English II
English Language Arts and Reading
Unit: 01 Lesson: 01
Day 11 of 23
Analyzing and Creating Fiction
Lesson Preparation
WORD STUDY
Daily Lesson 11
TEKS
WRITING
Ongoing TEKS
E2.1D
Key
Understandings
and
Guiding
Questions
Vocabulary of
Instruction
Materials
Attachments
and Resources
Advance
Preparation
• Understanding new words, concepts, and relationships enhances
comprehension and oral and written communication.
• Literary techniques are used to heighten interest, appeal to an
audience, and effectively communicate a message.
• Foreign word
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Vocabulary Notebook (1 per student)
Dictionary (class set)
Excerpt including a selected foreign word (1)
Chart paper (if applicable)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Note card (1 per student)
Chart paper (if applicable)
Teacher Resource: English II Unit 01 Reading Appetizer (1)
1. Prepare to display materials as appropriate.
1. Prepare to display materials as appropriate.
2. Many foreign words can be found in the English dictionary.
2. Locate Anchor Chart: Writing Process
3. Prepare individual slips of paper with a foreign word or phrase.
©2011, TESCCC
Ongoing TEKS
 What does it mean to be an effective writer?
 Why is it important to understand foreign words?
Students should have access to a computer to search words that
aren’t found in a dictionary. If computers are unavailable, locate
and define the words prior to class. Preprint the words and
definitions for students to use with a partner.
Background
Information
TEKS
E2.13A
E2.14A
Ensure that there are enough words for student pairs to have one
word or phrase. Select a foreign word or phrase as it is used in
context to use as an example for the class.
Possible example of relationship between origin and meaning:
Glasnost – the word originated in Russia, meaning a Soviet policy
calling for an increase in open discussion; therefore, glasnost can
refer to openness, transparency, and freedom of speech
Possible examples of foreign words:
•
Glasnost
•
Caveat
06/01/13
3. Create your own story alongside the students to serve as a model
for effective writing. Select a conflict, character, and setting and
prepare to write in front of students.
4. Refer to Teacher Resource: English II Unit 01 Reading
Appetizer. Prepare accordingly.
This Instructional Routine partially assesses Performance Indicator:
“Use the writing process, literary techniques, and the conventions of
language to write an engaging story about travelling back in time or
to the future and interacting with others to resolve a personal
conflict.”
Page 1 of 4
WORD STUDY
Daily Lesson 11
•
•
WRITING
Avant-garde
Coup d’état
This Instructional Routine partially assesses Performance Indicator:
“Write multiple notebook entries that demonstrate knowledge of new
words, their meanings, and origins.”
Teacher Notes
Writing in front of students is one of the most crucial things you can
do as a teacher of writing. Students need to see the struggles a writer
goes through to produce a finished work.
English II
English Language Arts and Reading
Unit: 01 Lesson: 01
Instructional Routines
WORD STUDY
WRITING
Daily Lesson
11
Duration
and
Objective
Mini Lesson
Suggested Duration: 10-15 min.
Suggested Duration: 40-45 min.
Content Objective: Students use words of foreign origin that are
common in both written and oral English in order to broaden their
understanding of language.
1. Read a short excerpt with the sample word. Ask: Would knowing
the meaning of the word or phrase help you understand the
passage? Discuss responses.
Content Objective: Students prewrite and plan in order to write an
engaging story.
2. Instruct students to create a table in the Vocabulary Notebook
with the headings: Word, Word Origin, Original Meaning of Word,
This Word Currently Used to Mean, and Original Sentence, Visual.
3. Distribute strips of paper with a foreign word or phrase.
1. Reading Appetizer
2. Remind students that during this unit they have read fictional
works and analyzed how authors use sensory language, narration
and tone, archetypes, moral dilemmas, and plot to develop their
stories and themes. Refer to the previous Anchor Charts or entries
Reader’s Notebook entries to review.
3. Explain to students that they will apply their understanding of
literary techniques and elements to write an engaging story.
4. Refer to Anchor Chart: Writing Process and explain to students
that today they will begin with the first step in the process–
prewriting. Ask: What prewriting activities have you used in the
past? Record responses on the Anchor Chart.
5. Under “Prewriting,” record notes for the following steps as students
take notes in the Writer’s Notebook.
• Step 1: Select time period. Explain that students should
consider the general time period of their stories. Ask: Will you
choose to go back in time? If so, how far back? Or will you
set their stories in the future? Think Aloud to select a time
period for the writing of the teacher story and write a sentence
describing it.
• Step 2: Identify the conflict. Explain that students will determine
which moral dilemmas a character living during that time would
face. Think Aloud to select a conflict to explore in the story.
• Step 3: Create believable characters. Explain that after the
©2011, TESCCC
Page 3 of 4
06/01/13
Daily Lesson
11
WORD STUDY
WRITING
conflict has been determined, students will create believable
characters that will experience this dilemma. Refer to the
previously created class list of archetypes and encourage
students to use variations of archetypes as appropriate. Think
Aloud to select characters to develop in the story.
• Step 4: Determine the theme of the story. Ask: What will be
the point of your story? What is the life lesson or message
you wish to convey to the reader? Think Aloud to select a
theme for the story.
• Step 5: Map the story. Demonstrate how to use a plot map to
plan the story, beginning with the writing of the theme at the top
of the page. Record the main character(s) and conflict, writing
a complete sentence. Move to the end of the map and
determine how the conflict will be resolved along with the
conclusion of the story. Complete the sections using complete
sentences. Ask: Why might you plan your ending prior to
the rising action, climax, or falling action? Discuss
responses.
6. Explain that once the conflict and resolution has been determined,
one can identify key events/scenes that will contribute to the
success of the plot. Think Aloud to record the events on the map
using complete sentences. Ask: What will happen after the
conflict is identified? How will things turn around? How can
you make your story unpredictable? Discuss responses.
7. Instruct students to use the Writer’s Notebook to begin planning
Learning
Applications
Closure
1. Students work in pairs to research the foreign word or phrase on
the strip of paper and record the information in the Vocabulary
Notebook.
1. Students share their word analysis with other pairs of students.
2. Ask: Why is it important to understand foreign words? Discuss
responses.
their stories. Engage in small group instruction to provide
additional instruction and support for students who need it.
1. Students plan the writing of their stories.
2. Confer with students and provide targeted instruction.
1. Distribute note cards and instruct students to each write a short
summary of their story, including the main character, conflict, and
resolution. On the back of the card, students write the theme of the
story.
2. Ask: How does reading support writing? Discuss responses.