Connection to Kentucky Learner Goals:

1. Students make sense of a variety of materials they listen to and read. (1.2)
2. Students make sense of various things they observe. (1.3)
3. Students will write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. (1.1)
4. Student use what they already know to acquire new knowledge, develop new skills or interpret new experiences. (6.2)
5. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences. (6.3)

1. Students will watch a clip form a movie.
2. Students will listen to a personal narrative writing.
3. Students will participate in a class questioning activity.
4. Students will review webbing and outlining techniques for organization of personal narrative writing.
5. Student will choose a topic for personal narrative.
6. Students will use a brainstorming technique to develop their personal narrative topic.

1. A personal event the teacher doesn't mind sharing with the students.  Mine was Bungee Jumping.
2. Paper
3. Pencil
4. TV and VCR
5. Pictures of my Bungee Jump
6. Movie "How to make an American Quilt"   Note- You will want to choose a movie relevant to your personal narrative writing.
7. Personal Narrative about quilting with my grandmother. Insert your Personal Narrative

•         A Day before class:

1. Select an event in your life that you don't mind sharing with students and construct a web/outline of the event.
2. "Collect pictures or another type of hands on materials for students to observe.  I could have brought a rope or a harness to class. Prepare movie for class tomorrow by setting the scene where the women are quilting.
3. Bring in Mamma's Quilts
4. Personal Narrative about quilting

• The day of class before the students arrived:

1. Outline of today's class.
2. Write on the board a brief P.N. writing.  I wrote. "I went Bungee Jumping."
3. Set desk in a half circle or arrange for students to set on the floor.  I want to be in a warm comfortable setting.
4. Set up the TV and VCR and insert movie.

•         Once Students enter classroom

1. Go over the outline for the day.
2. Give a brief summary of the movie and why we are watching a clip from the movie.  The ladies are making a quilt depicting where love resides.  Each block represents a moment in their lives where they found love.
3. Share with the student your personal narrative.  Mine was about quilting with my grandmother.  A personal narrative is a representation of a particular time in your live.  It is easier to write when the topic is meaningful.
4. Encourage students to choose a topic for their personal narrative that is important to them.  A moment in life that they recall with vivid details.
5. After discussing various brainstorming techniques, the students will be encouraged to participate in a brainstorming activity involving Bungee Jumping.
6. I pointed to the board "I went bungee jumping".
7. Ask the students what is wrong with this writing.
8. Reply: Boring, Not enough information.
9. After soliciting two volunteers, I prompt the students to use the brainstorming method of asking questions about the bungee jumping experience.  The two volunteers wrote the questions on the board as the students asked me.  When all questions have been asked, I will answer the questions.  Focusing on all the questions the students ask.
10. Student choose a topic for personal narrative.
11. Student will use a brainstorming technique to develop their personal narrative topic.

Reflection of the lesson plan:

• Using quilts and having concrete examples were helpful in teaching the lesson.
• Using the story "Bungee Jumping" showed the students the effective use of questioning to form a story outline.

Connection to Kentucky Learner Goals:

1. Students make sense of a variety of materials they listen to and read. (1.2)
2. Students make sense of various things they observe. (1.3)
3. Students will write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. (1.1)
4. Students use what they already know to acquire new knowledge, develop new skills or interpret new experiences. (6.20)
5. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences. (6.3)

1. Students develop their topic through a brainstorming technique.
2. Students will read and evaluate a peer's personal narrative writing topic and ideas.
3. Students will make revisions and organize their idea for personal narrative.
4. Students will complete An Audience and A Purpose Worksheet
5. Students will complete the Topic Sentence Worksheet.
6. After a teacher conference, each student will begin their first draft of their personal narrative.

1. Paper
2. Pencil
3. Each student's personal narrative topic from prior day's lesson.
4. Personal Narrative Rubric
5. Topic Sentence Worksheet
6. An Audience and A Purpose Worksheet

1. Pass out each student's personal narrative topics.
2. Recap from prior lesson
3. Hand out the Personal Narrative Rubric.  Explain to the students the expectations and ask if they have any questions.
4. Have students continue working on their idea.  Walking the classroom making sure student is developing their idea.
5. Once   students have completed brainstorming, the students should exchange papers. Peer editing on the student's topic idea. (I didn't use a form. The students verbally discussed each others topic.  The classroom may get loud.)
6. Explain to the students about peer editing.
7. Students may make extensions to their topic.
8. After student completes brainstorming, they should organize their ideas.  Students will complete the Audience and Purpose worksheet.  Students will complete the Topic sentence worksheet.
9. Once students have completed the above exercises, they are ready to start writing their first draft.

Assessment:  Student will have completed brainstorming technique, Audience and Purpose Paper, and Topic Sentence Worksheet.

Summation:   Recap today's objectives.  Ask students if they have any questions about writing their personal narrative.

Reflection:

The Audience and Purpose Paper were difficult for students to complete.  Next time I will use examples and show students the Audience and Purpose of each paper.  I will also give examples of Topic Sentences.

1. Students make sense of a variety of materials they listen to and read. (1.2)
2. Students make sense of various things they observe. (1.3)
3. Students will write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. (1.1)
4. Students use what they already know to acquire new knowledge, develop new skills or interpret new experiences. (6.20)
5. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences. (6.3)

1. Students will complete their first draft. Using information that they completed from prior days of working on their personal narrative.
2. Students will make revisions and organize their idea for personal narrative.

1. Paper
2. Pencil
3. Each student's personal narrative from previous day.

1. Hand out students' personal narrative.
2. Tell student the objective for the day is having quiet time to write your first draft.  Show the students where the dictionaries and Thesaurus are located on bookshelves.
3. Supply the students with plenty of paper and pencils.  (Trying to stop distractions before they happen.)
4. Let students begin writing.

1. Students make sense of a variety of materials they listen to and read. (1.2)
2. Students make sense of various things they observe. (1.3)
3. Students will write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. (1.1)
4. Students use what they already know to acquire new knowledge, develop new skills or interpret new experiences. (6.20)
5. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences. (6.3)

1. Students will read and evaluate a peer's personal narrative writing topic and ideas.
2. After peer evaluation, the students will make corrections to their papers and start producing a published copy of their writing.

1. Paper
2. Pencil
3. Student's personal narrative from prior day's lesson.
4. Peer Editing Form

1. Hand out students' personal narrative
2. Discuss with the students how to use C.U.P.S. when peer editing.
3. Discuss positive and negative criticism.
4. Pass ut Personal Narratives.
5. The editing Process will take about 15 to 20 minutes.
6. After students complete peer editing, return the Personal Narratives to the owner.
7. Students will need to work on the corrections and prepare paper for final copy.

1. Pros and Cons Peer Editing.
2. Preparation for a Published copy.

1. Students make sense of a variety of materials they listen to and read. (1.2)
2. Students make sense of various things they observe. (1.3)
3. Students will write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes. (1.1)
4. Students use what they already know to acquire new knowledge, develop new skills or interpret new experiences. (6.20)
5. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences. (6.3)

Objectives:
    Students will complete final copy of their Personal Narrative.

Materials:

1. Paper
2. Pencil
3. Students' personal narrative from prior day's lesson

1. Write on the board "Published Copy"
2. Students will be informed that today all personal narratives will be completed.  Staff will be available for assistance.
3. Today the room will be quiet for concentration purpose.

Assessment:
    Use the Personal Narrative Rubric to grade papers.