Stories for Learning & Teaching, Lesson Plans, Johnson
1
Lesson Plan: Favorite Books
Helen L. Johnson, Queens College
Department of Elementary & Early Childhood Education
Writing in Education: Stories for Learning and Teaching
Lesson objective(s):
Identify story elements, describe a personal early book-reading experience,
summarize text content, make self-to-text connections
Total estimated time: 55 minutes
Additional outcome(s):
Students are exposed to a variety of texts through the book presentations of their
peers. Students expand their awareness of text characteristics and aspects of
book-reading experiences.
Course work or assignment underway:
Family Story (Reflection) - Describe the way stories and books were involved in
your childhood, just as Robert Coles describes his family’s story traditions. Using
Gordon Harvey’s definition of Reflecting (attached below) as a guide, reflect on
how these childhood experiences have affected you as a learner, reader, and
writer. Which of the benefits of hearing family stories that Reese mentions apply
to your experience?
Work and/or reading completed before class:
Students select a book that they enjoyed reading during childhood, reread it, and
bring a copy to class.
Sequence of Activities:
1. During the prewrite, students identify the who, what, where, when, why,
and how of the story, and write each on a post-it to place on the book.
Students then write a summary of the book, including why it was a
personal favorite. (20 minutes)
2. Working in small groups, students share their work, then select 1 book to
be shared with the class as a whole. (20 minutes)
3. Groups report back on the book they’ve selected, highlighting the who,
what, where, when, why, and how of the story, and the book’s meaning for
the student who chose it. (10 minutes)
4. All books are put out on desks, and students go on a Bookwalk around the
room, viewing one another’s books. (20 minutes)
Stories for Learning & Teaching, Lesson Plans, Johnson
2
Lesson Plan: Using Evidence in Professional Writing
Helen L. Johnson, Queens College
Department of Elementary & Early Childhood Education
Writing in Education: Stories for Learning and Teaching
Lesson objective(s):
Use “evidence” from a story to support description and interpretation in
professional writing. Distinguish clearly between what was actually observed and
the meaning attributed to the “data.”
Total estimated time: 60-70 minutes
Additional outcome(s): Gain familiarity with terminology and constructs used in
professional educational discourse. Acquire skills in using evidence to support a
thesis that can be used in other fields.
Course work or assignment underway: Storytelling Observation - Describe
the video we observed in class of storyteller David Gonzalez, noting what he
said, i.e., what the story was about, and what he did, i.e., what he did to convey
the meaning of the story. Suggest one possible change in how the story was told,
and how that might have altered the meaning of the story. Discuss how David
Gonzalez used three of the teaching strategies described by Wright.
Work Completed Before Class: Students are responsible for reading the
assigned articles.
Sequence of Activities:
1. Working with partners, students read a book distributed by the instructor.
2. When done reading, without discussing the book, each partner writes
down three words that reflect personal response to the book.
3. After sharing these responses and discussing their reactions to the book,
each partner group makes a presentation to the group, including:
a. Summary of the story
b. Description of the meaning and emotional impact of the book
c. Features of the story and the book that influenced reader’s
response
4. Students write “book jacket” for the book they read, including comments
by two hypothetical reviewers.
5. Partners read one another’s book jackets, using highlighters to
differentiate factual statements about the book from reactions to it
Stories for Learning & Teaching, Lesson Plans, Johnson
3
Lesson Plan: Analysis of Cultural Influences on Story
Helen L. Johnson, Queens College
Department of Elementary & Early Childhood Education
Writing in Education: Stories for Learning and Teaching
Lesson objective(s):
Students will learn the elements of analysis, including interpretation and
commentary upon “data,” and will practice writing about cultural influences on a
story.
Total estimated time: 60-70 minutes
Additional outcome(s): Gain familiarity with terminology and constructs used in
professional educational discourse. Acquire skills in using evidence to support a
thesis that can be used in other fields.
Course work or assignment underway: Sharing Stories Analysis
(Comparative Analysis) - Write a comparative analysis of two different classroom
approaches to sharing stories, folktales, or myths, using the comparative essay
on the musical band Radiohead (attached) as a model. Include two examples of
each approach, drawn from articles on the Classroom Practices Reading List
(TBD).
Work Completed Before Class: Students are responsible for reading the
assigned articles, and rereading and thinking about the stories they have chosen
for their Story Sharing. They will take notes on their reading, including important
points and quotations. They will bring their notes to class.
Sequence of Activities:
1. Whole class reviews Harvey’s definition of analysis and the importance of
close reading for students’ own writing. (5-10 minutes)
2. Instructor presents two model paragraphs that use evidence to illustrate
specific cultural influences on story, and highlights similarities and
differences in how the models introduce their main point or source, explain
evidence, cite quotations, and support an overarching argument. (10-15
minutes)
3. Working in pairs, students select a quote from one of the articles they read
for class and draft two paragraphs around it (one partner writes supporting
paragraph, one partner writes rebutting paragraph), using the model
Stories for Learning & Teaching, Lesson Plans, Johnson
paragraphs as a guide. (30 minutes)
4. Full class discussion in which each group presents its paragraphs and
discusses how the contrasting cultural influences are presented in them.
Instructor highlights successful analysis. (20 minutes)
4
Stories for Learning & Teaching, Lesson Plans, Johnson
5
Lesson Plan: Life Lessons
Helen L. Johnson, Queens College
Department of Elementary & Early Childhood Education
Writing in Education: Stories for Learning and Teaching
Lesson objective(s): formulate narrative sequence, articulate links between
personal experience and strategies for learning, organize text to consider
audience knowledge and perspective
Total estimated time: 55 minutes
Additional outcome(s): students will practice articulating story elements,
increase awareness of stance that can guide writing across disciplines
Course work or assignment underway: Personal Narrative
(Synthesis/Advocacy) - Construct a story about one specific time when you
learned something new that changed how you acted, thought, or felt about
yourself as a learner and/or reader (either positively or negatively). Using the
articles by Will Johnson and Walter Dean Myers as models, build upon the
personal learning experience you described to assert a general concern about
learning and schools in the contemporary US.
Work and/or reading completed before class: Students prepare a draft letter
to a student who is just starting high school. Letter describes three specific points
writer believes will be helpful for the student’s school success, using examples
from personal experience, either positive or negative, to support the advice.
Sequence of Activities:
1. Working in pairs, students read one another’s drafts.
2. Partners use highlighters to distinguish advisory comments from
supporting examples and prepare a T-chart of advice from both letters,
separating positives and negatives.
3. Partners circle items on one another’s letters about which they would like
more information.
4. Students revise their drafts.