LHA Arkansas Cluster Lesson Plan Template
TEACHER: de Bari
SUBJECT: ELA
GRADE: 10
CCSS/SLE(s):
W.4.10.4
Elaborate ideas clearly and accurately through word choice, vivid
description, and selected information
W.4.10.6
Arrange paragraphs into a logical progression with appropriate
transition
W.7.10.3
Use such elements of discourse as purpose, speaker, audience, and
form when completing narrative, expository, or descriptive writing
assignments
WEEKS: 12-13, Nov 4-15
HIGH YIELD STRATEGIES:
_X__
_X__
___
_X__
___
_X__
___
___
___
Compare/contrast
Summarizing
Reinforcement
Homework
Non-linguistic
Cooperative learning
Setting objectives
Hypotheses
Cues, questions, & graph org
VOCABULARY:
Sensory details, descriptive details, MLA formatting
LEARNING GOAL/UNDERSTANDING: SWBAT know/do….
Compose a personal narrative
ESSENTIAL QUESTIONS:
1. What do good readers
do?
2. Am I clear about what I
just read?
3. How do I know?
ENDURING UNDERSTANDINGS:
Effective readers use a variety of
strategies to make sense of key
ideas and details presented in text.
FORMATIVE ASSESSMENTS:
(How will you & students know if they have successfully met the outcomes? What specific criteria will be met in a successful
product/process? What does success look like on this lesson’s outcome?)
1. Addition of sensory details
2. Addition of descriptive details
SUMMATIVE ASSESSMENTS:
Completion of final draft of personal narrative
with all required components
SELF-ASSESSMENTS: includes peer editing, graphic organizer completion/review, formative assessment
review/retakes, and individual meetings with instructor, can be individual or group based, can include formal written reflection,
as well as informal methods, such as thumbs up, thumbs down, and formal assessments.
1. Self-revision of personal narrative
2. Individual conferences with instructor
RELEVANCE/RATIONALE: (Why are the outcomes of this lesson important in the real world? Essential for future learning?)
Learning activities that:

The students will do during the class to prepare them for the outcomes you expect of them; and

The teacher will do in order to guide students’ learning.
Purpose: Create learning experiences and instruction that promote student understanding through the WHERE process, as well as intentionally using Rigor, Relevance,
and Relationship building in daily lesson plans. Teachers list daily lesson activities, materials needed, and process elements (WHERE, RRR) based on Desired Results
and Assessment Evidence as outlined on page one of the Daily Lesson Plan Template and course Learning Plan for current unit of study
STUDENTS: Learn techniques for improving writing a personal narrative
TEACHER: Demonstrate different strategies for improving writing a personal narrative
LHA Arkansas Cluster Lesson Plan Template
MONDAY, 11/4/13 (A DAY)
OBJECTIVE (SWBAT): Finish watching “Freedom Writers”; Improve the personal
narrative rough draft through peer revision conferences
MATERIALS/RESOURCES: Rough drafts; peer check packets
DIFFERENTIATION
OF INSTRUCTION
ELL: Translations
DO NOW: In 3-5 sentences, summarize what we have watched in the movie so
far.
AGENDA:
1.) Finish watching “Freedom Writers.” Continue to write 5 similarities and
5 differences between the book and the movie. Notes are due when the
movie ends (IP – 45 mins).
2.) Take out rough drafts and peer review check packets from last week.
Continue to exchange papers with a peer and complete the handout for
peer revision. Students should have read and given adequate feedback
to a minimum of 3 peers (GP – 60 mins)
GT: Peer review 4 drafts
instead of 3; assist others
BLOOM’S
TAXONOMY
__Knowledge
__Comprehension
__ Application
_X_ Analysis
_X_Synthesis
__Evaluation
IEP/MODIFIED: More
guided practice for peer
reviewing
QUESTIONING:
What was the movie about? How is it similar or different from the book? What
can we learn from it? How does it tie into our theme of culture? What did you
like or dislike about your peer’s draft? What suggestions can you provide to
improve it?
