Lesson Title: __Personal Narrative_______________________________
Overview of the lesson: This lesson is created for 10th grade students who will be required to create a
personal narrative speech. To prepare for this speech students will learn the elements of a personal
narrative as well as the use and benefits of figurative language. After learning this material students will
be asked to pick an event in their lives (starting high school, getting a driver’s license, going to their first
concert, etc.) and create a personal narrative speech that they will present to their peers. To model the
presentation procedure for the students, one of the teacher will present their own personal narrative
speech along with visual aids.
Objectives: (State all objectives operationally. e.g., Students will describe, locate, interpret, evaluate,
maintain, apply, etc. Use the Blooms Taxonomy and other resources in Blackboard.)
1.
Students will evaluate the elements of a personal narrative and figurative language.
2.
Students will apply their knowledge of the elements of a personal narrative to a speech.
3.
Students will interpret and apply figurative language in their own personal narrative.
CDE Standards: (Directly related to objective/s) (You must include the DOK level indicator for each.)
(http://www.cde.state.co.us/cdeassess/UAS/CoAcademicStandards.html )
Accommodations: (Accommodations for students who may be Exceptional learners, 504, ELL, ILP, etc.)
(This is a very important section. Include at least three (3) accommodations for different students.)
(Examples: http://www.cde.state.co.us/cdeassess/documents/csap/manuals/2009/200809_CO_Accomm_Man.pdf )
Materials:



PowerPoint presentation to teach elements of a narrative as well as how to create an effective
presentation.
Overhead with popular song lyrics that demonstrate figurative language.
Guided notes that give the definitions of the elements as well as figurative language; will
provide examples of both and examples of events the students may use for their personal
narrative speech.
Opening: The students will be asked the following two questions:


Who knows what an autobiography is?
How many of you have ever read an autobiography?
Students will learn how to compose and present a personal narrative because it allows them to
share their personal experiences in a way that fosters creativity and diversity.
Review: We will go over the students’ prior knowledge of a narrative and brainstorm mapping.
Expectations:
Academically – We expect you to learn how to use figurative language to enhance not only your
personal narrative speech, but other writing assignments that you may have as well.
Behaviorally – We expect you to work as a cohesive unit and show respect, acceptance and support to
your peers.
Procedures:
1.
2.
3.
4.
5.
6.
7.
8.
Ask students what they know about autobiographies and narratives.
Provide students with guided notes and definitions.
Go over PowerPoint presentation to teach the elements of a personal narrative, as well as
how to use PowerPoint within a presentation.
Introduce figurative language to the students, put up overhead with popular song lyrics to
show the common use of figurative language.
Give students ideas of events that they can write their personal narrative about.
Have students create a brainstorming map of events in their lives that they would fill
comfortable talking about- to be approved of by teacher.
Review elements of a personal narrative, figurative language and presentation.
Provide students with an assignment rubric and go over expectations.
Differentiation: (This is a very important section. Be sure to review your text book.)
Assessments:
Informal
High level questions:
1. In your analysis of your classmates’ speeches, how did figurative language impact your
understanding of their event?
2. How do you think your speech would sound if you created it without the use of figurative
language?
3. Evaluate how visual aids can enhance or distract audience attention from a speech.
Low level questions:
1. What is one fact that you remember from one of your classmates’ presentations?
2. How do these presentations help you to understand diversity better?
3. How can you apply what you have learned about personal narratives to your other classes?
Guided Practice: The students will create a brainstorming map of some events in their lives that they
would like to write their personal narrative speech about. They will then create a rough outline about
one of them that will be looked over and approved by either one of their teachers. This time will also
provide students with the opportunity to present any questions that they may have regarding personal
narratives, figurative language, or presenting.
Independent Practice:


Once their topic has been approved, the students will be required to create 3-4 sentences that
they would include in their speech, that use figurative language.
The students will practice their personal narrative speeches in front of a friend or guardian and
will bring back a signed rubric from the listener.
Closure: To close the lesson we will review the elements of a personal narrative, as well as figurative
language and presentation. The students will be given a rubric and we will go over it as a class, so that
our expectations are known and questions are answered. At this time we will also provide students with
a sign-up sheet for presentation dates.
Extensions: Students can use this information learned in this lesson both within school and outside of
school. This information can be used by students in a more formal setting, such as writing their own
autobiography, or in an informal setting such as when they relay a story to their peers.