Direct instruction

Subject: Honors English 7th Grade

ences or events using effective technique, relevant descriptive details, and wellstructured event sequences. a. Engage and orient the reader b
n event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop expe
sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sens
follows from and reflects on the narrated experiences or events. (7.W.3)

velopment, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined
experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations, envelopes, maps, captions, diagrams) in which the de

n, drawing on several sources and generating additional related, focused questions for further research and investigation. (7.W.7)

elements in their own words: Plot, Characterization, Point of View, Theme, and Setting.

research information on story elements and develop their own personal definition for the essential five story elements.

ences of these story elements in narrative writing by making connections to their life experiences.

resent in narrative writing by locating examples in their own writing as well as in popular young adult literature.

ity, Class Discussion, Partner Work, and Exit Ticket.

out of 5 of the essential story elements in their narrative paper. (80% mastery)
essential story elements. (80% mastery)

om myself in order to pre-write for their narrative paper.

c to complex)

ctive Prezi on story elements, which will become their class notes.

on story elements and predict how to locate story elements in narrative writing.

ing a tablet or laptop.

used in narrative writing.

five essential story elements.

iting and explain in their own words how a particular story element influenced them.

e Prezi on story elements, which will become my notes.

tory elements and predict how to locate story elements in narrative writing.

a tablet or laptop.

e essential story elements

g and explain in their own words how a particular story element influenced them.

nt of view, theme, narrative, pre-writing, flow map, diagram map, cluster map,

Materials/Technology Resources to be Used:

Tablets, notebooks, post it notes, Prezi, dry erase board, pe

ing, and make relevant to real life)

ntial story elements in their own words: Plot, Characterization, Point of View, Theme, and Setting.

research information on story elements and develop their own personal definition for the essential five story elements.

ences of these story elements in narrative writing by making connections to their life experiences.

resent in narrative writing by locating examples in their own writing as well as in popular young adult literature.

to define the five essential story elements. I will then call on students to share their answers and we will compare the various definitions tha
owledge about story elements in narrative writing and also ask if they have any favorite story elements from past narrative papers or books
their teacher explain how story elements are used in narrative writing.

es on story elements using a Prezi.

writing as well as explain the correct sequence to set up a narrative paper.

ments and/or the writing process for a narrative paper.

Student Will: Summarize notes provided from their teache

taking style: illustrations, diagrams, maps, Cornell notes, o

Raise their hands to ask questions and voice concerns abo

o-teacher to teach one half of the class about the steps to writing a narrative paper while I teach the other half of the class about the five esse
of students about the five essential story elements, while my co-teacher teaches on the narrative writing process.

all students allow my co-teacher to walk around the room and work one on one with students to insure they are taking good, quality notes a

ork in small groups around the class room to answer questions and further explain content directly after note taking has concluded.

y of notes that include fill in the blank slots for any students whom have trouble following along or staying on task. Increase the font size of
ds the front of the room. Provide a hard copy of notes with illustrations to ELL students. Place any students whom have trouble sitting still i
ow the entire class to stand up and stretch if needed after everyone has finished taking their class notes. Provide a hard copy of starter questi

ont of the class. Provide a hard copy of a handout that includes illustrations on the narrative writing process.

ewriting activities for students including a flow map and clustering map.

Student Will:

lk with their shoulder partner about pre-writing.

Follow along with their teacher and copy the examples for

ory elements are included in narrative writing by demonstrating a higher level

ed an outline.

Raise their hands to ask questions and discuss with class m

writing.

earch story elements by providing suggested research steps as well as

school internet use

Practice setting up a narrative paper by using an outline.

nformation obtained through internet research into their writing note books.

Research story elements using the steps taught by their tea

Record information in their notebooks from researching u

udents are on task and understanding.

o-teacher explain and teach on how to pre-write using a flow map and cluster map which I work one on one with students whom are confuse
er works one on one with students and answers student questions.

chniques needed for our in class activity have my co-teacher demonstrating these techniques to the entire class as I speak.

their research break the class into two large groups. I will teach one group about recording research information in a diagram method while
o-teacher and myself will work one on one as well as in groups with these two groups of students.

worksheet on flow maps and clustering prepared as a hard copy to give to students, allowing them to fill in the blanks. Provide a hard copy o
tudents to fill in as the lesson is taught. Allow students that are hands on and visual learners to draw on the dry erase board when discussing
priate internet use at school and also on research techniques. Include illustrations along with detailed directions on research techniques in the
ng trouble with the research process. Allow ELL students to work with students whom have past experience working with technology. Place
elp them through the research process.

essential story elements in their own words and record any differences from

pick a paper topic to write a short narrative paper on the school appropriate
he five essential story elements.

Student Will: Define the five essential story elements in th

to the ones they originally made for the warm up activity.

Record any differences they discover from their new defin

notebooks.
Decide on a paper topic.

s needing extra help in choosing a paper topic or starting their paper.

Begin working on a narrative story making sure to incorpo

nts whom are not understanding the assignment.

Briefly share with their desk partners about their findings

definitions, and what they are writing about for their narra

ge students to begin writing using a pre-writing technique taught earlier in

r the end of class to have a brief conversation with their shoulder partner about
researching story elements, their personal definitions, and what they are
per.

uestions and make sure students are on task.

Continue working on their narrative paper for homework a

r will work with all students to insure they are making up their own definitions of story elements, while I walk around working with student
n their new definitions to those that were produced at the start of class.

discussion on appropriate paper topics and suggestions for what to write about. Then my co-teacher will walk around to work one on one w
nts will line up to have their paper topic approved my me before writing.

ics and remind students to use a pre-writing technique taught earlier in class my co-teacher will be walking around the room offering suppor

up sheet with approved paper topics and have students sign up for their preferred paper topic. Show students an example from my writing no
w students to work in partners to compare and contrast the in class activity to the warm up activity. Pass out a reminder sheet to forgetful stud
gn students into groups of 2 to 4 students and assign a group leader to help students start writing their paper. Hand out a hard copy of the ins
em out. Allow ELL students some extra time in class to work on their narrative paper the next class period. Allow auditory learners the oppo
begin their pre-writing technique.

ssion on story elements and I will call on five students to share their personal definition of the five essential story elements that were taught
ut todays lesson. For example a part they struggled with or any directions that they thought were hard to understand. I will quickly write this

le of their favorite story element (from the in class activity or their favorite book) on a post it note and stick it on the front dry erase board. S
ay. I will have provide students with an example: Theme- Love in Marley and Me. The theme in this book influenced me to remember th
ay. I will remind students that there is no wrong answer to this question as I want to know about their favorite story element and how it has
e on their way out of class.