Relationships Unit Narrative Lesson

1. GOAL OF LESSON AND UNIT: Unit Goal: Students will develop an understanding of the variety of relationships in their lives, with both the people and cultures here and those from their home country. Lesson Goal: Students will write a narrative about a memorable experience with a friend. 2. "KUD" [Know/Understand/Do]: Students will know the structure of a narrative. Students will understand how to construct a narrative. Students will write a narrative. 3. ESSENTIAL QUESTION(S): Unit: How are you similar to or unique from your friends and family? How do the connections form between you and your friends and family? Lesson: How can you express what it means to be a friend? What is a narrative? 4. ESL STANDARDS/PERFORMANCE INDICATORS:

Standard 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression. P.I. 10: Create, discuss, interpret, and respond to literary works, using appropriate and effective vocabulary, grammar, spelling, and punctuation in writing, and using appropriate vocabulary, grammar, and punctuation in speaking. Standard 4: Students will listen, speak, read, and write in English for classroom and social interaction. P.I. 1: Use a variety of oral, print, and electronic forms for social communication and for writing to or for self, applying the conventions of social writing.
5. OTHER CONTENT AREA (ELA; MATH; SCIENCE; SOCIAL STUDIES) STANDARDS/PERFORMANCE INDICATORS:

Learning Standards of New York State Standard 2: Language for Literary Response and Expression Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diversesocial, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for selfexpression and artistic creation.
6. COMMON CORE STANDARDS/PERFORMANCE INDICATORS:

Writing Standard 3

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Common Core Writing Standards 6-12

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to the task purpose, and audience.
7. LANGUAGE OBJECTIVES (VOCABULARY/GRAMMAR FOCUS): New vocabulary: narrative Students will go through the process of visualizing, mapping, outlining, and writing a narrative. 8. DESCRIPTION OF STUDENTS: 11 intermediate students. 10 native-Spanish speakers, 1 native-Urdu speaker. 7 seventh graders, 3 eighth graders, 1 sixth grader. 1 special education student. Identify number of students, proficiency level(s), grade level(s), each ELL's L1, and special needs. 9. LESSON DURATION: Two 85 minute double periods (170 minutes) 10. MATERIALS AND RESOURCES: Smartnotes/eno board Narrative essay mapping chart Narrative pre-write worksheet Lined paper 11.PRE-ASSESSMENT: Student responses on pre-assessment questionnaire will guide specific points of emphasis throughout the lesson/unit. 12. PLANNED DIFFERENTIATION OF INSTRUCTION: Students will develop their stories using a variety of techniques: visualizing, drawing, retelling orally, mapping, and outlining. Modeling will be done orally and visually on eno board. 13.OPENING OF LESSON/PRESENTATION/MOTIVATION: Day 1: Students will be instructed to create a new table of contents entry in their notebook with the title A Memorable Experience Was. They will title a blank page in their notebooks with th e same title, completing the sentence five times with 5 memorable experiences they shared with a friend. Teacher will model sentence construction and content of sentences with examples on eno board. [5-8 minutes] 14.MODELING AND GUIDED PRACTICE: Day 1: 1- Teacher will select the experience he recalls most from list on eno board, then on a blank page using eno board writing tools, talk students through the most vivid aspects of the experience. Teacher will draw different scenes of the memory while talking through it, emphasizing the setting (beach, sun, heat) and different events that took place (swimming in ocean, playing football in the sand, building a sand castle). 2- Teacher will model how to fill in information on the mapping chart on eno board, using the same experience that was drawn emphasizing the type of information required (setting, feeling, atmosphere) 3 Teacher will model how to fill in information on the narrative pre-write, emphasizing using the five senses to describe the events in their narrative/experience. (15 minutes) Day 2: 4- Teacher will read through a narrative created based on the drawing, mapping and outlining, drawing connections between the information in the outline and the information as presented in complete sentences and paragraphs in the narrative essay. [5-8 minutes] 15.GROUP/INDEPENDENT PRACTICE: Teacher will instruct students to complete steps 1-4, following each instance of modeling. Students will work independently, except for following step 1- Drawing. Once students have completed a detailed drawing of their experience, they will pair up with a classmate and retell their experience orally (think-draw-pair-share). Teacher will go around to each pair, asking students to share parts of the story told to them by their classmate. Day 1: (45-55 minutes) Day 2: (60-70 minutes) 16.ASSESSMENT EVIDENCE (ONGOING FORMATIVE AND POST-/SUMMATIVE ASSESSMENT): Students will be informally assessed as they follow along and complete each step in the narrative writing process, with particular attention paid to the classmate sharing step (Are they using English the whole time? Are they describing their experience in detail?) Students will be assessed on the final draft of their narrative essay, which will go into the students writing portfolio for the year.

17.ENDING OF LESSON/CLOSURE: At the end of Day 1 teacher will take note of student progress, recapping what they have done so far, how they will use this information going forward, and what they will do the next day. (2 minutes] 18.HOMEWORK: Day 1: students will complete Narrative Pre-Write worksheet if not completed in class. Day 2: Students will complete first draft of their narrative essay if not completed in class. Students that complete their draft during the second day will get their corrections back in class, with the opportunity to begin working on their second draft for homework. As students complete their drafts they will receive corrections and complete them for homework over the next two days of the unit until they have produced a final draft.