Lesson Topic: Write What You’re Thinking Grade level: 11 (Junior)

Length of lesson: 60 minutes

Stage 1 – Desired Results

Content Standard(s):
Arizona’s English Language Arts Standards -11-12th Grade
 11-12.W.3 | Write narratives to develop real or imagined
experiences or events using effective technique, well‐chosen
details, and well‐structured event sequences.
a. Engage and orient the reader by setting out a problem,
situation, or observation and its significance, establishing one
or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or
events.
b. Use narrative techniques to develop experiences, events,
and/or characters.
c. Use a variety of techniques to sequence events so that they
build on one another to create a coherent whole and particular
tone and outcome.
d. Use precise words and phrases, relevant descriptive details,
and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the
narrative.
 11.12.SL.1 | Initiate and participate effectively in a range of
collaborative discussions (one‐on‐ one, in groups, and teacher‐
led) with diverse partners on grades 11–12 topics, texts, and
issues, building on others’ ideas and expressing their own
clearly and persuasively.
a. Come to discussions prepared having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the
topic or issue to stimulate a thoughtful, well‐ reasoned
exchange of ideas.
d. Respond thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides of an
issue; resolve contradictions when possible; and determine
what additional information or research is required to
deepen the investigation or complete the task.
Understanding (s)/goals Essential Question(s):
Students will understand:  Why do I think like this?
 How their mind works  How does this relate?
 What metacognition (MC) is  What is my learning process?
 How MC relates  Who else thinks like this?
 Why MC is important for personal  When will this be relevant?
growth
 Possible implications in
community of higher, critical
thought processes
Student objectives (outcomes):
Students will be able to:
 Articulate their own thoughts about specific writing prompts.
 Create a story based on the concrete details of moments in their lives.
 Explain metacognition and why it is important.
 Show a level of understanding of MC and the role it plays.
 Evaluate own work and analyze progress.

Stage 2 – Assessment Evidence

Performance Task(s): Other Evidence:
 Exercise 1: Write a detailed  Share with teacher and class.
paragraph detailing a single  Exercise 3: Define MC in own
moment in time. words, 2 sentences or less (3
 Exercise 2: Assess initial minutes).
paragraph and write another
paragraph explaining their thought
process during.

Stage 3 – Learning Plan

Learning Activities:

Pre-Assessment:
 Assign writing prompt: “What is one time in your life you did something and
instantly wondered why you did it?” to provide basis of analysis for students’
thought process.
Procedure
1. Assign prompt
2. Provide open class discussion to share and ponder prompt. Ask the class “why
might this prompt relate?” and continue discussion.
3. Conclude discussion. Initiate exercise 1, share, then exercise 2.
 4. After above exercises, share with classes result and introduce the term
“metacognition”. Explain meaning, formal and informal, then open classroom
for discussion again to allow students to explore MC.
5. Guide discussion with personal experience and “devil’s advocate”.
6. Ask students (individually) how they believe this pertains, and why it is
important to creative writing (and general life).
7. Exercise 3.
8. Collect for grades.

Materials
Writing utensils
Enough paper to write on

Extensions & Enrichment:

 As students discuss prompts and guided discussion, ask why this might relate to
personal lives. Since 11th graders are more adult than child, they should discuss
the possible implications of higher thinking.
 If early finish, after collecting papers continue guided instruction and
emphasize its importance in every aspect, little or large.

Differentiated Instruction:
 Step aside w/ applicable students during discussion and attempt
personalization and mentor-like discussion to assist in imparting the lesson
“big idea”.
Accommodations:
 If any accommodations are necessary, I will ask the student in private what
he/she needs and do my best to comply. If their request conflicts with the
‘point’ of the assignment, and there is no way to resolve this, judgement will
dictate an appropriate grade (since this is a sharing of intellectual, deep inner
workings assignment).
Technology:
 Show dictionary definitions, any related articles, pictures, and/or privacy-
accommodating social media examples to further create or plant the ‘seed’.

Sources:
 http://www.azed.gov/standards-practices/k-12standards/english-
language-arts-standards/