Lesson 2
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Ms. Tezak Age/Grade Level: 1415 yr olds, 9th grade Date: TBA
Unit: Identity and Self Definition
Context: This lesson comes in the middle of a writing unit, focusing solely on creative writing and personal narratives. The overall themes for the unit circulate around family, relationships, community, and how one’s culture affects their identity. Objective/Learning Goals: Students will be able to… • Connect examples from literary pieces of writing to their own writing • Understand the importance of figurative language in personal writing • Practice writing descriptive sentences using their senses Hook: Play clips of various sounds and have students write a descriptive sentence about what they hear after each. Talk about these as a large group afterwards. Skills Taught: Students will be able to… • Write descriptively about sounds, feelings, and sensations • Incorporate sensation elements into their narrative writing • Accumulate strategies for writing about difficult sensations • Combine all five senses to produce descriptive sentences Lesson: We will begin the lesson by listening to audio clips and writing sentences about what we hear. This activity will replace our journaling/freewrite for the day. Also, in this lesson we will look at excerpts from several pieces of writing, as well as the novel we are using to understand the effectiveness of sensory writing and figurative language. After reading and identifying key examples in the texts provided, students will practice creating their own sensory sentences through handouts and group work. Activity: In groups, students will brainstorm a list of sounds they hear on a daily basis. They will then create sentences describing these sounds. Next, they will
use the Describing Sounds handout for more guided practice. Finally, they will combine all five senses with the Crossing Senses handout as a way to guide them towards sensory description in their own writing. Materials: copies of various excerpts, copies of two handouts, overhead projector, and audio. Assessment: Formative assessment will take place throughout discussion and group work. The final assessment will be grading the handouts. MI Standards: 1.1, 3.1, 3.2, 4.1, and 4.2. Sources: George Hillocks Jr.’s text, Narrative Writing – Chapter 7
Unit: Identity and Self Definition
Context: This lesson comes in the middle of a writing unit, focusing solely on creative writing and personal narratives. The overall themes for the unit circulate around family, relationships, community, and how one’s culture affects their identity. Objective/Learning Goals: Students will be able to… • Connect examples from literary pieces of writing to their own writing • Understand the importance of figurative language in personal writing • Practice writing descriptive sentences using their senses Hook: Play clips of various sounds and have students write a descriptive sentence about what they hear after each. Talk about these as a large group afterwards. Skills Taught: Students will be able to… • Write descriptively about sounds, feelings, and sensations • Incorporate sensation elements into their narrative writing • Accumulate strategies for writing about difficult sensations • Combine all five senses to produce descriptive sentences Lesson: We will begin the lesson by listening to audio clips and writing sentences about what we hear. This activity will replace our journaling/freewrite for the day. Also, in this lesson we will look at excerpts from several pieces of writing, as well as the novel we are using to understand the effectiveness of sensory writing and figurative language. After reading and identifying key examples in the texts provided, students will practice creating their own sensory sentences through handouts and group work. Activity: In groups, students will brainstorm a list of sounds they hear on a daily basis. They will then create sentences describing these sounds. Next, they will
use the Describing Sounds handout for more guided practice. Finally, they will combine all five senses with the Crossing Senses handout as a way to guide them towards sensory description in their own writing. Materials: copies of various excerpts, copies of two handouts, overhead projector, and audio. Assessment: Formative assessment will take place throughout discussion and group work. The final assessment will be grading the handouts. MI Standards: 1.1, 3.1, 3.2, 4.1, and 4.2. Sources: George Hillocks Jr.’s text, Narrative Writing – Chapter 7
