Writing a Scene of the Novel from a different perspective
- What
- Writing a Scene of the Novel from a different perspective
- When
- 4/23/2021
Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10
ELAGSE10RL2, ELAGSE10RL4, ELAGSE10RL6
Learning Target: I can read, write, and understand short stories using narrative literary elements.
Success Criteria:
I can identify plot elements (exposition, rising action, climax, falling action, and conclusion).
I can identify and describe the type of conflict within a short story.
I can describe the characters within a short story, including whether they are main or minor, dynamic or static.
I can identify details within the story that reveal a character’s attributes.
Introduction/Connection:
Class Discussion: What makes the characters so compelling. Would the story change from someone else's viewpoint? Or, a third person viewpoint?
Discuss Point of View
GUIDED PRACTICE:
We Do: Read rules of Narrative Writing Assessment and explain how it will be graded. Explain to students that I will be looking for weak areas to conference in a writing workshop.
Students are to write the story of Marionettes,Inc. from the point of view of any of the Marionettes created in the story.
You Do: Students complete the Narrative Assessment
Work Period (We Do, You Do)
Students learning by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10
INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Author’s chair. Students will share their writing, and together we will identify plot elements.
SUMMARIZE/CHECK FOR UNDERSTANDING: Critiques of a peer.
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8