Lesson Plan

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1 TESOL Resurce Center Resurce Templates and Guidelines Lessn Plan This is a sequence f lessn plans designed fr a narrative unit that can be used in a cllege-level (freshman r higher) cmpsitin curse r a literature-based language curse. Title A Stry f Yur Own Authr Estela Ene Prficiency level Beginning Intermediate x Advanced Grade level Adult Higher Educatin Skills Writing skills are the main fcus f this activity. X Reading X Writing X Speaking X Listening X Grammar X Vcabulary Related subskills Cmprehensin, vcabulary Related subskills Inventin, rganizatin, develpment, discurse features, dictin, editing, revising Related subskills Cnversatin/negtiatin Related subskills Cnversatin/negtiatin Related subskills Present and past tense in narratives Related subskills Wrd chice in narratives and descriptins Subject area Literature, Cmpsitin, English fr academic purpses Objectives Familiarize learners with the discurse features specific t narratives (including discurse rganizatin; narrative elements such as plt, setting, characters, climax and reslutin; tense uses; figures f speech; apprpriate wrd chice). Write a narrative by practicing several stages f the writing prcess: tpic inventin, idea and character develpment, drafting, revising and editing. Develp vcabulary. Imprve present and past tense use accuracy. Wrk cllabratively and individually. Duratin Six r mre ne-hur sessins. 1

2 TESOL Resurce Center Resurce Templates and Guidelines Materials and technlgy 1. Shrt narrative t be read by the students at hme befre the first class f the narrative instructinal unit. Ex: The Yellw Ribbn by Pete Hamill. NOTE: The text can be a mvie, TV shw r sap pera the class can watch tgether. 2. Handut 1: Cmprehensin questins abut the narrative t be answered at hme by the students and then discussed in class. a. What is the stry abut? b. Wh are the characters? c. Where des the stry happen? d. What happens in the stry? e. What is the mst imprtant mment in the stry? f. What is the message f the stry? g. Which part f the stry is mst beautifully written? Analyze the passage. Explain yur chice. 3. Handut 2: Grup members names: Title: Characters names and brief descriptin f their rle: Setting: Basic plt: Climax: Reslutin: Message/teaching: Prcedure Class ne: Understanding the structure f a narrative 1. Students read the assigned narrative ( The Yellw Ribbn by Pete Hamill) at hme. 2. Begin class by asking a few students what happened t them that day/week. This is t make the pint that the answers are shrt stries/narratives, and t illustrate the imprtance f stry telling in every-day life. Examples frm ther cultures can be elicited frm the class. 3. In grups f three r fur, have the students discuss the cmprehensin questins. Jin each grup fr a few minutes at a time t prvide guidance with vcabulary and text cmprehensin. 2

