FRAME THE LESSON
CLASS: 7th ELA-Writing LESSON DATE:
TEACHER:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
7.14D – edit drafts for grammar, mechanics, and
spelling
7.16A – write a personal narrative that has a clearly
defined focus and communicates the importance of or
reasons for actions and/or consequences.
7.19A.ii – identify, use and understand the function of
the following parts of speech in the context of reading,
writing and speaking (ii) appositive phrases
7.19Av – identify, use and understand the function of
the following parts of speech in the context of reading,
writing and speaking: prepositions, and prepositional
phrases and their influence on subject-verb agreement
7.19Avi- identify, use and understand the function of
the following parts of speech in the context of reading,
writing and speaking: relative pronouns (e.g., whose,
that , which).
7.20A – Use conventions of capitalization.
7.20Bii- recognize and use punctuation marks
including: semicolons, colons, and hyphens.
Engage
Mon 9-7
Tues 9-8
Wed 9-9
Thurs 9-10
Fri 9-11
Labor Day Holiday
Mini-Lesson:
Relative Pronouns
*Half Day*
Introduce peerconferencing
(video)
Active Peer
Conferencing Day –
Assign or allow
Choice of partner
Writer’s
Workshop –
students are
allowed to work ...
Self-Edit the Personal
Narrative that was
turned in last week.(use 1 appositive
phrase)
Using technology
make changes to
Personal Narrative &
print.
Model Edit
Pair & Share –
Have students
discuss insights
Monitor and
observe – give input
as needed
Explain and/or
extend insights &
encourage note
taking R/WNoteB
(Con’t)
…on whatever
phase of the
writing process
they need in
order..
..to complete their
project to the best
of their ability.
Students apply
concepts to peer
conferencing w/
partner
(Con’t)
Observation –
students should
finish conf. & be
ready to apply…
(Con’t)
Explore
Explain
Elaborate
Typed copy due
Evaluate
Stop & Check for Check for Understanding—High Level Questions
Describe how the shape of a diamond demonstrates what you need to
remember about writing a personal narrative.
Small Group Purposeful Talk Question Stems:
Summative Assessment – Final Draft of the
Personal Narrative.
Journal Entry: Give an example of a relative pronoun and use it in a sentence. Turn to a
partner and allow them to read your sentence and pick out the relative pronoun. If they are
not successful, teach them about relative pronouns.
Teacher input on
an as needed basis
as students work
to complete…
..their personal
narrative.
Empowering
Writer’s
Narrative
Reader’s
Writer’s
Notebook
Model Edit
Peer
Conferencing
Video Intro
Self/Peer
Edit
Checklist
Describe how your personal
narrative has changed from
last Friday to this Friday.
What are specific things that
you learned either about your
writing style or about the
writing process in general?
Rigor & Relevance: (Real World Connection)
Vocabulary:
Informal Assessment – What makes a one
personal narrative effective and another
something that you do not want to read??
Resources/Materials:
Critical Writing Prompt:
The student will make appropriate use of technology to
improve their writing by applying the writing process.
Closing Product/ Question/ Informal Assessment:
M T W TH F
Teaching Points & Activities: Unit 1, Week 3: Discovering Voice: Writing Personal Narr & Poetry
Objective/Key Understanding:
The student will extend their personal narrative by taking
a fresh look at writing that they “completed” last week as
well as give and accept input from peer conferencing that
may open their eyes to things that they have overlooked
(punctuation, spelling, reaching the reader, etc…).
9/7 to 9/11
Conferencing
Revise
Rewrite
evaluate
Final product
conventions
relative pronouns
prepositions
Appositive phrases
Good writing happens when people (whether
students or adults) are open to evaluating
their writing and applying the proper
conventions of the writing process. Many
times this is something that takes a lot of
time and energy; however, well worth the
trouble!