Beruflich Dokumente
Kultur Dokumente
Date Week of 9/27/2015 Subject DHH Skill intervention Grade Level: 9-12
Duration: Day 1 of 3
Lesson Topic: Written Language/The writing Process
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1. Essential Questions (Linked to Big Ideas)
What are the steps of the writing process and how can
they help you create well-written essays?
2. Learner Outcomes (Instructional Objectives)
Students will recognize and utilize the first two steps of
the writing process.
3. Related Academic Standards: Common Core and/or PA Standards
CCSS.ELA-LITERACY.W.7.1.A
4. Vocabulary
Writing process
Prewriting
Writing
Revising
Editing
Publishing
Brainstorm
Graphic
organizer
Accomplishmen
ts
Achievements
Success
Overcome
To face
something
makes you
who you are
identity
5. Materials/Resources
Laptop/projector
Student Journals
Vocabulary visual resource
Examples of personal triumph
Video Clips
Brainstorming graphic organizers
6. Instructional Procedures
Initiate
i. Students will complete their daily journal entry
upon entering the classa journal prompt is
displayed via the computer/projector with a
powerpoint presentation. Their answers are written
in their journal/composition books.
ii. Todays journal prompt will be: Tell me about one
important event/experience from your life
iii. Students will be given their writing limits (10
sentences, a page, or full page)
iv. Students will share their story with the class and
discuss difficulties and challenges of the experience
Investigate
i. Students will watch two video clips
1. Explaining what a personal narrative is
https://www.youtube.com/watch?
v=XTVWUKBjp1othe captions on this video
are not perfect, but I will be pausing the
video throughout and explaining what is
being presented. Two of the three students in
the class have no usable hearing for speech
perception, so interpretation of the video is
essential since they also both struggle with
reading comprehension of captioned material
2. Writing process required to create well
written essays
http://www.slideshare.net/weigansm/thewriting-process-powerpoint
3. Students will complete a vocabulary analysis
using the visual dictionary to identify the
meaning of the words within the assigned
writing prompttriumph, challenge, success,
achievement, identity, who you are, to
face a situation. Student definitions will be
shared to create class definitions and
synonyms to use in their understanding
4. Writing prompt: Explain what experiences in
your life have allowed you to triumph and
become who you are today.
Summary
i. Students will be given class time to work
independently with rotating teacher support to
identify the parts of their past that effect their
current identify. The goal of the class is for students
to completely fill out their brainstorming guide of
choice in preparation for the upcoming lesson of
drafting a personal narrative.
7. Formative/Summative Assessment
Students ability to use resources to complete definitions
of relevant vocabulary will suffice as informal
assessments as will the completion of the visual diagrams
as their understanding of the first step in the writing
process