Learning Experience Plan Subject: English Language Arts Grade level: 12
Unit: Creative Writing Day/periods:
Topic: Pre-reading strategy, “Sketch and Connect”, through informational text to produce a stronger independent writing piece
Content Standards:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Literacy Standards:
Learning Experience Outcomes
Students will:
· Recall prior knowledge on the lesson’s definition
· Distinguish the steps to the “Sketch and Label Connections” pre-reading strategy
· Apply the steps of the pre-reading strategy independently
· Point out the skills necessary for image inducing writing
· Develop their own writing piece based off a mental image
Learning Experience Assessments
· Explain and/or give example of the definitions, “pre-reading strategy” and “informational text.”
· Listen and record information during the teacher’s direct instruction and modeling
· Complete the steps of Sketch and Label Connections with their own informational text excerpt
· Class discussion after the guided practice where students must apply the images to the style of writing an author needs to ignite mental images
· Given pictures from 9/11 and asked to write a story using important elements of writing discussed in class for homework
Differentiation
Approaching
Students who are approaching will be able to use a non-linguistic pre-reading strategy in order to express themselves, which will most likely come easier to them. They will also have the teacher’s modeling in order to follow directly for success.
On-level
On-level students will be able to challenge themselves by using another skill for the pre-reading strategy rather than what they are used to. They will also be able to challenge themselves when labeling their sketch for complex ideas rather than stating simple aspects.
Beyond
Beyond students will be able to challenge themselves mostly during the independent practice portion of the lesson. They will be able to move in a creative direction while being required to maintain a style, tone, and perspective that captivates the audience about September 11.
Curriculum Integration
Materials/Resources
Procedures/Strategies
Chalkboard
Notebooks
Chalkboard, handout
Handout, notebooks
Class discussion
Picture, notebooks
Day 1
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) Focus question will be posted on the board for students to copy. Focus question: How will the pre-reading strategy for informational text aid in our own creative writing experience?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) Students will be asked to define and/or give an example for the definitions “Pre-reading strategy” and “Informational text” in their notebooks. They will then have an opportunity to share their responses so I can gage prior knowledge and understanding.
Direct Instruction (input, modeling, check for understanding) I will start direct instruction by explaining that it is important to make connections throughout a reading in order to guarantee a long-term understanding of the topics at hand, which is why we use pre-reading strategies. In today’s lesson we will be learning a pre-reading strategy called, ‘Sketch and Label Connections.’ We use this approach by using simple lines and shapes to make a picture that represents our personal connections with the text. After the drawing, we label in order to linguistically represent our connection. I will then model with a sample informational text, sketch, and labeling of my own. The informational text we will be working with throughout this lesson will be on September 11. I will put an excerpt from a NY Times article as my sample to model:
On that day — the Sept. 11 that requires no year — the sun set on crushed buildings in a reimagined world. It set on a recontoured skyline and a haunted city. The equations of life no longer worked. That’s the way it seemed. A decade now since the tall towers fell in New York and the Pentagon was gashed open and a diverted plane dropped into a field near Shanksville, Pa., people know where they were when they heard the unheard-of. People repeated the same thing: My life will be changed forever. It was called the saddest day in American history. It was called the worst day in American history.
http://www.nytimes.com/2011/09/08/us/sept-11-reckoning/decade.html
I will then show a picture, or sketch; that I feel encapsulates the tone and linguistics of the excerpt:
Unit: Creative Writing Day/periods:
Topic: Pre-reading strategy, “Sketch and Connect”, through informational text to produce a stronger independent writing piece
Content Standards:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.W.11-12.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Literacy Standards:
Learning Experience Outcomes
Students will:
· Recall prior knowledge on the lesson’s definition
· Distinguish the steps to the “Sketch and Label Connections” pre-reading strategy
· Apply the steps of the pre-reading strategy independently
· Point out the skills necessary for image inducing writing
· Develop their own writing piece based off a mental image
Learning Experience Assessments
· Explain and/or give example of the definitions, “pre-reading strategy” and “informational text.”
· Listen and record information during the teacher’s direct instruction and modeling
· Complete the steps of Sketch and Label Connections with their own informational text excerpt
· Class discussion after the guided practice where students must apply the images to the style of writing an author needs to ignite mental images
· Given pictures from 9/11 and asked to write a story using important elements of writing discussed in class for homework
Differentiation
Approaching
Students who are approaching will be able to use a non-linguistic pre-reading strategy in order to express themselves, which will most likely come easier to them. They will also have the teacher’s modeling in order to follow directly for success.
On-level
On-level students will be able to challenge themselves by using another skill for the pre-reading strategy rather than what they are used to. They will also be able to challenge themselves when labeling their sketch for complex ideas rather than stating simple aspects.
Beyond
Beyond students will be able to challenge themselves mostly during the independent practice portion of the lesson. They will be able to move in a creative direction while being required to maintain a style, tone, and perspective that captivates the audience about September 11.
