COEPD LESSON PLAN TEMPLATE: Day 1

Teacher Candidate: Seneca Washburn

Content Area: English Language Arts, Grade 7 Lesson Topic: Literacy Narrative Length (timing) of Lesson: 45 Minutes
Prewriting
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.7.23
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in Text Types and Purposes.)

ELA.7.29
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Learning Objective(s):
Students will be able to assess how reading and writing in the past affect them now.
Students will be able to organize their thoughts into a timeline of events.
Formative Assessment:
Notecards on what a literacy narrative is.
PREPARATION
Materials/Resources:
SMARTBoard
Internet Access
DALN video and audio (http://www.thedaln.org/#/detail/383edf31-fa21-4b7a-915a-c4d0a3b9f970) (http://www.thedaln.org/#/detail/f639d5d1-191c-40e5-
9177-85c0fb3e1098)
Daybook
Writing Utensil
Document Camera
Assignment Sheet
Rubric
OpenDyslexic typeface
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
Procedural Steps Questions Differentiated Instruction
Activating Time
Strategy/ 0:00 – 0:07 DALN examples (Links in materials section above) Use captioned videos,
Introduction make sure there is a script
0:07 – 0:12 Daybook writing into the day. Students will make a rough What moment stands out most on screen for audio files
timeline of their own experiences with literacy. This can when you think of your journey
include the first books they read, writing assignments up to with literacy?
this point that have affected them. They will be encouraged to Has your experience been mostly
add positive and negative experiences they can think of. positive or mostly negative?
Core Time
Instruction 0:12 – 0:25 Once the Daybook writing has been done, I will give students a What does it seem that a literacy
deeper look into what a literacy narrative is now that they narrative is from the videos we
have seen some examples. They will make a checklist of what watched today?
it is and is not in their daybook for future brainstorming and How do reading and writing
drafting. Before discussion, students will write down on a shape who we are?
notecard that I will collect with their name on it with a quick
one to two sentence explanation of what they understand a
literacy narrative to be. They will pass them up and I will
collect them from the people in the front of each desk row.

0:25 – 0:30 I will begin to brainstorm ideas with the class and Do you have a positive or
demonstrate ideas from my own daybook kept with the class. negative experience you want to
After sharing some examples of my own for instances of a share from your own timeline of
literacy narrative, I will ask if they want to share their own literacy?
from their daybook, if nobody wants to share I will go to a jar How has that shaped your
on my desk with students’ names written on popsicle sticks literacy?
and draw three and call on these students one at a time to
share examples from their daybooks.

0:30 – 0:35 This time will be used for students to brainstorm further in What moment do you want to
their daybooks about either the broad timeline of their talk about in detail?
literacy narrative or on a specific moment from the timeline Is there a specific moment that
that affected them most that they would like to write on. I will shaped you most?
 ask students to spend this time and until the next class session
to figure out what they want to write so we can begin drafting
the next day.

Closure Time For students with vision

0:40 – 0:45 I will introduce the assignment in full to students, pass out the problems, there will be a
rubrics as well as the assignment sheet. While I am passing version of the assignment
these out, the document will be projected on the screen sheet available in a larger
either via a SMARTBoard projector so that they can look there font. If the font (Calibri or
as I talk about it. Homework will be to make an outline from Times New Roman) is too
their timeline of their literacy narrative and get a sentence or difficult for students to
two down for each point as a starting point for the next day. read if they have an IEP for
Dyslexia or similar
disabilities, I will make
them a separate sheet
using OpenDyslexic, which
is a free typeface designed
for Dyslexic individuals.
Contingency Time
0:00 – 0:07 If there is no internet access this day, I will find a short (1-2
page) literary narrative to distribute and share with students
to read and discuss what a literary narrative is.