Mini-Lesson: Smile

Kaylyn Julian
March 28, 2016
Rybakova
Reader Response Journal:
*Lesson plan based on a 10-15minute class
Purpose/rationale: This mini-lesson is designed for a 8th grade English class to pair the graphic
novel Smile by Raina Telgemeier with the reader response lens. This graphic novel focuses on
issues such as bullying and power struggles through the main character Raina. Students will be
able to relate to the main character Raina as she grows and learns about herself through middle
and high school. The author of this graphic novel based the story on her own life and personal
experiences and her struggles when dealing with self-confidence. The students will be creating a
small version of this through a short narrative story after completing this novel. The students are
currently halfway through the graphic novel and have begun drawing text-to-self connections
with the text. The reader response lens is a way for students to connect with a text, and write a
response to how they have made these personal connections. For this lesson the students will be
writing a bell work journal using the reader response lens to react to the graphic novel. This
lesson will be used as a stepping-stone as the students are becoming familiar with how to connect
themselves to a text before taking on the challenging task of creating their own narrative. For the
rest of the class period the students will enter into their small groups to have short discussions on
the text before analyzing a short narrative story and answering questions as a group.
Florida Standards:

LAFS.8.L.1.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.
LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on

others ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others questions
and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.
LAFS.8.W.1.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing
a narrator and/or characters; organize an event sequence that unfolds naturally and
logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts
from one time frame or setting to another, and show the relationships among experiences
and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Objectives:
Students Will Be Able To:
Given a journal prompt and the text, SWBAT compose a journal response based on the
reader response lens.
Discuss text-self correlations between the graphic novel and themselves as students.
Materials:

Smile by Raina Telgemeier (copy for each student)

Journals (each student has a personal journal)
Pen/Pencils
White Board
Dry erase Markers

Anticipatory set: To start the mini-lesson students will find their journals and be seated at their
desks with only a journal, the novel, and something to write. Students will have 1 journal prompt
to choose from, and will have the total given time to answer the prompt.
Prompt:
1. Using the reader response lens, discuss the novel and what text-self connections
you have made. If you havent made any connections discuss your response to the
text as a whole.
Students will be able to write as soon as they sit down with their journals and read the prompt on
the board.

Teaching Strategy/Procedure/Activity:
Time
2 minutes (Anticipatory Set)

Student is doing
Coming into the classroom.
Finding their journals then
reading the prompt for their
journal entries on Smile.

6 minutes

Students are writing in their

journals. Answering the
prompt in full and giving
examples from the test.
Working individually and not
conversing with other
students.
Students may volunteer to
read/share their journal entries
with the rest of the class.
When not sharing students are
listening to their classmate in
a respectful manner without
talking.

5 minutes

2 minutes

The students are moving their

desks into small groups to

Teacher is doing
Telling the students to find
their journals and read the
prompt written on the board.
Asking if there are any
questions before the students
begin writing.
Taking attendance. Walking
around the room to make sure
the students are on task.
Answering any questions the
students may have. Writing
their own response to the
prompt.
Leading the classroom
discussion on the journal
entries. Sharing their own
journal and asking questions
in the students did not want to
share. Monitoring the students
to make sure they are being
respectful. Giving
encouragement and positive
feedback to the students who
decided to share.
The teacher is making sure the
students are moving quietly as

begin their short discussions in

groups before being given a
short narrative text to analyze
and answer questions in
groups.

possible and efficiently into

their groups. He/She is
facilitating the short
discussions before handing out
the narrative story to analyze.
He/She are walking around to
answer any questions.

Summary/Closure: After finishing up the journals and volunteering to share the students will
move into their previously assigned small groups. In these groups the students will have the
opportunity to ask their classmates any questions they may have about the novel, or make
comments they want to discuss. The students will then be given a short narrative essay that they
will read, analyze, and then answer questions on as a group.
Assessment:

Formal assessment: The journal entry will be a completion grade.

Informal assessment: Understanding will be monitored through observation of the
students in small groups, as well as the questions asked throughout the class period.

Homework/follow-up assignment: None

Accommodations/adaptations:

The 2 ELL students will be expected to write shorter and less complex sentences. These
students will have the option to use a translator as well as a dictionary if needed. If a
student works better on a laptop/computer then one will be provided for them to complete
these entries. The 2 ELL students will have preferential seating and will be allowed
extended time to complete assignments. If available these students will have the
opportunity to work with a peer tutor is needed.
The student with ADD and anxiety will have preferential seating in the classroom. If a
discussion or lecture is to occur then the student will be provided will a copy of the notes.
The student may come to class early or leave after the majority of the students are gone to
avoid promoting anxious behavior. This student may take a break if they need, and can
either walk to a spot they picked out at the beginning of the year or step outside the
classroom door. The student will not be required to present any information alone in front
of the class. Instructions and a daily schedule will be on the board at the beginning of
each class along with student expectations. A student will be designated as a safe
person to talk to if the student is beginning to feel anxious. The student will be given
extra time on assignments, and may use a tape recorder or computer if needed.
The students with ADHD will have preferential seating in the classroom. They will be
provided with printed out class notes. This student may doodle on their paper if they find

it helpful. If needed, the students may get up and stand in the back of the classroom when
they feel like they cant sit in their desk anymore. The teacher and the student will have a
signal of tapping on his/her desk to remind them to stay on task. Extra time will be
provided when taking tests. If needed the student may use a computer or tape recorder.
The student with Aspergers will be given preferential seating in the classroom. The
teacher and student will have a pre-designated spot that the student may retreat to when
they feel overwhelmed. This student will be given a print out schedule for each day that
includes instructions that are clear and easy to understand and follow. This student will be
allowed more time to complete assignments. She/he may come to class before other
students and leave after the other students have left. A laptop/computer may be used if
needed. This student will be given longer length assignments in smaller parts. Clear
directions and expectations will always be posted on the board.

Attachments/Appendices:
Plan B:
If a student does not have their journal then they will write on a separate piece of paper. If
students are not on task or finish the journal entry early then the class will have a classroom
discussion on the journal prompts as well as any other questions or topics the students may have.
If the students finish early then they will get into their small groups earlier in order to provide
them more time to have discussions with fellow classmates on the novel. If the students need
more time to write then the narrative reading will be made individual instead of in groups to save
time. If a student does not feel comfortable answering the prompt then they will be given a
different prompt to answer that is more focused on the novel itself without any personal
connections.