Lesson Plan
Descriptive Data
Teacher: Vicki Stuczynski Class: Language Arts Date: 11/11/2011 Grade Level/Team: 8th grade
Huskies
Room Number: 28 Period/Block: 3A Unit: Urban Legends and Ghost Stories
Lesson Number: 4 and Topic: Understanding the concepts of studying urban legends and writing
Standards
District: District111: Students who meet the standard can read and interpret a variety of literary
works
State/Regional:
7.RL.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or alter
history.
7.RI.5 Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas
and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
English Language Learner: TESOL G2.S2. To use English to achieve academically in all
content areas, students will use English to obtain, process, construct, and provide subject matter
information in spoken and written form.
Adapted by: Dr. Ellis Hurd, 2009
National: NCTE: Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences for a variety of
purposes.
Societal/Global: It is expected that all students have the ability to write full and complete
thoughts for both personal and professional purposes.
Personal: For students to be able to use descriptive writing to tell a story through previous
examples and a presentation of structural components
Resources
AV
Trans.
Manip.
Utensils
Spec. Eq.
Flip Chrt.
X
Boards
Indx Crds
Texts
X
X
Refs.
x-Refs.
Comp.
Other
X
Details
Introduction-Gaining Attention
 Students’ Interests: questioning whether a tale is fact or fiction
 Content Connections: writing narratives
 Cognitive Domain: high demand; students must be receptive
 Motivation: telling of an urban legend they are all familiar with
In order to obtain the student’s attention, the teacher will begin by setting the mood for the
lesson by telling an urban legend to the class. The tale that will be told is that of Bachelor’s
Grove Cemetery. The teacher will turn the lights off in the class and have students sit in a circle
with him or her. The goal is not to frighten the students, but to get them excited about the unit.
This is an age where students being to really question the world around them. Slowly, they are
introduced to non-fiction readings when they have been so comfortable with fictional tales.
Urban legends are a combination between the two since often times, there is a historical
connection to the tale. Because of this, students stay interested; it is going to be a well known
tale that most students have heard before, if not this version, then one that is very similar.
Introduction-Conducting a Review
 Formative: class discussion on urban legend components
 Summative: students tell and journal urban legends they know
 Questions on previous concepts. ask students about narrative writing (i.e. What is a
narrative? What is its function? Where do you find narrative writing? What are the main
components?)
 Environmental tones: comfortable, yet eerie when telling the urban legend to get
students into the story
Students will be introduced to the lesson by having an urban legend they are familiar with
told to them by the teacher, but in an eerie setting that allows them to think. After the story is
told, the class will debate about whether it is fact or fiction. This leads into the overall goal of the
lesson in which the students will be writing their own urban legend based on the breakdown of
such tales told/discussed during class conversation.
Adapted by: Dr. Ellis Hurd, 2009
Introduction-Behavioral Objectives
 Cognitive Knowledge: Students should be able to define what a narrative is.
 Cognitive Comprehension: Students will explain the components and function of an
urban legend.
 Cognitive Application: Students will develop their own urban legend based on
previously developed knowledge.
 Cognitive Analysis: The students will outline an urban legend they researched and apply
their findings to their own narrative.
 Cognitive Synthesis: Students will adapt their findings into their own tales and revise
their stories based on recommendations from their peers.
 Cognitive Evaluation: Students will constructively critique one another’s work.



Affective Domain-Low level: The students will be reading and analyzing well-known
urban legends.
Affective Domain-Highest Level: Individually, students will be preparing their own
urban legend.

Psychomotor Domain Low Level: Groups will be standing at overhead to present their
research.
Psychomotor Domain Highest Level: The students will be presenting their individual
urban legends to the class.



Conditions: presenting components of urban legends/narrative writing; lecture
Behaviors: discussing framework, writing urban legends; presenting tales to class
Criterion-References: with almost perfect construction (limited mechanical errors)

Language Objective: Level 3 The student, through reading and oral language
proficiency, be able to manipulate their writing according to their needs for the
assignment.
Introduction-Establishing Relevance
 Short-term Incentives: recognizes forms of narrative writing through urban legends
 Long-term Incentives: ability to write in clear and concise thoughts using descriptive
details to tell a story
The ability to write in such a way that tells a story is a skill that will last throughout an
individual’s lifetime. For the short-term incentive, students are recognizing the components of
narrative writing as it applies to urban legends. The ability to point out the specific areas such as
the main idea and the supporting ideas applies to all types of compositions in all subject areas.
However, writing in such a way that is clear and very descriptive will last throughout one’s life
as it will be applied in one’s personal as well as professional writings.
Content Presentation-Form of Knowledge
 Overall Taxonomy Level of Lesson: medium
Adapted by: Dr. Ellis Hurd, 2009





