Activity: SB 1.

5 Analyzing Incident, Response, Reflection

Pacing: 1 Block
NVACS Standards:

Teacher: B. Brown

RI.7.3 - Analyze the interactions between individuals, events

Date: 9/14

and ideas in a text (e.g., how ideas influence individuals or

Subject(s): ELA 7

events, or how individuals influence ideas or events).

Essential Questions:

RI.7.5: Analyze the structure an author uses to organize a

text, including how the major sections contribute to the whol

1. How do authors use narrative elements to create a
story?

and to the development of the ideas.

Objective:
I will analyze a narrative work using incident, response, and

2. What are the elements of effective revision?

reflection; analyze the organizational structure of a personal

narrative.

Warm-Up/Introduction:
Warm-Up Question: Reflect on your childhood and create a list of the top five memories that stand out to you. Be prepared
to share why they stand out to you (incident).
Quickwrite: Recall an early memory from childhood that stands out to you. Think about stories that your family has shared

about you growing up. For example, what were some milestones (your first toy, bike, or game) or a significant celebration o
family event? Write freely to explore your memory while thinking about any choices you made.

NEPF IS 3.3 teacher assists all students to use existing knowledge and prior experience to make connections an
recognize relationships. Students drawing from their personal experience to understand the concepts of choice
and consequence. Then they use their understanding of this concept to analyze the organizational structure of a
narrative.
Daily Review (identify instructional standard/indicator):
Effect, effective, essential questions, embedded assessment, revision, narrative elements, genre
Concept/Skill Development (including 3+ high level questions) & (identify instructional standard/indicator):

Discuss warm up and daily review

Shared reading of excerpt from Dust Tracks on the Road. Students will use metacognitive markers to mark story

as the class reads. Model the first paragraph and then have students work with a partner to complete the narrative.

Review grammar and usage box and the language and writers craft and discuss perfect tenses. Provide students
with various examples of past perfect and present perfect.

High Level Questions

1. What is Hurstons attitude towards the events that she describes; that is what is her tone? Identify specific diction
that supports the tone you identify. (DOK 2)

2. How do authors use narrative elements to create a story? Give specific examples from Hurstons narrative. (DOK 3
3. How does the beginning of Hurstons story lead to insight in the middle or end of the story? Share specific details
from the story. (DOK 3)
Practice & Application (Guided/Independent/Group Practice) (identify instructional standard/indicator):
1. Students will work in collaborative groups to take turns marking the text. They will analyze the narrative in centers
located around the room.

NEPF IS 3.4 Teacher structures the classroom environment to enable collaboration, participation, and a positive
affective experience for all students. Students are collaboratively analyzing the story in groups.
1

Independently, students will compare their childhood to the authors. Ask students if they have thought of any new

ideas about significant incidents and choices made early in life. Brainstorm more significant incidents and add them
to their My Choices web.
1

Students will independently answer the Check Your Understanding question: Respond to the first essential question

*Rigorous Curriculum (identify instructional standard/indicator):

Identify specific activities that the students will complete and the Depth of Knowledge level they will be exhibiting.
Work in collaborative groups to analyze the organizational structure of personal narrative. (DOK 3)
Assessment (Formative - include Homework - & Summative) (identify instructional standard/indicator):

Students should be able to discuss the use of dialogue, characterization, point of view, and diction as they retell an incident
describe their immediate emotional response to the incident, and reflect on the incident. Students should be able to
brainstorm more memories about choices.
Long-Term Review & Closure (identify instructional standard/indicator):
Discuss with students: What did you learn today? Why did you learn it? How do you know that you have learned it?
Long Term Review: ensure students understand the organizational structure of narratives and that they can recognize
narrative elements.
Supplementary Materials:

Potential Modifications to Lesson:

Reader/Writer Notebook

To extend this activity, introduce students to the concept of

Highlighters

tone: the writers attitude toward the subject. Ask students to

Working folders

identify Hurstons attitude, or tone, toward the event she

describes (e.g., humorous, nostalgic, uneasy). Have them
write the tone in the My Notes area. Then, have students

mark the text, identifying words or phrases that support the

tone they identified. After a brief discussion, ask for
volunteers to read orally parts of Hurstons narrative using
that tone.