In what ways does our need to feel a sense of belonging conflict with our individuality?
DAY 1–3 - PLAN 1
DAY 4–6 - PLAN 2
DAY 7–8 - SEED 1
DAY 9–15 - SEED 2
DAY 16–20 - SEED 3
DAY 21–22 - SEED 4
DAY 23–29 - PLAN 4
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
This lesson focuses on fictional narrative writing. Students begin by reviewing short stories written by middle school students. They analyze the techniques these authors use to describe the setting, paint pictures of the main characters, develop and resolve a central conflict, and reveal a theme. Then, following the writing process, students write original narratives that relate in some way to the unit theme of Belonging and include traditional story elements. Teachers are encouraged to address grammatical and writing needs as determined by pre-assessments as well as more informal observations conducted throughout the year.
Text: Teachers should locate fictional narratives written by middle school students that are relevant to the unit theme. These stories should contain a well-developed conflict and plot structure, realistic characters, authentic dialogue, and a detailed setting. Analysis of the stories should reveal a profound theme.
Note to Teachers: Additional support may be provided each day to address student needs as revealed by the results of the pre-assessments.
Day 1: Background
**The teacher may consider implementing a modified jigsaw strategy for this activity. It would be organized as follows:
Day 2: Brainstorming and Planning
Day 3: Outlining
Day 4: Drafting
Day 5: Revising
Day 6: Editing and Publishing
Day 7: Presentations
The teacher should collect and score the stories, providing specific and meaningful feedback. Students should then have the opportunity to revise and rewrite their work.
1 As this kind of assessment should have been occurring throughout the year on a formal and informal basis, this assessment can be used to measure student growth in this area.
2 If students are unable to think of any topics, the teacher might give a few examples, such as: attending a new school; moving to a new and different neighborhood; moving to a new country; friendships between people of different cultures, races, religions, or nationalities; the birth of a new family member; being adopted from a group or foster home; being held back; being skipped ahead to the next grade; joining a new club or team; being ostracized by a particular group; etc.
Speaking & Listening