Activities/Components: discussion, writing, listening, presenting
Discussion Questions:
o What makes a good story?
o What are some urban legends you know?
o Are they truthful? What is their connection to society?
o What would you consider to be fact and what would you consider to be fiction?
Outlines:
I.
Introduction
a. Read popular urban legend to class
b. Deconstruct tale via the “hamburger” graphic organizer
c. Class discussion on what makes a “good” urban legend
d. Function of urban legends
e. Components of urban legends
II.
Researching urban legends
a. Trip to library media lab to research urban legends with group
b. Group of 3 picks tale to analyze
c. Group picks out major components
d. Group creates a graphic organizer of story (ice cream cone organizer)
e. Presentation to class on overhead– class takes notes on tales
III.
Create own urban legend
a. Students quick write ideas of “new” urban legend
b. Finalize topic
c. Create outline of story (using either graphic organizer)
d. Write drafts – edited twice in class – 1 day of editing
IV.
Presentation of tale
a. Each student presents story to class – everyone presents
b. Peers comment on tale (not presentation of urban legend)
Time-Plan: 4 days (50 minute class period), some outside work needed
Knowledge Levels: understanding writing structures and applications
Assumptions/Background Knowledge: what a narrative essay is and procedural
knowledge about writing
It is expected that this lesson will take about four days to complete; with all that is going into
the unit, each class period lasting roughly 50 minutes in length. The teacher will present the
students with an urban legend that they will read to the class. As a whole, everyone will
deconstruct the piece, making note of the components and where they would apply in the
hamburger graphic organizer. This visual aid is of a hamburger, drawn out on a piece of paper
with each part (i.e. the bun, meat, lettuce, tomato, etc) acting as an important detail to the story or
paragraph. The parts of the hamburger are blank, leaving plenty of space to write necessary
information. It is assumed that students already know how to write a narrative report, but a short
review will be conducted in order to refresh the memories of the students.
A trip to the media lab will occur after the students have been split into groups by counting
off by 3. Here, students will be researching popular urban legends and taking apart the tales to
further their knowledge on what goes into such tales. They will then place the appropriate
information into the ice cream cone graphic organizer which is very similar to the hamburger
Adapted by: Dr. Ellis Hurd, 2009
one, but based information is placed into scoops, the cone, and the topping. This will later be
presented to the class on the overhead projector. The groups will present their findings to the
class, who will be taking their own personal notes to help aide in the writing of their own
personal stories.
Some class time will be given for students to work on their own urban legends; however, a
majority of the writing will take place at home. The will begin by organizing their thoughts
using either of the graphic organizers that were introduced in class. The tales should be a
minimum of one page in length, but no longer than three. The students will bring in two copies to
class for a peer editing day in which they will edit two of their peers’ work, and have their work
edited by two of their classmates. The groups from the research assignment will also be used for
peer editing. Once students are finished with this aspect, they will rewrite their narrative and
write the final draft. It is expected that students will include all the necessary elements and write
with clear and descriptive details. The students will then be presenting their urban legends to
class, who will be commenting on the material rather than the presentation.
Content Presentation-Examples/Non-Examples
 Concrete Applications: example/telling of well-known urban legend
 Abstract Applications: having students identify different parts of the legend to apply to
their own writing
 Realia: providing structure breakdown on overhead
The teacher will provide an example of a well known urban legend and present it in such a
way to get students excited about the assignment. It also allows students to become familiar with
urban legends and their purpose considering they will be presenting the one that they created.
Students will also be taking the teacher’s example and, as a class, they will identify the
components of the work. This gives students a sense of what needs to be included in their
writing. The analysis of the urban legend will be done by breaking it down into its components
and will be done on the over head projector for the entire class to see.
Content Presentation-Modeling
 Teacher Input: The teacher will be reading an urban legend at beginning of the unit.
 Instructional Strategies: The teacher will be using the overhead to display the structure
and components of an urban legend.
 Learning Strategies: The teacher will be using the hamburger outline to organize the
story of Bachelor’s Grove.
The teacher’s role is not to be an administrator, but a reference. The teacher will not stand in
front of the class and lecture, but merely provides an example and then allows the students to
take control of their learning. During the introduction, the teacher will read the students the tale
of Bachelor’s Grove Cemetery in a “campfire-like” setting; everyone, including the teacher, will
sit in a circle with the lights off to enjoy the creepy tale. Furthermore, if students need help, the
teacher will guide their thinking before providing the answer to allow students a chance to come
up with the solution by themselves. An overhead projection of the introductory activity is used
and presented by the teacher; however, the class, through discussion, comes up with the answers.
Content Presentation-Varied Stimuli
Adapted by: Dr. Ellis Hurd, 2009








Linguistic Intelligence: read introductory story aloud; presenting stories to class
Logical-mathematical Intelligence: story structure
Spatial Intelligence: graphic organizer
Bodily-Kinesthetic Intelligence: going to overhead projector working in groups;
presenting
Musical Intelligence: nursery rhymes (i.e. Ring Around the Posey, Freddy’s Song)
Interpersonal Intelligence: conduct peer editing of story
Intrapersonal Intelligence: reflect on feelings about stories being legitimate
Naturalist Intelligence: short trip to library computer lab
The varied stimuli are used in multiple ways. A lot of the work is done right in the classroom
through group discussion, researching, or presenting. For logical thinkers, the application of
writing as a structure is used because it is being seen as a step by step process. Moving around
the classroom for group work or presenting also aids in the content presentation. The musical
intelligence is reached by having students listen to nursery rhymes that incorporate urban
legends. Peer editing and the reflection on feelings are used both interpersonally and
intrapersonally. A short trip to the library connects to the naturalist intelligences.
Content Presentation-Classroom Management Issues
 Performance Objectives/Experiences: writing, listening, and telling stories
 Class Tasks: participate in class discussion, writing and researching
 Cooperative Tasks: listening to others, editing work
 Peer Reflections/Reviews: answering questions
 Individual Tasks: writing, taking notes, and organizing stories
 Projects: fill in graphic organizer and write narrative story/urban legend
Content presentation is conducted in many different ways. Students will be writing,
listening, telling stories to their peers as well as discussing the urban legends and their
components. These skills are then taken to the computer lab where, in groups, students are
repeating what they have learned about and applying that to another piece of well known
material. While working together, whether it is during research or in the editing sessions,
students are encouraged to listen to their peers and use their suggestions to perfect their own final
composition.
Closure
Follow Up-Providing for Practice
 Supervised Tasks: reading of urban legends; deconstruction of urban legend
 Unsupervised Tasks: editing of papers, group discussion
 Field Trips: to the library, visit a local spot in town in which there is an urban legend
told about it.
 Quizzes: given on the urban legends told in class one day after the conclusion of the
presentations
 Projects: composing own urban legends
Adapted by: Dr. Ellis Hurd, 2009
The teacher will be supervising the reading of the urban legends as well as the deconstruction
of the story told in the introductory phase. Other than that, the teacher serves as a reference tool.
Students are supervising themselves in the process of peer editing and in group discussion. To
finish off the lesson, a short quiz will be given one day after the students present their own
stories. The quiz will address function of urban legends and the famous ones presented to the
class during the research portion.
Follow Up-Providing Feedback
 Class Tasks: group discussion on overall concept in journals
 Teacher Reflections/Reviews: records comments and suggestions from discussions for
future reference
 Peer Reflections/Reviews: students peer editing one another to provide a “grade” and
suggestions for improvement
 Self-Assessments: students provide feedback on how they feel they did on their
assignment
 Self-Reflections: students reflect on their own writing and fictional stories
 Questioning Techniques: open discussion
 Quizzes: 1 given regarding structural components
 Projects: writing and presenting their own urban legend
 Exams: after the unit is complete for 100 points
Feedback is important because the students need to know how they did on their assignment;
however, the teacher also needs feedback in order to know how to improve their lessons for
future groups. The teachers will be giving feedback to the students once he or she has had time to
read each of the student’s compositions analyzing their ability to follow the directions for the
assignment. It is not about the creativity, but the student’s ability to write a narrative and use
other materials as references. Self assessment allows students to have a say in their grade as they
know how much work and effort they put into the assignment. If gives them motivation to do
well. Their personal grading will then be explained in their self-reflections; students will state
why they gave themselves and note where they feel they can improve for future writing
assignments.
Follow Up-Planning for Extension
 Thematic Studies: fits into language arts and reading because of writing and reading or
urban legends/short stories
 Multidisciplinary Studies: social studies and language arts because of historical
relevance
 Interdisciplinary Studies: in all classes because the students will be discussing how to
prove and disprove facts
 Integrated Studies: students are separated into content classes and students help choose
what facts they want to prove/disprove (urban legends and their validity)
Urban legends revolve around the concept of fact or fiction. With this idea, all content areas
can test the validity of truth as it applies to the content. For instance, science can test the myths
about the combination of different products (i.e. Mentoes in pop). In math classes, students can
figure out if population size has anything to do with the amount of urban legends based in such
Adapted by: Dr. Ellis Hurd, 2009
areas. The question they would be focusing on is “does the greater the town population mean
that there are more urban legends? Or is based on the size of the town itself?” Seeing as urban
legends often relate to a historical context, students can figure out these relationships which can
further enhance the decision as to whether or not they are fact or fiction.
Follow Up-Planning for Remediation
 Direct Instruction: class works on deconstructing a known urban legend
 Indirect Instruction: writing instructions
 Graphic Organizers: hamburger organizer
 Models: giant hamburger organizer display
 Diagrams: visual representations
 Reassessments: application of writing skills in other assignments
In the event that students need to revisit the topics discussed throughout the lesson, they can
refer back to their notes or the graphic organizer they used through the deconstruction of an
urban legend.
Other Issue-Learners with Unique Needs
 Gifted: Students that are gifted will be paired with other high educational learners in the
classroom. These students will be encouraged to research urban legends that are not as
well known, thus requiring a more effort to be used. If there is too much of a challenge
for finding information about lesser-known urban legends, the students can come up with
2 tales instead.
 Distractible: Distractible students will be paired with students who are able to stay on
task and be organized. These students can be given the assignment of writing their own
urban legend a day before to allow them more time to focus on the activity and to think of
a story line. These students will be provided a cloze hamburger outline so they have to
pay attention during the deconstruction of the urban legend the teacher begins the unit
with.
 ELL:
o Visual-Print Modifications (literacy): The ELL students will be provided with a
copy of the urban legend that the teacher will be reading in class the night before
the lesson is introduced. They will also be provided with the group assignment
the night before so that they have a chance to begin the research portion to
become familiar with the urban legends that are out there.
o Auditory Modifications (language): The students will be asked to repeat the
urban legend back to the teacher in simplified English. They will also be asked to
summarize the assignment back to the teacher to show their understanding of the
research assignment. The teacher can also ask the students to research an urban
legend that is connected to their culture and have them present it to the class to
allow for a chance to explore other cultures.
o Visual-Conceptual Representation (literacy/metacog./cognitive): The ELL
students will be provided with a copy of the urban legend presented in class with
the major components already noted and labeled. This will allow them to take
part in the class discussion.
Adapted by: Dr. Ellis Hurd, 2009




