Activity: 1.

7 Timed Writing: Choosing a Topic and Drafting a Personal Narrative

Teacher: B. Brown
Date: 9/17-21/2015
Pacing: 2 Blocks

Essential Question: How do authors use narrative elements to create a story? What are the
elements of effective revision?
STANDARDS: W.7.3 - Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.
W.7.3a - 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.
SL.7.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas
and expressing their own clearly.
SL.7.1a - Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect
on ideas under discussion.
LANGUAGE OBJECTIVES: *IWBAT analyze the elements of and respond to, a writing prompt.
*IWBAT identify and apply the roles within a writing group while sharing and responding to draft
texts.

Warm-Up Question: Explain what a noun, verb, and adjective is. Provide an example of each one.
Warm-Up/Pre-Assessment Activity (identify instructional standard/indicator): Students will read the
Writing Prompt on page 29. Students will circle the key verbs in the prompt. Next, students will
underline the nouns. (NEPF Standard 4, Indicator 1)

Daily Review (identify instructional standard/indicator): Review the elements of the writing process
with students. Draw the writing process chart out like a plot diagram.

Lesson Introduction (identify instructional standard/indicator): Students will pick an incident from
their Choices graphic organizer, and discuss the choices and consequences involved with it, with
a partner. Have students highlight the chart on page 28 to ensure an understanding of each
responsibility while working in the writing groups. Review the tips on page 29.

Concept/Skill Development (including 3+ high level questions) & (identify instructional

standard/indicator): Students will begin the writing process for this incident. Then, when finished
with their first draft, students will go into writing groups, and assign roles for each person in the
writing group. Students will then share their drafts with each person in the writing group. Then,
students will take the suggestions made by the people in their writing groups and revise their first
drafts. Remind students that they will revisit this draft for Embedded Assessment 1. (NEPF
Standard 3, Indicator 1)
Practice & Application (Guided/Independent/Group Practice) (identify instructional
standard/indicator): Students will begin drafting their first essay response. Prior to working
independently, the teacher will model an incident in her life to provide an example. Students will

then work in writing groups to revise their work.

*Rigorous Curriculum (identify instructional standard/indicator):
DOK 1 review the writing process
DOK 4 students will be creating an original rough draft
DOK 4 students will participate in writing groups

Assessment (Formative - include Homework - & Summative) (identify instructional

standard/indicator): Formative Assessment: Students will answer the following question in their
notebook, Explain how a writing group can help you improve your writing? Text marking, group
work, evidence of the writing process.

Long-Term Review & Closure (identify instructional standard/indicator): Students will complete th
Check your Understanding questions on page 30 1. Describe how you respond to a writing
prompt
2. Explain how a writing group can improve your writing
SUPPLEMENTARY MATERIALS:
Springboard book, paper, pencil, highlighter
POTENTIAL MODIFICATIONS TO LESSON: follow accommodations in IEPs and 504 plans.