Lauren Brad- Autobiographical Writing About Memories

Lesson Name or Number:		Autobiographical Writing About Memories			Date:	March 31, 2014
Name:	Lauren Brad		Subject:	English			Grade(s):	6

                                                                                                                                                                            

Rationale:

Students will reflect on a passage they have read in a book that has a relation to the season fall. They will then reminisce on a favourite memory they have had and will write and draw about it and then present it and share it with the class. In the end students will be able to write in past tense and will be better prepared for writing an autobiographical event.

Prescribed Learning Outcome(s): 

To be able to write in first person.

To be capable of writing an autobiographical event.

To be able to identify the differences of sentences. (long and descriptive or short and to the point)

To understand the importance of adverbs and adjectives.

 Instructional Objective(s):

 Students will reflect on a favourite memory they have had in the season fall.

 Prerequisite Concepts and Skills: 

To have an understanding of the difference between past and present.

To be able to write full sentences consecutively.                                                                                                          

Materials and Resources:

Teacher	Students
-Provide an example of a favourite memory. -Writing a memory worksheets. -Paper.	-Pencil. -Colouring utensils (pencil crayons, crayons, markers). -A book.

 

Lesson Activities:

Teacher Activities	Student Activities	Time
*Lesson will occur over the duration of two days*   Step one:  Begin by asking students to choose a passage from a book they've read as a class or on their own personal time that mentions the Fall season.   Step two: Have students prepare to discuss this passage with classmates.     Step three: In class, write the following discussion questions on the board: Why did you connect with this passage in particular? What was your favorite part of this passage? (For example, a character’s actions, a funny or scary plot twist, or the author’s word choices.) Were the sentences long, descriptive, and polished, or were they short and to the point? Step four: Allow students time to further discuss their passages after having read the questions.   Step five: After students have shared this, explain that there is one season that writers often use as a setting to describe a character’s life changes—the fall. As a time when leaves change color and the earth prepares for the slumber of winter and later, the rebirth of spring, the fall signals the beginning of many other changes. It’s a rich setting for many stories, and what students may not realize is that it has shaped their own life stories, or autobiographies. Ask students to reminisce on a memory they have had in the fall.   Step six: Hand out worksheets. (have students take home for homework if they do not finish in class)       Step seven: The next day, have students share their favourite memory.	Lesson will occur over the duration of two days*   Step one:  Students find their favourite passage.     Step two: Students note where the passage appears in the book and begin making specific notes about what they liked about it.   Step three: Students copy and answer the questions written on the board.                                       Step four: Students now discuss their passages they have chosen with a small group of classmates.   Step five: Students pick a favourite memory they have had in the fall time.                 Step six: Students are to describe and draw their favourite fall memory and then answer the remaining questions on the worksheet in regards to their memory.   Step seven: Students share their fall memory in a large class discussion.	10-15 mins     10-15 mins         10 mins                             10-15 mins     5 mins                   Remainder of class        Entire class

 

 

Universal Design for Learning (UDL) and Differentiated Instruction (DI):

Instead of having the students work independently the entire time I had them split into groups so they had the chance to listen to their group member’s ideas and thoughts on the questions being asked. I prepared the lesson so that it would occur over the duration of two days rather than one. This allows for them to take their time and answer the questions thoroughly. A student in my class has behavior exceptionalities so by having the chance to work with others it gives the student a chance to hear others suggestions and could lead to a decrease of frustration.

 Organizational Strategies:

I placed the student with behavior exceptionalities in a group of students who would be supportive and keep the student focused. An EA would be nearby incase the student had felt overwhelmed and preferred to be taken aside to work in a quieter area.

 

Behavioural Management Strategies:

 Have the EA nearby the student so they can offer support and help when needed, as well as keep the student attentive to whats happening.

 Assessment and Evaluation:

 For the first part of the lesson I would mark the students based on the how they responded to the questions on the work sheet. I would not mark the students on their group discussions or when we have the class discussion of sharing our memories together.

 Extensions:

I extended the lesson to occur over the duration of two days.

Original Lesson Plan:
http://www.scholastic.com/browse/lessonplan.jsp?id=1333