Lauren Donnelly
11/8/2010
East Providence High School
Implemented Lesson 2: Teaching Language in the Context of Writing
11th Grade English
Grade/Content
Area
Writing Personal Narratives
Lesson Title
State Standards, GLE’s/GSE’s:
 R-12-4.4: Demonstrate initial understanding of
elements of literary texts by identifying the
characteristics of a variety of types/genres of literary
text.
 R-12-16.1: Generates a personal response to what is
read through a variety of means…comparing stories to
other texts to related personal experiences, prior
knowledge, or to other books.
 W-12-4.1: In written narratives, students organize and
relate a story line/plot/series of events by establishing
context, character motivation,
problem/conflict/challenge, and resolution,
significance of setting, and maintaining point of view.
 W-12-5.4: Students demonstrate use of narrative
strategies to engage the reader by using voice
appropriate to purpose.
National Standards, NCTE/IRA:
 4. Students adjust their use of spoken, written, and
visual language (e.g., conventions, style, vocabulary)
to communicate effectively with a variety of audiences
and for different purposes.
 5. Students employ a wide range of strategies as they
write and use different writing process elements
appropriately to communicate with different audiences
for a variety of purposes.
 6. Students apply knowledge of language structure,
language conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
Students have been learning about the exploration of the New
Context of the
World and Puritan values in preparation for a unit on The
Lesson
Crucible. In the previous lesson, students read Captain John
Where does this lesson
fit in the curriculum and Smith’s personal, first-hand, historical narrative “from the
instructional context? Is General History of Virginia.” Using what they learned in the
previous lesson, students will create their own personal
it the opening of a unit
narrative to help them relate personally to the ideas in the text
or a series of lessons?
they just read. This is a lesson within a series of lessons about
this topic.
Plans to differentiate instruction:
Opportunities to
Types of Learners:
Learn
State Standards:
GLEs/GSEs
National Content
Standards:
Enter your name here
Page 1 of 4
Lauren Donnelly
11/8/2010
East Providence High School

Definition: Materials,
Learners and
Environments
Objectives
Instructional
Procedures
Enter your name here
Visual: Students will have a copy of the text to look on
with as we read about what a narrative is.
 Auditory: Students will hear other students read the
text and will listen to my explanation of narratives.
 Kinesthetic: Students will be given a worksheet to
complete. Students will use the worksheet to learn
about what is a narrative.
 Students will work independently, participate in a
class discussion, and have the opportunity to work in
small groups in this lesson.
Accommodations and modifications:
 There are a few students with learning disabilities in
the classroom. To keep them engaged and focused, I
will stand closer to their desks when giving
instructions and check to make sure they understand
what is going on and what I am asking of them.
 Students in the honors section of this class will be
asked to complete a longer, more in depth response
which will give them the opportunity to develop their
thoughts more deeply.
Environment factors:
 Relatively large class sizes [about 28 students]
 Early class, first period. Students are still a bit sleepy
and many come into class late.
 One class has lunch in the middle of the period.
Students have class, go to lunch, then return to the
same class for instruction. This will make transitioning
difficult and keeping their focus.
Materials:
 A copy of the textbook for each student.
 Paper for students to generate their responses
 A copy of the narratives worksheet for each student
 Chalkboard/chalk to write the response choices and
guidelines so that students can copy this down.
 Students will connect what they learned in the
previous lesson about Captain John Smith’s “from the
General History of Virginia” to their writing
assignment.
 Students will understand what a narrative is and be
able to generate a narrative on their own through the
explanation given.
Opening:
 Revisiting the concepts explored last class, review
briefly Captain John Smith’s “from the General
History of Virginia.”
Page 2 of 4
Lauren Donnelly
11/8/2010
East Providence High School


Assessment
Enter your name here
Ask students if they know what a ‘narrative’ is.
Have students open to page 63 of the textbook and
read the blurb on narrative accounts and then 65 of and
read the Literary Focus box of what a narrative
account is.
Engagement:
 Hand out copies of narrative worksheet. Read the
directions and explain what students are to do.
Explain the significance of the clipart at the top of the
document and tell students that it is there to remind
them that narratives are stories [clipart on the
worksheet is a woman reading a story to children].
 Have students work in pairs to complete the narratives
worksheet.
 Go over the worksheet as a class. Have students take
turns reading the narratives and explaining why or
why not these are examples of narratives.
 Explain what makes a good narrative and refer to John
Smith’s “from the General History of Virginia” to
show students examples of elements that make a
strong narrative [details, description…]
Closure:
 Have students write a personal narrative account using
one of the following prompts:
o Tell about a time in your life when you found
yourself in a new place or situation.
o Tell about a time in your life when everything
seemed to be going against you.
[These prompts relate to the themes and ideas
discussed in John Smith’s “from the General
History of Virginia.”] +Students in the college
prep sections will be given ten minutes to write
a paragraph response in class. The honors
section will be asked to do this for homework.
They will be asked to write a three paragraph
response. The first paragraph telling about the
event, the second paragraph describing the
event, and the third paragraph reflecting on the
event.
 Students will be formatively assessed based on their
responses to the worksheet and their explanations of
why or why not these are examples of narratives.
 Students will be summatively assessed on their
understanding of and ability to write a personal
narrative based on their responses to the writing
assignment given.
Page 3 of 4
Lauren Donnelly
Reflections
This section to be
completed only if lesson
plan is implemented.
11/8/2010
East Providence High School
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Lesson Implementation:
Enter your name here
Page 4 of 4