SINGLE SUBJECT CREDENTIAL PROGRAM
LESSON PLAN FORMAT
Revised August 2007
NOTE: This lesson plan functions as a guide map to your instruction. Please include details
about the examples you will give students, the structure of notes if you will lecture, the directions
for any activities, and key questions you intend to pose to students. In addition, give time frames
to help with pacing and attach any handouts that will be used. This is not a script of every word
you’ll say but it is a structured, detailed guide to how you intend to implement the lesson.
LESSON TITLE: “DAY 2” THE STORY ARC
UNIT TITLE: NARRATIVE WRITING
AND STORY FORM AS A REVERSE
CHECKMARK
STUDENT TEACHER:
DAY:
English
SCHOOL:
SUBJECT:
PERIOD:
ROOM:
GRADE
LEVEL:
10
EQUIPMENT/MATERIALS:
INSTRUCTIONAL
STRATEGIES PLANNED Graphic Organizer “Story Quest”, Vocabulary Sheet (Homework)
Direct Instruction (Structured Overview, Lecture, Explicit Teaching, Drill & Practice,
Compare & Contrast, Didactic Questions, Demonstrations, Guided & Shared-- reading,
listening, viewing, thinking; Interactive Instruction ( Debates , Role Playing , Panels ,
Brainstorming , Peer , P artner Learning , Discussion , Laboratory Groups , Think, Pair, Share ,
Cooperative Learning Groups , Jigsaw , Problem Solving , Structured Controversy , Tutorial
Groups , Interviewing , Conferencing; Indirect Instruction (Problem Solving , Case Studies,
Reading for Meaning , Inquiry, Reflective Discussion , Writing to Inform , Concept Formation ,
Concept Mapping , Concept Attainment , Cloze Procedure ;Independent Study (Essays,
Computer Assisted Instruction , Journals , Learning Logs , Reports , Learning Activity Packages
, Correspondence Lessons , Learning Contracts , Homework , Research Projects , Assigned
Questions; Experiential Learning (Field Trips, Narratives , Conducting Experiments ,
Simulations, Games , Storytelling , Focused Imaging , Field Observations , Role-playing ,
Synetics , Model Building . (From Instructional Strategies Online, Saskatoon Public Schools, ©
2004-2006.)
1 BEHAVIORAL OBJECTIVE(S) OF LESSON (WHAT STUDENTS WILL BE ABLE TO DO? SHOW
CORRELATION TO STATE CONTENT STANDARDS)
Students will be guided to finding their own individual voices as writers and independent
readers. Students will produce small works of writing every evening to work on honing their
skills as writers and readers.
2 STANDARDS:
Content English Writing Standards: 3. Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and wellstructured event sequences. 5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
Reading Standards:
3. Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
5. Analyze how an author’s choices concerning how to structure a text,
order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension or surprise.
ELA
ELD
(Intermediate or Advanced)
3 LESSON INTRODUCTION/ANTICIPATORY SET (THIS WILL GET STUDENTS’ ATTENTION
FOCUSED ON THE OBJECTIVES – INCLUDES CONNECTING TO PRIOR CONTENT KNOWLEDGE AS
WELL AS TO THEIR LIFE EXPERIENCES AND INTERESTS):
Students will have completed their homework:
Read the assigned short story “The Use of Force” by William Carlos Williams
Vocab Words for The Use of Force: heifer, profusion, photogravure, diphtheria,
instinctively, admonished, contemptible, apprehension, hysterically, diagnosis.
(Description & 1 sentence using the word in their own words.)
Writing: Journal Reflection on The Use of Force.
This assignment will be done at home, allowing for the class time to be focused on
analyzing the works involved.
4 LESSON BODY/STUDENT LEARNING ACTIVITIES (PROVIDE DETAIL ABOUT WHAT BOTH
TEACHER AND STUDENTS WILL BE DOING):
Students will take notes on a brief lecture on Conflict, Crisis, Resolution and Power.
There will be a whole-group discussion and analysis of the work in context of the
lecture. After the 10 minute discussion there will be an activity called “Story Quest.”
