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RUNNING HEAD: Writing Lesson Plan 1

Writing Lesson Plan: Personal Narratives

Amy Wagner

Wilkes University

Writing Lesson Plan 2

Goals and Objectives:

- Students should be able understand and apply the teacher’s explanation and demonstration of how to write a seven to ten step/point personal narrative using their student phrasebooks and portfolios and classroom word walls and pictures in order to express their journey from their native country to where they are now.

- Students should be able to write one WH- question to simulate conversation about personal cultures, heritages, and journeys to America.

- Students should be able write a seven to ten step/point (each a sentence) personal narrative that includes places, people, and actions to express their journey from their native country to where they are now while making a connection to the selected reading (personal, global, historical, literary, etc. connection).

- Students should be able to locate key words and phrase as well as pictures and/or maps to use for their writing assignments.

- Students should be able to use bilingual dictionaries to help translate words/meanings if necessary.

- Students should be able to work with a partner to generate a list of ideas of personal interests and then place their findings in an individually-created graphic organizer.

- Students should be able to relate their cultural heritage and experiences to the writing assignment.

- Students should focus on the following areas of correction for their writing pieces:

o Introduce self to classo Using dates to organize personal experiences o Create and input personal experiences into a journal-like narrative (reference

From the Journal of Hannah Smalls). o Include four cultural values that are meaningful and may have changed or not

changed in their journey to America.o Name the place they travelled from and the place they travelled to with any stops

along when coming to Americao Include at least four visuals of self, home, family, country, or other relevant

events/situations/peopleo Write eight or more simple sentences to include this information.


PA ELP Standards:

English Language Proficiency Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Grade Level Cluster: 9-12:

- Entering: List common personal interests working with a partner.- Beginning: Create a graphic organizer about common personal interests working

with a partner.

English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Grade Level Cluster: 9-12

- Entering: List key words pertaining to relevant topics using bilingual or picture dictionaries.

- Beginning: List key phrases on relevant topics using a visually supported graphic organizer.

English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Grade Level Cluster: 9-12

- Entering: Label the physical characteristics of places on a map or a chart within a small group.

- Beginning: Write short phrases describing the physical characteristics of places using a graphic organizer.

WIDA ELD Standards:

ELD Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Grade Level Cluster: 9-10, 11-12:

o Emerging: Identify important information (e.g. by highlighting) on post-secondary options from multiple sources with visual support with a partner.

o Emerging: Define impact of significant individuals or events using photographs and word banks or bilingual dictionaries.

ELD Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Grade Level Cluster: 9-10, 11-12


- Entering: Locate language associated with fact and/or opinion from visually supported text with a partner using L1 or L2 and word banks.

- Beginning: Locate language associated with fact and/or opinion from visually supported text with a partner using word banks.

ELD Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Grade Level Cluster: 9-10, 11-12

- Entering: Reproduce key words and phrases about impact of significant individuals or events using photographs and word banks or bilingual dictionaries.

- Emerging: Define impact of significant individuals or events using photographs and word banks or bilingual dictionaries.

TESOL Standards and Goals:

TESOL Goal 1, Standard 1: Student will us English to participate in social interactions.

TESOL Goal 2, Standard 1: Students will use English to interact in the classroom.

TESOL Goal 2, Standard 2: Students will use English to obtain, process, construct, and provide subject matter in spoken and written form.

TESOL Goal 2, Standard 3: Students will use English appropriate learning strategies to construct and apply academic knowledge.

TESOL Goal 3, Standard 1: Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting.

TESOL Goal 3, Standard 2: Students will use nonverbal communication appropriate to audience, purpose, and setting.

TESOL Goal 3, Standard 3: Students will use appropriate learning strategies to extend sociolinguistic and sociocultural competence.

Materials:

- Paper- Pencils/pens- Markers- Computers- Smart Board- LCD projector


- Graphic organizers- Graphic organizer example- Personal narrative example- Student portfolios- Phrasebooks- Selected reading – From the Journal of Hannah Smalls- Word walls- Maps- Other visual/pictorial aids

Warm up:

The teacher will place cultural items and family pictures at each student table and in the

front of the room. As students enter the classroom, they will be able to view the items

throughout the classroom. Students will be instructed to write and ask one WH-question

regarding the items in the room. The class will take turns asking these questions to gain answers.

Then the teacher will then move into the presentation time of the lesson.

Teacher Presentation:

The teacher will begin this portion of the lesson by reading and presenting her personal

narrative, which will include a PowerPoint with text and images. Next the teacher will describe

the lesson in its entirety and then begin the next step, which is pairing the students into

differentiated groups to create and complete their graphic organizers. The teacher will provide

the following instructions with hand motions/gestures and an example (See Appendix A):

- The taller person in the group should get two pieces of paper for the group.

- The other person in the group should get pencils/pens/markers for the group.

- Next, each person will draw a circle in the middle of the paper.

- Please write your name in the center with your native country.


- Next, draw seven lines to connect other, smaller circles to the main circle in the center of

the page. Students may add more lines and circles if necessary.

- Now, work together to brainstorm cultural, personal, heritage topics to fill in your graphic

organizer.