o Cooperative Structure (environment): The students will be paired up with a
medium to high language learner in the classroom for the research assignment as
well as the peer editing.
Assessment Modifications: The ELL students will be provided a rubric that contains
simplified criteria. For the quiz, the weight of the grade will be less if the student
performs poorly. Finally, for the end of the unit exam, the structure will be slightly
different. In the multiple choice section for example, instead of having 4-5 choices to
choose from, ELL students will have 3-4. In the matching section, instead of having
fifteen options to choose from for ten questions, these students will have twelve.
Furthermore, in the short answer section, students will not be expected to write multiple
sentence answers; instead, students will be allowed to write in fragments; however, it is
encouraged that they try writing in complete thought but will not be penalized.
Learning, Visually, Hearing, Physically, or Social Impaired: For students or are
visually impaired, they will be provided with a computer that offers text to be sized in a
larger print and different levels of contrast during the research portion. If needed,
students can also have the text read to them by their peers or through some form of
technical assistance. For those that are physically or even visually impaired, where
writing is more difficult, speech recognition technology can be integrated and used. They
will be able to say there urban legend into a microphone while the computer interprets the
words and puts it into text.
Emotional/At-risk: At-risk and emotional students should be recognized early in the
year so that the teacher is aware of these students in the classroom. These students will
be paired with medium to high performing learners in the classroom. During the
introductory analysis, the students will be given a cloze hamburger outline and set of
notes so they understand the process of writing an urban legend and provided with the
proper notes on what goes into an urban legend.
Other:
Adapted by: Dr. Ellis Hurd, 2009