Discussion Question: “Happy Endings” is more of an idea-based story than a character
driven one. Can you think of any other idea-based stories you may have red? What are some
common differences between idea-based and character-driven stories?
Story Quest:
The class will divide into small groups of 2-3 students from yesterday. Taking 5-10 minutes
they will analyze various fairytale handouts (Princess and the Pea, Snow White, 3 Billy
Goats Gruff, The Little Mermaid, The Frog Prince) into the reverse checkpoint figure to see
how the conflict, crisis and resolution adds to the story. [Graphic Organizer]
5 LESSON CLOSURE (HOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS
LEARNED?):
At the end of the class, students will have an opportunity to write down their favorite
perspective (First or third) and which they will use for their story. After the journaling (5-10
minutes) I will start briefing them on the next story “Girl” by Jamaica Kincaid, and what
they should be looking for differences in perspective and point of view.
Homework:
Writing: Write a short story on an index card. Notice that if you’re going to manage a
conflict, crisis and resolution in this small space, you’ll have to introduce the conflict
immediately. Note: You will not be graded on spelling or grammar, though suggestions on
improvement will be offered.
Vocabulary Homework for “Girl”: Look up the definitions of the words, followed by a
sentence in their own words where it’s used in context of the definition.
1. Fritter
2. Heap
3. Blouse
4. Wharf
5. Crease
6. Khaki
7. Okra
8. Dasheen
9. Squat
10. Doukona
Reading: “Girl” by Jamaica Kincad
6a SIOP MODEL STRATEGIES INCORPORATED (FROM THE SIOP INSTITUTE, PEARSON
ACHIEVEMENT SOLUTIONS, © 2005):
PREPARATION/MOTIVATION
SCAFFOLDING
GROUPING
___ Adaptation of
___ Modeling in Multiple
___ Whole Class
Content
Ways
___ Small Groups
___ Link to Background
___ Wait Time
___ Partners
___ Link to Prior
___ Communication
___ Independent
Learning
___ Comprehensible Input
___ Identify Key
Vocabulary
COMMUNICATION PROCESSES APPLICATION/REPRESENTATION ASSESSMENT W/
APPROPRIATE
FEEDBACK
___
___
___
___
Reading
Writing
Speaking
Listening
___
___
___
___
Hands-on
Meaningful
Linked to objectives
Promotes engagement
___
___
___
___
Individual
Group
Written
Oral
6b ADAPTATION OF LESSON PLAN (INSTRUCTION AND ASSESSMENT) FOR:
ENGLISH
LEARNERS
Summarizing the story at the beginning of class in the power point, working
in peer groups so they aren’t isolated. Pictures and the ability to ask as many
questions as they need during and outside of class.
STRUGGLING
READERS
The option to work with a partner to assist in reading. To be called upon in
the group reading with the option to “tag-team” a friend or partner for
reading assistance on difficult words. And an understanding classroom that
everyone struggles with something.
RESOURCE
STUDENTS
ADVANCED
STUDENTS
Will be given the opportunity to read extra short stories and /or novels and
asked to apply the lecture topics to their reading and their writing
assignments. They will be asked more challenging questions for analysis for
the benefits of the entire class’s learning.
IEP
REQUIREMENTS
7 ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESSMONITORING), OR S (SUMMATIVE)
TYPE
TITLE/ AND
IMPLEMENTATION
FEEDBACK
HOW WILL INFORM
FORM
STRATEGY
RETEACHING
(FOR STUDENTS) (FOR THE TEACHER)
8 REFLECTION (WHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING? WHAT ACTUALLY
HAPPENED? )
I think the lesson will go smoothly if I keep an eye on the time and make sure we stay on
topic and focused. Homework completion and reading completion are major concerns any
day of the week. I may have to think of ways to encourage students to do their homework at
home. Scaffolding and adjusting the lesson plans for the classroom environment.
PLEASE NOTE: This lesson plan format is utilized by the Department of Secondary
Education to demonstrate the elements of effective lesson planning. Your Program Advisor
may require a different format.
Story Quest : Graphic Organizer Worksheet “Day 2”
Complications
Conflict
Crisis
Falling Action
Resolution