Comprehension Check:

Students will work in differentiated pairs to create and complete a graphic organizer that

includes the most or all of the following information:

- Name

- Native Country

- Family members

- Current location

- Family traditions

- Ethnicity

- Stops along the way from native country to new home

- Native foods

- New foods

- Pastimes

- Anything special about native culture

The teacher will circulate the classroom to listen and observe the pairs practice speaking

with each other. The teacher will check to make sure the students are completing the graphic

organizer properly and completely and in a timely manner with polite turn-taking. The teacher

will ask if there are any questions or comments before moving to the next step.


Practice:

The students will now work individually to transfer their information from their graphic

organizer into a written personal narrative. The students will construct simple sentences to

include their graphic organizer information. The personal narrative should include eight or more

simple sentences. Students will be able to reference their textbooks, word walls, phrasebooks,

the teacher example (See Appendix B), and bilingual dictionaries during writing time.

Additionally, they may use photographs and other visuals along with their writing pieces.

The teacher will circulate the classroom to observe each individual student write their

sentences. The teacher will check to make sure the students are completing the sentences

properly and help students continue with the writing process should they have trouble. The

teacher will ask if there are any questions or comments before moving to the closing of the

lesson.

Closure:

Students will complete their writing assignments and submit them to the teacher. In the

next class, students will transfer their writing assignment to a PowerPoint Presentation. Students

will have one to two minutes to quickly share their story with the partner from the graphic

organizer stage of the lesson.

Assessment:

The teacher will collect the writing assignments and evaluate them based on the above

criteria and by providing much constructive and positive feedback. The teacher will use process

writing for teaching and evaluation. The students will either earn a 93% or higher, or they will

receive a ‘fix’ requiring them to review and correct their writing pieces in order to grow and

learn as a writer as well as still having the opportunity to earn an A grade.


Instructional Choices and Strategies:

This writing lesson was designed to expand prior knowledge, historical knowledge,

communication skills, and personal experiences in a thematic unit on Slavery in America. In a

recent prior unit, students learned to read, understand, and follow maps and their directions. In

this unit, students are presented with a listening lesson that included auditory and visual

materials to help identify and introduce new words while applying these to map usage while

building on their prior knowledge of slavery. In recent classroom readings, students explored the

concepts of freedom and citizenship. Students also studied the reading selection From the

Journal of Hannah Smalls to build reading comprehension skills while understanding and

evaluating the risk and cost of freedom. In this writing lesson, students will combine the

aforementioned lessons and activities to express their own culture and journey while learning

and implementing writing skills to communicate with others in the class.

The teacher chose to introduce and relate the writing lesson through Herrell and Jordan’s

(2011) culture studies learning strategy in order to create of sense of pride and value in each

student’s personal, cultural, and familial background. The class previously discussed what

constitutes culture, family, and heritage as not every culture, family, and heritage looks the same.

The teacher also choose this learning strategy to help students take ownership of their writing

skills by relating it personal, literary, and global connections. Additionally, this learning strategy

works well with this lesson because Herrell and Jordan (2011) recommend clear expectations, a

culminating activity, and adding technology; all of which are included in this lesson (p.65).

Furthermore, the lesson effectively meets the ELLs’ needs in the classroom because the

learners are at entering and beginning levels according to the WIDA measurements, and these


lesson activities were designed with these levels in mind. The visual aids, the graphic organizer

example, collaboration in pairs, and the personal narrative example provide visual and auditory

help for all the learner levels in the class. The phrasebook helps the students to take ownership

of the language acquisition, and the application of their own backgrounds help grow the writing

process with a vested personal interest. Herrell and Jordan (2011) share that cultural lessons

work for different age and ability levels when appropriate designed (p. 63)

Just as other lessons in this thematic unit, this lesson topic gives the students an

opportunity to share about their journeys to America. Lastly, the L2 learners all bring unique

characteristics, talents, and interests to the classroom. They will be able to incorporate and share

through skills to express their own cultural background and values while fostering appreciation

of others and their life journeys.


References

Herrell, A. L., & Jordan M. L. (2011). Fifty Strategies for Teaching English Language Learners

(4th Edition). Upper Saddle River: Prentice Hall.

Pennsylvania Department of Education. (2014). Pennsylvania English language proficiency

standards. Retrieved from

http://static.pdesas.org/content/documents/Pennsylvania_English_Language_Proficiency

Standards.pdf/

TESOL International Association. (2016). TESOL International Association. Retrieved from

http://www.tesol.org/

WIDA Standards Overview. (n.d.). WIDA. Retrieved March 2, 2016,

from http://www.wida.us/standards/

WIDA The English Learner Can Do Booklet. (2012). WIDA. Retrieved March 2, 2016,

from https://www.wida.us/standards/CAN_DOs/


Appendix AGraphic Organizer Example


Appendix BPersonal Narrative Example

My grandfather’s name was Guiseppe Alessio.

He lived in Altomonte.

Altomonte is in the Calabria Region of Italy.


He moved to America in the mid 1900s.

He went to Ellis Island and then to Hazleton, PA.


I grew up in Hazleton, PA.

My family eats lots of Italian food.

Our favorite meal is the Feast of Seven Fish on Christmas Eve.


We ate this meal before going to Midnight Mass.

My grandparents had many family members who came to Hazleton.

We had parties in their backyard.

We danced and played Bocce Ball.

I live in Central PA.

I continue my grandfather’s traditions with my family.

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