Students will begin to create a classroom community in which we all will feel comfortable sharing and working together. Students will be introduced to journal writing and group discussion protocols.
MATERIALS/RESOURCES NEEDED: “My Name” from The House on Mango Street by Sandra Cisneros Student writing from Reading, Writing, and Rising Up by Linda Christensen. Notebooks that students will use for a journal.
ACTIVITIES/PROCEDURES: After giving a brief overview of the class, pass out the handouts containing “My Name,” Bakari Chavanus’ story about changing his name, and Mary Blalock’s poem entitled “Mary.” Teacher will read these aloud (10 minutes). Next, pass out the student’s journals, explain their purpose, and ask students to perform their first free write in their journals. The following questions will serve as writing prompts: How do these pieces make you feel? What do you think the purpose of each work is?” (15 minutes). Next, students will split into pre-selected groups of four or five to discuss their journal entries with their peers. They should perform a read-around in which each student shares her/his journal response with the other members of the group. Each group member should make at least one positive comment about every piece (15 minutes). Next, reconvene as a class and one or two representatives from the groups will share their journal responses out loud with the class. After several students have read their pieces, explain to students that they are going to compose their own piece of writing centered on their name. For the remainder of the class period, students will write about their own names. Emphasize that students may write a poem, a history of their name or nickname, or even their feelings about their name. Lastly, inform students that they should bring this piece to our next class (10 minutes).
ACCOMODATION: In adapting this lesson for a student with ADHD, I make sure the student sat in the front of the room, preferably in the center where you could easily monitor his behavior during large group discussion. Additionally, most ADHD students perform better in classrooms where learning activities shift frequently: this lesson includes teacher-led reading, individual writing time, small group discussion, and large group discussion.
ASSESSMENT: During small group discussion, monitor groups to ensure that all are participating. In large group discussion, try to call on a wide range of students. Tomorrow, collect the “name” piece I assigned today.
Retrieved from: http://secondaryworlds.com/documents/sample.pdf