In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “Over the last four days we have been adding inner thinking, dialogue, description and action to our narratives to give the reader a clear picture of our experiences. Today, we are going to plan out our memoirs so that we are organizing our memoir in a natural and logical manner.”
Teach: I will say, “In order to plan out my memoir, I am going to practice the skill of planning out my memoir and the strategy of using a mentor text. The process I will use is as follows:
1) Read the mentor text
2)Ask myself: How is the author sequencing events? How much time does he/she spend on one sequence?
3)Annotate the text where the author transitions between events
4) Finally they practice sequencing their own memoir.”
I will show the students how I re-read “Fist, Stick, Knife, Gun” by Geoffrey Canada and annotate the text. I will then show the students how I use the Sequence of a Memoir Chart, using the attached chart.
Active Engagement: I will say the following prompts for partner talk:
I will check for understanding by listening in to every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard). I am listening to see that they understand the different parts of the sequence and if I need to re-teach a particular part.
Closing of Active Engagement: I will say, “Remember writers, successful writers use the skill of planning out their memoir. They use the strategy of using a mentor text.The process they use is 1) Read the text 2) Ask themselves: How is the author sequencing events? How much time does he/she spend on one sequence? 3) Annotate the text where the author transitions between events 4) Finally they practice sequencing their own memoir.”
Independent Practice: I will say, "Now you are going to take one of the narratives you think might be the one your publish for your memoir and plan it out by sequencing it. Students will be given the sequencing chart (the same chart I showed in the lesson opener) and be asked to include their thoughts on the following: an introduction with a reflection and point of view, context of the moment, their moment in story, their reflection at the time and their reflection today. I will confer with them using the possible conferences for planning out the sequence of a memoir sheet.
Partner Work: Students will be directed to turn and share the sequence of their memoir. I will say, “Decide who will be partner A and who will be partner B. Partner A you will share your sequence. Partner B, I want you to listen if Part A has a sequence of events that sounds natural and logical, in other words it makes sense that they wrote about their memoir in the order that they did. Give your partner feedback as to if their sequencing made sense to you. Then switch.”
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.
Closing: What parts of the sequencing of your memoir do you think it will be difficult for you to write? Why?