Curriculum Integration
Materials/Resources
Procedures/Strategies
Chalkboard
Notebooks
Chalkboard, handout
Handout, notebooks
Class discussion
Picture, notebooks
Day 1
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) Focus question will be posted on the board for students to copy. Focus question: How will the pre-reading strategy for informational text aid in our own creative writing experience?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) Students will be asked to define and/or give an example for the definitions “Pre-reading strategy” and “Informational text” in their notebooks. They will then have an opportunity to share their responses so I can gage prior knowledge and understanding.
Direct Instruction (input, modeling, check for understanding) I will start direct instruction by explaining that it is important to make connections throughout a reading in order to guarantee a long-term understanding of the topics at hand, which is why we use pre-reading strategies. In today’s lesson we will be learning a pre-reading strategy called, ‘Sketch and Label Connections.’ We use this approach by using simple lines and shapes to make a picture that represents our personal connections with the text. After the drawing, we label in order to linguistically represent our connection. I will then model with a sample informational text, sketch, and labeling of my own. The informational text we will be working with throughout this lesson will be on September 11. I will put an excerpt from a NY Times article as my sample to model:
On that day — the Sept. 11 that requires no year — the sun set on crushed buildings in a reimagined world. It set on a recontoured skyline and a haunted city. The equations of life no longer worked. That’s the way it seemed. A decade now since the tall towers fell in New York and the Pentagon was gashed open and a diverted plane dropped into a field near Shanksville, Pa., people know where they were when they heard the unheard-of. People repeated the same thing: My life will be changed forever. It was called the saddest day in American history. It was called the worst day in American history.
http://www.nytimes.com/2011/09/08/us/sept-11-reckoning/decade.html
I will then show a picture, or sketch; that I feel encapsulates the tone and linguistics of the excerpt:
Lastly, I will label, or explain, why this picture is appropriate for the excerpt:
This picture shows the bald eagle, America’s national bird, shedding a tear in front of the American flag. The tear represents the multitude of people who were killed, their loved ones, and the rest of the country’s incredible pain and sorrow. The flag is fringed at the seams in order to represent the confusion and destruction that the terrorist attack placed on our nation. These aspects of the picture match with the overall tone of despair in the excerpt.
Guided Practice (how students will demonstrate their grasp of new learning) The students will then be given another excerpt from this text and be asked to follow the model that I just showed them. The excerpt will be on a handout and will be asked to be read aloud:
In Lower Manhattan, cordoned off with sawhorses for blocks around the smoldering World Trade Center, the odious scent that persisted for months and wafted through the city. Was it burning tires? Unsettled souls? Residents moving about in dust masks. The rats dislodged from their homes. The flatbed trucks and garbage trucks panting back and forth, loading the seemingly limitless detritus. People buying parachutes and canoes, a way to get out the next time. Buying bulletproof vests and ammunition. The prolonged hunt for remains. Funeral after funeral.
http://www.nytimes.com/2011/09/08/us/sept-11-reckoning/decade.html
The students will then independently draw a picture for a section or the overall excerpt provided and read.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) Students will be asked a final reflection question to be shared out loud, “What did the excerpts you read today need to possess in regard to writing style in order to ignite the images in your head that you provided?” We will then address tone, style, and descriptive writing as a whole because it is necessary in their own writing in order for their audiences to create mental images. They will practice this for homework.
Independent Practice (what students will do to reinforce learning of the lesson) Students will now be the writers, rather than the audience. Instead of informational text, they will be given informational pictures on 9/11 and be asked to create a story based on the picture they receive. They will need to remember the aspects of the informational text they read in order to capture passion, emotion, and a style of their own. Picture options:
This picture shows the bald eagle, America’s national bird, shedding a tear in front of the American flag. The tear represents the multitude of people who were killed, their loved ones, and the rest of the country’s incredible pain and sorrow. The flag is fringed at the seams in order to represent the confusion and destruction that the terrorist attack placed on our nation. These aspects of the picture match with the overall tone of despair in the excerpt.
Guided Practice (how students will demonstrate their grasp of new learning) The students will then be given another excerpt from this text and be asked to follow the model that I just showed them. The excerpt will be on a handout and will be asked to be read aloud:
In Lower Manhattan, cordoned off with sawhorses for blocks around the smoldering World Trade Center, the odious scent that persisted for months and wafted through the city. Was it burning tires? Unsettled souls? Residents moving about in dust masks. The rats dislodged from their homes. The flatbed trucks and garbage trucks panting back and forth, loading the seemingly limitless detritus. People buying parachutes and canoes, a way to get out the next time. Buying bulletproof vests and ammunition. The prolonged hunt for remains. Funeral after funeral.
http://www.nytimes.com/2011/09/08/us/sept-11-reckoning/decade.html
The students will then independently draw a picture for a section or the overall excerpt provided and read.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) Students will be asked a final reflection question to be shared out loud, “What did the excerpts you read today need to possess in regard to writing style in order to ignite the images in your head that you provided?” We will then address tone, style, and descriptive writing as a whole because it is necessary in their own writing in order for their audiences to create mental images. They will practice this for homework.
Independent Practice (what students will do to reinforce learning of the lesson) Students will now be the writers, rather than the audience. Instead of informational text, they will be given informational pictures on 9/11 and be asked to create a story based on the picture they receive. They will need to remember the aspects of the informational text they read in order to capture passion, emotion, and a style of their own. Picture options: