Concept Unit

Lesson Plan Template

Unit Working Title: Building a Community of Individual Voices

Unit Big Idea (Concept/Theme): Unique Voices
Unit Primary Skill focus:

Week:3 of 3
Plan # 6 of 9
Minutes: 90

Plan type: Summary

Content Requirement Satisfied:

- Instruction that uses text as a model

Unit Learning Objectives and Specific lesson objectives being taught in this lesson:
1. Students will know that writing is a unique way of expressing ones voice.
5. Express their voice in writing.
9. Write original texts to assert their unique voice in their communities.
SWBAT:
a. Students will understand the literary craft of narratives poems; they will
understand its function and purpose in literature.
b. Students will know the structure of a narrative poem.
Cognitive:
Affective (feel/value) and/or Non-Cognitive:
c. Student will value variation in literature for sharing ones story.
Performance (do):
d. Student will demonstrate their understanding of the structure of narrative poems by
writing their own narrative poem
SOLs:

6.7 The student will write narration, description, exposition, and persuasion.
c) Organize writing structure to fit mode or topic.

CCSs:
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Diagnostic Formative Summative

Students completed a guided
reading assignment during
the previous class of the
poem Annabel Lee. They
then had to summarize their
answers and reflect on why
the poem was written as a
narrative.
Students will write their own Students will revise and edit
narrative poem. They will go their poems to be published in
over the structure of the poem their final project.
of Annabel Lee to as an
example for their own
narrative poems.

Procedures/Instructional Strategies

Beginning Room Arrangement:

As students come to class, they will sit in their assigned seat. The class is set up in a double U
shape with one inner U and an outer U. In this arrangement, students do a lot of work with elbow

[10 mins.] Bridge/Hook/Opening to lesson:

When students come in to class, they will be welcomed by the song Lean on Me by Bill
Withers. https://www.youtube.com/watch?v=KEXQkrllGbA

We will begin class with a conversation on what it means to lean on someone. This conversation
is to build a positive classroom community. We will discuss how students should rely on each
other and listen to each other. We will also discuss how each person has a story worth listening
to. When we listened to shared stories, we can then lean on each other.

[10 Min] Narrative Structure of Annabel Lee

I will ask the students to take out their Annabel Lee poems. Together we will deconstruct a
beginning middle and end. They will identify problem, solution, characters, and settings for the
poem. They will be asked to keep the poem out to write their own poems.

[8 Min] Modeling the Narrative writing process

I will tell students to think of a story that they want to tell in poetry form. Poe Write about
Annabel Lees death. They can write about any story they want. Then I will ask students to break
the story down into five sections. The five sections should include the beginning, middle and
end. Each of these five sections should now become stanzas in their poems. The stanzas dont all
have the same amount of lines, but should tell the story. They should have a problem and a
solution. They should have characters, and they should try to employ a rhyme scheme if they
can. Once students have written a rough draft, they should continue to work on the word choice
for their poetry.

I will ask students to give me a topic they would like me to write a poem about. I will then model
how I would begin to structure it, based on the instructions.

[15 Min] Draft

Students will be given time to come up with a topic, characters, and plot line. They will check in
with me before they begin writing their poems. We will have mini-conferences to make sure they
are on the right track.

[35 Min]

Students will be given time to do independent writing. They will have plenty of time to finish
their poems in class. For the students who finish early, they will do a one pager assignment. They
will be asked to create a one pager assignment of their favorite movie or show. They will have to
identify the plot structure (beginning, middle, and end, characters and setting).

[3 Min] Closure:

Thank you everyone for our hard work. I know you guys have been working very hard. Please
turn in your poems so you dont lose them. When youve turned it in, pack up, push in your
chair, and get ready for the bell to ring.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)

Louis has the tendency to shut down and not work when he thinks assignments are too difficult.
To make sure he is on track, I will be having a conference with him make sure he understands the
task. We will go over his brainstorming and his ideas for his narrative poem. We will structure
his poem so he knows what he has to write.

Materials Needed (list):

- Computer
- Doc Cam
- Individual student computers (depending on how they choose to create their art piece).

Materials Appendix:
- Appendix A
- Appendix B
- Appendix C