ASSESSMENTS:
1. Identification of 5 similarities and 5 differences between the movie and
the book
2. Critical revision of a peer’s draft
HOMEWORK (HW):
1. Finish peer reviewing partner’s draft for homework
WEDNESDAY, 11/6/13 (A DAY)
OBJECTIVE (SWBAT): Revise the personal narrative by adding descriptive details
MATERIALS/RESOURCES: Sets of 3 similar rocks for each group (about 8 sets for
groups of 4)
DIFFERENTIATION
OF INSTRUCTION
BLOOM’S
TAXONOMY
ELL: Translation, use of a
dictionary
__Knowledge
__Comprehension
_X_ Application
__ Analysis
_X_Synthesis
_X_Evaluation
DO NOW: What is the difference between revising and editing? Provide
examples of what this means.
AGENDA:
1.) Discuss the Do Now as a whole group (GP – 5 mins)
2.) Teach students the ARMS acronym for revising: adding, removing,
moving around, and starting over (IP – 5 mins)
3.) Divide students into groups of 4 and distribute a set of 3 similar rocks to
each group. Direct students to choose one rock, designate a recorder,
and then give them 5 minutes to write a paragraph describing the rock
they chose (GP – 5 mins)
4.) Next, please 3 similar rocks on the table, and number them 1, 2, and 3.
The teacher should secretly choose one to describe and model a
descriptive paragraph, intricate details about shape, color, texture, and
other pertinent sensory details. After completing the paragraph, have
students vote for which rock was described by holding up one, two, or
GT: Assist others, add 10
details
IEP/MODIFIED: Add 3
details, work with a peer
LHA Arkansas Cluster Lesson Plan Template
three fingers (IP – 15 mins)
5.) Tell groups that their objective is to revise their original descriptive
paragraph with such careful details that another group could guess
which of the three was described. Give 5-10 minutes for revisions, then
have them trade their rocks and paragraphs with the neighboring group.
They should guess which rock was described, underline the details that
helped identify it, and then share guesses (GP – 15 mins)
6.) Have students repeat the process by describing a second rock and
writing a second paragraph (GP – 20 mis)
7.) Finally, students need to apply this technique to their personal narrative
draft. Direct them to get out their rough draft, choose a specific object
on the paper, and expand the object’s description (IP – 30 mins)
8.) If time allows, begin next day’s activity
QUESTIONING:
How do descriptive details make writing better? Where can you add these
details to your draft?
ASSESSMENTS:
1. Participation in group activity
HOMEWORK (HW):
1. Addition of 5 sensory details to the personal narrative draft
FRIDAY, 11/8/13 (B DAY)
OBJECTIVE (SWBAT): Revise the personal narrative by adding sensory details,
precise language, and transition words
DIFFERENTIATION
OF INSTRUCTION
MATERIALS/RESOURCES: Handout – Revising Your Personal Narrative: Adding
Sensory Details; 30 sets of highlighters – each containing yellow, orange, green,
pink, and blue; Handout – A Trio of Revising Activities
ELL: Translations
DO NOW: Share your 5 descriptive detail additions with a partner. Give two and
get two. Write their two on your paper. How do these details add to their draft?
GT: Help others, add
more details than
requirement
AGENDA:
1.) Distribute the handout “Revising Your Personal Narrative: Adding
Sensory Details” and a set of highlighters to each student. Read the
model paragraph aloud, and then ask student pairs to color code each
sentence for the appropriate sensory details. Then, display a clean copy
of the paragraph and cold call students to share their color for each
sentence, discuss, and mark up the paragraph on the whiteboard (GP –
30 mins)
2.) Next, complete the 2nd page of the handout by directing students to
quickly observe the classroom for one minute, Then, partners should
work together to compose a sentence for each sense. Ask several
volunteers to give examples (GP – 20 mins)
3.) Now, students should apply their knowledge to their personal narrative.