3 TESOL Resurce Center Resurce Templates and Guidelines 4. With the whle class, recap the answers t the cmprehensin questins, invlving all the grups. Optinal: After each Q&A, intrduce the related literary terms (a & d plt; b character; c setting; e climax; f reslutin / mral teaching). Class tw: Create yur wn sequel: fcus n structure Part I 5. Recap the structure f a narrative by telling a jke at the beginning f class and asking the students (when laughter dies dwn ) t identify the narrative subparts f the jke. 6. Annunce the main task that day: t create a sequel t The Yellw Ribbn. 7. Put students in grups f three r fur and ask them t decide hw t cntinue the plt f the stry. Encurage them t use unexpected twists in the plt and/r t replace r intrduce new characters. Reserve the remainder f the class perid fr grup wrk. By the end f the sessin, each grup shuld decide n the title, characters, setting, and plt f their sequel. Each grup shuld designate a nte-taker. At the end f class, the nte-taker will turn in Handut 2. While the students wrk, the teacher will jin each grup and prvide feedback and guidance. NOTE: This step can be dne in the cmputer lab, with the students typing as they discuss their decisins. Handut 2 can be ed t the teacher and the ther grup members at the end f class. Class three: Create yur wn sequel: fcus n structure Part II 8. The grups frmed at step 7 cntinue wrking tgether n the dialgue. All grup members shuld write dwn the dialgue in their ntebks. NOTE: This step can be dne in the cmputer lab, with the students typing as they discuss. The dcument can be ed t the teacher and the ther grup members at the end f class. Class fur: Understanding the structure f a narrative (cntinued) fcus n tense use 9. Make cpies f the narrative studied in class ne and cut ut paragraphs frm the stry, separating the paragraphs written in the present tense frm thse in the past tense. 10. Review what the students already knw abut the structure f the English present and simple past tense. (NOTE: Since the students are advanced, this shuld nt be t prblematic. Hwever, each teacher using this lessn plan shuld make an executive decisin abut hw t g abut reviewing tenses and prceed accrdingly.) 11. Put the students in small grups and give each grup a paragraph frm the stry. 12. Ask the students t read the paragraph and try t remember where it was in the stry (beginning, middle, end, climax, r reslutin, etc.). 13. Ask the students t underline all the verbs in the paragraph and bserve what tense it uses. 14. In grups, have the students rewrite the paragraph in anther tense (if the paragraph is in the present tense, they shuld write it using the past tense, and vice versa). 15. Cntinuing t wrk in grups, the students discuss the fllwing questins: What is the present / past tense used fr in yur paragraph? What effect d the different tenses have n yu as a reader? (Cmpare the riginal paragraph with the ne yu rewrte in a different tense.) i. (Sme pssible answers are: the present tense is used fr present actins, r fr past actins that seem very vivid in the characters memry; the past tense is used t narrate past actins and helps create a sadder, mre reflective md). D yu see a cnnectin between the use f a particular tense and the part f the stry where it is used? (A pssible answer is: the past tense can be used in the intrductin, t intrduce the setting and characters wh participated in a past event, but the present tense is used in the rest f the plt, especially clse t the climax, t 3

4 TESOL Resurce Center Resurce Templates and Guidelines create tensin and the impressin that the plt unflds right in frnt f the reader s eyes). Class five: Tense use in yur wn sequel 16. Refresh the students minds abut what they learned in the previus lessn abut tense use in narratives. 17. Pair the students up fr peer-reviews. 18. Cnduct a fcused peer review in which students read each ther s papers lking nly at tense use and making suggestins based n their knwledge abut tenses in narratives. 19. Hmewrk: cntinue develping the sequel individually and bring a draft in fr teacher feedback next class. Class six: Student-teacher cnferences 20. Meet with the students in individual cnferences (abut 15 minutes/student) and ffer feedback n the narrative sequel, addressing tpic develpment and style, fcusing particularly n apprpriate tense use. NOTE: Feedback can be ed t the students as cmments added int the electrnic versin f their papers. The cnference can als be held as a chat with the student using any majr chat prgram (ex: Yah Messenger). End f prject: Cllect the final versin f the sequel frm each student. Suggested length: 2 pages. Cnsider allwing a whle week fr revisins after individual cnferences. Assessment Assign 1-5 pints fr each grup-wrk sessin (classes tw and three). The pints awarded will reflect each student s invlvement in grup wrk, ranging frm fully invlved (5 pts.) t barely invlved (1 pt). Prvide feedback n the papers cllected, fcusing n giving the students infrmatin abut the structure f the narrative, wrd chice, plt quality, imprtance f the message, and vividness f the details included. Assign anther grade fr the individual part f the prject. Narrative grading rubric: - Clear develpment f narrative parts (1-5 pts) - Originality f the plt (1-5 pts) - Apprpriate use f tenses (1-5 pints) - Originality and apprpriateness f the style (wrd chice, imagery, md) (1-5 pts) Extensin r Fllw up The entire unit can be cmpleted nline r in the cmputer lab. The final prducts can be psted n a curse website r bulletin bard, r, if instructin is nt cmputer-mediated, print-uts f student narratives can be bund int a vlume and distributed amng fellw students. References Hamill, P. (2007). The Yellw Ribbn. In Jhn Langan, Cllege Writing Skills (7 th Ed.). McGraw Hill Higher Educatin, New Yrk, Any dictinary f literary terms. 4

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