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Lesson Plan

 

Name: Kristy Graham

Subject:  8th Grade English

Period: 1st Period

 

 

Approximate Time: 50 minutes

 

Objective:

The student will identify 6 story elements (setting, characters, character traits, plot, resolution, and point of view) and create short stories utilizing all 6 elements. Compentency 2d1.

 

 

Materials:

paper, pens and pencils, butcher paper, construction paper, markers

 

preset - set up "stations" with tape already on butcher paper; make sure POV construction options (4 of each) already up

 

Set:

 

 

1. Review the previous day’s learning.  Yesterday we introduced story elements as the things that make up the story, the "ingredients" in our cornbread. 
2. State the objective clearly- preview the current lesson.  (See above)
3. Involve the students with questions, activities, or interaction to get them interested.  "Do Now" activity.  
4. Make the material relevant by connecting it to real life. We will practice cooking up a story today using story elements, hence we become master chefs at storytelling.

 

Procedures:

1. (10 minutes) Do Now.  Get in a circle (groups of 3) and read out loud The Little Cornbread Man (homework) together and look at its parts. Discuss. Take up homework. Briefly sum up set.
2. (10 minutes) Handout notes (Handout A) on examples of each element, give 1 minute per item for students to fill in blank on their example of each element.
3. (3 minutes) Explain the main *meaty* activity of day - Frankinstein Stories. Students will make take their random examples (from handout) and write in big letters on construction paper (in marker).  Around the room, butcher paper hanging stations for each element (Plot, Setting, etc.).  Students will post their examples in each station.  Each student will be handed paper in all the same color for each six.  Students will be given 10 minutes at their desks to transfer examples from note page to construction paper (they can draw pictures to illustrate if finish early).  Posting will happen all at one time, in 2 minutes of class time.  Students will return to desk.
4. (6 minutes) I'll give handout showing an example of a story made from its component ingredients (Handout B) and have students read out loud (choral). Ask for questions, clarification.
5. (5 minutes) Explain procedure again as pass out construction paper and markers.  Each student should get a different color for each elements (ensures that students don't pick all 6 of their own, and that they mix up - frankenstein it up - the story) Give students 3minutes to silently go around and pick out their element from each station.  No fighting over choices - first come, first serve.  Do station browse.
6. (10 minutes) At calling time, students should take their elements and start *cooking in the kitchen* using the story elements
7. (4 minutes) Allow 2-3 students to share their story with class.  Volunteer.  Teacher collect all stories.

 

 

Closure:

(2 minutes)

1. Restate the objective (see above)
2. Review the days learning
3. Involve the learner with questions, summarizing, or performing a review task (reading their stories and allowing classmates to volunteer to identify the elements)
4. Preview what will be learned next in an upcoming lesson.  Next period will return to persuasive writing

 

 

Assessment/Evaluation:

Your assessment tool must measure if your students met the stated objective.

 

When writing your assessment you should include the following information:

1. Method – Will collect homework on "The Cornbread Man" at beginning of class and will collect short stories at end of class
2. Criteria – Did students accurately take apart "The Cornbread Man" elements and did students create a cohesive product using each element in their story
3. Documentation – Where will you record results? (Formal Assessment Only)

 

Examples:

Objective: The student will identify the 6 story elements

Assessment: 

Informal: The teacher will listen to students describe each element in a short story.

 

Objective:  The student will create hodge-podge works from a collection of individual elements, putting together a story using each components.

Assessment:

Formal: The teacher will read students’ stories to determine whether students utilized all elements and the teacher will record the grade in the grade book.

 

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Homework 

 

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