Have students choose one small moment to expand with sensory
details. Add 5 sensory details to the draft for homework (IP – 10 mins)
4.) Distribute the handout “A Trio of Revising Activities” and work through
each section. For the transition words, have students individually
IEP/MODIFIED: More
partner work
BLOOM’S
TAXONOMY
__Knowledge
__Comprehension
_X_ Application
_X_ Analysis
_X_Synthesis
__Evaluation
LHA Arkansas Cluster Lesson Plan Template
complete the sequencing activity, compare answers with a partner, and
then discuss answers with the whole group. Then complete the partner
talk and complete with the whole group (GP – 20 mins)
5.) Have students quietly complete the application by adding three
transition words from the list to their personal narrative drafts (IP – 10
mins)
6.) Next, complete the “Curing Gottitus” section by discussing the
importance of vivid verbs, modeling the first few questions, having
student pairs do a few and share, and having students finish the
remaining questions independently. Finally, finish the vivid adjectives
revision activities (IP – 30 mins)
QUESTIONING:
How do sensory details, precise language, and transition words add to writing?
ASSESSMENTS:
1. Participation in activities; addition of sensory details and transition words
HOMEWORK (HW):
1. Addition of 5 sensory details to the rough draft
2. Addition of 3 transition words to the rough draft
WEDNESDAY, 11/13/13 (A DAY)
OBJECTIVE (SWBAT): Make a typed version of the personal narrative
DIFFERENTIATION
OF INSTRUCTION
BLOOM’S
TAXONOMY
MATERIALS/RESOURCES: Flash drives; laptops
ELL: More modeling
DO NOW: Take out your laptop, open a blank Word document, and answer the
following questions: What is MLA formatting? How should you type a formal
paper? What components do you need?
AGENDA:
1.) Project a blank Word document on the projector and explain MLA
formatting. Model what icons to click on, and how to arrange the text
so it is in proper MLA format. Have students follow along on their own
computers (GP – 20 mins)
2.) Have students gather their materials and go downstairs to the media
center. Students may type and print from the library computers, or type
on their own laptops, save their typed draft to a flash drive, and print on
a library computer. The final typed draft, rubric, rough draft, and peer
check papers are all due at the end of the period (IP – 70 mins)
QUESTIONING:
What is MLA formatting? How do you do it?
ASSESSMENTS:
1. Completion of final copy of personal narrative with all required components
HOMEWORK (HW):
1. None
GT: Assist others if
needed
IEP/MODIFIED: More
modeling and assistance
__Knowledge
_X_Comprehension
__ Application
__ Analysis
_X_Synthesis
__Evaluation
LHA Arkansas Cluster Lesson Plan Template
FRIDAY, 11/15/13 (A DAY)
OBJECTIVE (SWBAT): Reflect on the essential question and begin reading Lord of
the Flies
DIFFERENTIATION
OF INSTRUCTION
MATERIALS/RESOURCES: “I Predict” activity for each student; copy of Lord of the
Flies for each student’ “Trapped on an Island” Handout; Envelopes with materials
for Survival Simulation Game
ELL: Translations
DO NOW: What would happen if we lived without rules?
GT: Challenge to think
outside the box
AGENDA:
1.) Discuss the Do Now (GP – 5 mins)
2.) Journal #7: Think about the many rules you are expected to follow at
home, at school, and other areas of your lives. What is the purpose of
rules? What would life be like without them? (IP – 10 mins)
3.) Divide the class in groups of 3-4 members. Then, complete the Survival
Simulation game, where students have to collect materials to survive on
an island. Directions are in envelopes for each group (GP – 40 mins)
4.) Then, in groups, discuss the game, and complete the “Trapped on an
Island” worksheet. Explain to students that this novel chronicles the
survival of adolescent boys who are stranded on an island after a
shipwreck. Complete the worksheet as a preview to the novel (GP – 30
mins)
5.) Pick up a copy of Lord of the Flies and the “I Predict…” activity paper
from the group table. Complete the activity as a preview to the novel
for homework. Also, read Chapters 1-2.
QUESTIONING:
What would happen if we lived without rules?
ASSESSMENTS:
1. Participation in Survival Simulation
HOMEWORK (HW):
1. “I Predict…” activity
2. Read Chapters 1-2 of Lord of the Flies
IEP/MODIFIED: More
support and more
resources in envelopes
BLOOM’S
TAXONOMY
__Knowledge
__Comprehension
_X_ Application
_X_ Analysis
_X_Synthesis
_X_Evaluation