Nature's Fury: Performance Task - Final day

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Objective

SWBAT edit & publish narrative writing by using sensory details.

Big Idea

Let's make our writing more interesting & descriptive!

Cue Set

15 minutes

Scholars begin our lesson today by watching a clip from The Hunger Games.  Students are in the process of writing narratives and I want to use the film clip to get scholars thinking about author's choices and how those choices help to make their stories more engaging to watch and read.

The first time I show the video, scholars just watch and get the general gist of what's happening in the video.  I pause to discuss what the lottery is and what Prim was selected to do.  This helps scholars who are not familiar with The Hunger Games to be able to follow the action.  Here are the Scholars watching Hunger Games.  

The second time we watch the video, I pause and think aloud about how I might describe the atmosphere when Prim's name is called.  I say, "Hmm... it is very quiet.  I think it is silent.  What are other -s words that mean silent or could describe the atmosphere?  Still, somber.  So, my sentence would read, After Prim's name is called, the atmosphere was silent, still and somber."  Then, I pause after Pita's name is called and have scholars use alliteration or personification to describe that part.  

Finally, we watch the remainder of the video.  Scholars have 2 minutes to finish jotting down what they think.  They have 1 minute to whip around their table groups with their friends.  Then, I take 2 friends from my cup and 3 volunteers to share with the whole class.  Here is one student's list of alliterations/personification

The reason I watch twice, model and pause is to scaffold the approach for the scholars.  This skill is too difficult even for many adults to do in one sitting.  It is helpful to break it down a bit to provide scholars with meaningful practice.   

Guided Practice

20 minutes

During this section of the lesson, scholars work together to fancy up their drafts by including alliteration and personification.  Scholars do a stand up, pair up, share.  They stand up, push in their chairs and take their work with them.  Then they find someone with whom they'd like to work (I explain that when we find someone with whom we'd like to work, we pair with people who will help us to extend our own learning not necessarily our best friend).  Here are some pictures of this time: Scholars working on Performance Task and Scholars continuing to work on the Performance Task.

Scholars have 15 minutes to work together to add 1 personification and 1 alliteration to their drafts. Here's a sample of how scholars worked together to fancy up their writing!  

Independent Practice

55 minutes

During this time, scholars work independently to complete their narratives.  Scholars must add additional alliteration, personification and a very clear closing to their narrative.  Here is one scholar working independently.  As scholars finish up their narratives, I pull a group of ELL scholars to give them their accommodations and I also finish giving IRI's (reading assessment).  Click here for an IRI overview.