My flipped classroom activity and assessments is based on the following Virginia SOL Writing requirement:

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6.7 The student will write narration, description, exposition, and persuasion.

a) Identify audience and purpose.

b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas.

c) Organize writing structure to fit mode or topic.

d) Establish a central idea and organization.

e) Compose a topic sentence or thesis statement if appropriate.

f) Write multi-paragraph compositions with elaboration and unity.

g) Select vocabulary and information to enhance the central idea, tone, and voice.

h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.

i) Revise sentences for clarity of content including specific vocabulary and information.

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Retrieved from http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/2010_blueprint_gr8_writing.pdf

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I wanted to create a flipped classroom lesson focused on narrative writing, particularly because I found it a great opportunity to share my love of creative writing within a lesson plan. I wanted my flipped lesson to utilize technology in the classroom but not at home, simply because I didn't want to create any additional obstacles for students that may not have easy access to internet. I also took short stories from other sources that I found would help aid my lesson. For the in-class activities, I wanted to incorporate as much class discussion and group work as possible because generating idea among peers is so beneficial for creative writing. My pre-formative assessment focused on how much students already know about narrative elements and my formative assessment consisted mainly on the teacher listening in on the group discussions and how are the stories are told. My most favorite part of my flipped lesson would have to be the day 1 at-home activity where the students complete a story map after reading a short story. I thought this would ease students into appreciating pre-writing exercises without the added pressure of creating their own story. These two days of activities would lead to the students brainstorming and writing their own personal narratives. I think this flipped lesson plan is a great start with a few tweaks down the road. What I loved most about the flipped classroom idea is how the at-home activities isn't just time-consuming homework but rather preparation for the in-class activities.

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Materials needed for Teacher:

SmartBoard

Printer (worksheets)

Computer

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Materials needed for Students:

Pencils

Worksheets

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Day 1

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Pre-Formative Assessment

Define setting, plot, characters, and audience on the board. Show a mini episode and have the class fill in the worksheet with what they believe was the setting, plot, characters, and intended audience and discuss in class what each one was. The teacher gets an understanding on how well students can identify narrative elements.

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In Class Activity - Introduction to Descriptive Writing

Show PowerPoint presentation on Narrative Writing, includes components of narrative writing, what makes a piece narrative, and importance of Show vs. Tell (with several writing examples).

 

Second In Class Activity

Show a writing sample on the SmartBoard and as a class have volunteers come up or as a teacher take suggestions from students on how to rewrite the sample using more descriptive language. This could possibly be another formative assessment.

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Writing Sample:

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Exercise in “Showing Rather than Telling” When Writing a Narrative

 

Read the following narration about getting to school in the morning.

 

I got up at 6 a.m.

I got annoyed with the alarm and got hurt when I hit the clock too hard.

I got into the shower.

I got chilled because my sister had used up all of the hot water.

I got dressed.

I got into the kitchen after all the eggs and toast were gone.

I got myself a breakfast of cereal and juice.

I got a stain on my shirt.

I got a different shirt.

I got my stuff together and got it all in my backpack.

I got yelled at by my mother for lagging..

I got irritated by the way the morning was going.

I got in trouble for keeping my carpool waiting.

I got in the backseat of the car with two other people.

We got a ticket for speeding on the way to school.

We got to school late.

I got detention for being late.

I got behind in the assignment given in my first period class.

I got a bad grade on my assignment.

 

Rewrite it with the following rules:

 

• Do not use got at all

• Vary your sentence length and style.

• Add dialogue

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Retrieved from www.teachwithmovies.org/guides/narrative-writing-lesson-plan.doc

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At-Home Activity

Access to technology not needed

Students will read a short story (teacher prints copies for students) and fill in the story map organizer (teacher also prints this) backwards. Specifically, after reading the short story the student will then fill in the story map writing in the title, major and minor characters, setting, author's theme, the rising action events, climax, and falling action events. This will allow them to begin using the graphic organizer without the pressure of trying to organize their own original narrative.

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Example of an appropriate short story:

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Retrieved from http://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pdf

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Example of Story Map Organizer

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Retrieved from http://www.dailyteachingtools.com/language-arts-graphic-organizers.html#21

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Day 2

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In-Class Activity

In the beginning, teacher and students go over last night's assignment. Next, class is divided into groups and each group is assigned a list of words (list could be: dog, boy, store, mess, peanut butter, mom, slipped) and from this list, the group has to create a narrative story using all the words. In the group, members will collaborate on filling in the story map organizer for their specific story. Afterwards, group uses story map to write a short story and once groups are done, all will tell their group story to the class.

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Formative Assessment

Teacher will walk around listening in on the groups creating their story and once groups present, teacher can get a better idea on how well stories are organized.

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In the following classes, these above activities will prepare students to begin brainstorming their own personal narrative and writing a descriptive piece.

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