Braden Dempster
10 May 2022
Professor Winkelhake
Designing Curriculum and Instruction II - D185
Task 3: Leveraging Digital Tools to Design Authentic Learning
A. Lesson Plan
10th Grade Resource Lab
Lesson Plan
Teacher: XBraden Dempster
Focus Standard: ELA.RL.9-10.5
“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” (National Governors… RL 2010).
Vocabulary
Parallel plot
Subplot
Flashback
Flashforward
Foreshadowing
Essential Question,
Objective, and I Can
Statements
Essential Question:
How does the structure of the text impact its meaning?
Objective:
Students will be able to (SWBAT) analyze how an author’s
choices concerning how to order events or manipulate time create
a specific effect.
I Can Statements
I can define and identify common plot techniques.
I can explain the effects that result from the use of common plot
techniques.
Do Now / Activating
Strategy
Students will log into a Nearpod presentation and complete the
following activity: Read “On Listening to Your Teacher Take
Attendance” by Aimee Nezhukumatathil. As you read, pay
particular attention to the sensory language the poet uses
throughout the poem. Then, in Nearpod, sketch two images or
objects that stand out in your memory from a classroom you had
as a young child. Finally, free write to describe those memorable
images or objects concentrating on using vivid details and sensory
language.
I do
Direct Instruction: Nearpod activity / mini-lecture on nonlinear
plot techniques; Lecture will include the definition of nonlinear
plot, media clips demonstrating various techniques, and examples
from a short story. After the example, I will ask students the
essential question relating to the story: How does the structure of
the text impact its meaning? If time allows, students will be given
time to think independently and then discuss with their classmates
examples of movies or television shows that demonstrate the
techniques. Then, we will have students share their examples with
the class. Throughout this portion of the lesson, there will be
30-second poll questions to check for understanding of the key
terms and ideas from the content covered.
We do
Gallery Walk: Students will view images that will likely trigger
memories from their younger days (e.g., a photo showing a first
day of school scene, a birthday party, a roller coaster, a new baby
being brought home, a funeral, etc.). Students will choose three
images and add their memory to their Nearpod slides. Students
will volunteer to share memories, and the teacher will facilitate a
discussion on the effect these memories can have (moods created,
lessons learned, conflicts that arose). Together, we will continue
the conversation to identify effects that authors can create when
they choose to structure texts in particular ways by looking at the
short story "Girl" by Jamaica Kincaid. Students will continue
their note-taking during this portion of the lesson and will answer
questions as a whole class about the parallel plot seen in the story.
I will utilize https://wheelofnames.com/ to make it more exciting
and ensure all students are ready to attempt to answer the
questions. I will attempt to rely exclusively on student answers, so
if one student is unable to answer I will ask if someone else can
clarify or has any different thoughts. Then, I will clarify the final
answer and allow students to see an exemplar once they have
wrestled through the questions themselves.
You Do, Together
In table groups (4 or fewer students), students will read the flash
fiction story, “55 Miles to the Gas Pump” by Annie Proulx in the
Nearpod. In their groups, students will complete a graphic
organizer on Nearpod that will ask them to provide an overview of
the major story elements. Specifically, they will focus most of
their time and attention on identifying the parallel plots and how
the order of events create various effects within the story. Once
they finish this portion of the activity, students will be given the
opportunity to discuss and answer the question: How does the
structure of the text impact its meaning?
Once students finish, we will give each group 1-2 minutes to share
their responses. I will display their response in the Nearpod and
have 1 student representative from each table group share out their
response. If students finish early, they can read through and give
feedback on other groups’ responses.
You Do, Alone
Students will use the collaborative board feature to write an
additional paragraph to add to the flash fiction “55 Miles to the
Gas Pump.” The paragraph should fit in prior to the story’s last
line. Their writing must feature another character’s perspective
and another parallel plot.
After students write their narrative paragraph, they will have to
identify the effect they created with your parallel plot (e.g.,
suspense, tragedy, comedy, surprise, etc.) and elaborate on how the
choices you made in their writing helped create that effect. Then,
students will leave each other Nearpod comments/feedback on the
stories where they will answer the essential question again: How
does the (new) structure of the text (with an additional
perspective) impact its meaning?
Assessment
Informal to guide levels of support: Check for Understanding
questions during the Nearpod, Story elements graphic organizer
Exit Ticket / more formal independent assessment: narrative
writing and analysis of effect
Differentiation
Guided notes organizer will be provided during direct instruction
for English Learner and IEP students as needed. Students will be
placed in groups based on level of mastery shown during prior
lessons (particularly those related to ELA.RL9-10.2 and
ELA.RL9-10.3) for the “You do, together” activities; higher
students will be given extension activities and will have to include
two different character’s perspective in their independent
assessment.
Possible additional
activities (if students
finish early)
Extra Credit Constructed response: Students who finish early
may answer the following question for extra credit: What is the
effect of Proulx’s choice to include the last line of the story “55
Miles to the Gas Pump?”
Grammar Mini-Lesson: gerund phrases