Title:

Fictional Narrative Revising

Grade Level:

6

Subject:

English Language Arts

Author:

abcinc

Time:

90 minutes

Lesson Plan Type:

Writing

Keywords:

Writing Process: Brainstorm/Pre-write, Draft, Revise, Edit, Publish

Brief Description:

An important concept regarding the writing process is revising. Revising is one of the longest steps in the writing process, because it is never ending. Writing can always be improved.

California State Standards Addressed:

English Language Arts/6/Writing)1.6

Goal(s):

The students will be able to evaluate the effectiveness of a fictional narrative based on the development of the setting, characters, and plot.

Specific Objectives:

TSWBAT;
• Evaluate a given fictional narrative for a well developed setting, characters, and plot

Required Materials:

Feedback Modeling Worksheet
Feedback Identification Worksheet
Fictional Narrative Revising Worksheet

Anticipatory Set (Lead-in):

We will discuss the importance of understanding the elements of literature when writing a fictional narrative. To access prior knowledge, the class will watch a short video about the “Elements of Literature”. (For example, “Elements of Literature” on United Streaming)

Lesson Plan Procedure:

• The teacher will start by sharing with the students a revising checklist that asks the students to measure the effectiveness of a given paper. Together, we will read through each question and discuss why revising is such an important piece of the writing process.
• We will discuss the difference between valuable and non-useful feedback. The teacher will share with the students three different examples of feedback, explaining how each one is useful or not useful. (Useful comments are specific and provide direction for revision, while non-useful comments are vague or general).
• Help the students to begin the analyzing process. The teacher will share multiple examples of feedback given. The students will evaluate the usefulness of each comment, rating the feedback as either: Vague, General, or Specific. In groups, the students will discuss the aspects of each comment. Lastly, we will discuss what type of feedback is appropriate during our Peer-Revisions.
• The students will peer-revise each other’s papers

Closure (Reflect Anticipatory Set):

Have the students use the following question to reflect: What makes feedback valuable?

Plan for Independent Practice:

Assessment Based on Objectives:

The students will turn in a Fictional Narrative story as a culminating activity.
The students will turn in a completed Peer-Revision worksheet.

Possible Connections to Other Subjects:

Adaptations and Extensions:

Additional Notes:

Guiding Questions:
How is this comment helpful?
What could make this comment more helpful?
What sort of details could you add?
Which comment is most helpful to a writer? Why?