WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate Brooke Miller

Date September 23, 2014
School Poca Middle School
Grade/Subject 6th Grade English
Lesson Topic Plot
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will define the five different parts of a plot.
2. Students will construct a story containing all five elements of plot.
WV CSOS
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details and well-structured event sequences.
Engage and orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
Use narrative techniques, such as dialogue, pacing and description, to
develop experiences, events and/or characters.
Use a variety of transition words, phrases and clauses to convey sequence
and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details and sensory
language to convey experiences and events.
Provide a conclusion that follows from the narrated experiences or events.
NATIONAL STANDARDS
NCTE/IRA Standards for the English Language Arts
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.
MANAGEMENT FRAMEWORK
Overall Time 90 Minutes
Time Frame
10 Minutes Sacred Writing Time
15 Minutes Review of 5 Parts of Plot
*Mrs. Broome has already taught students the different parts of
plot at the beginning of
the school year. This lesson will be a refresher of the concept; the
main focus will be
upon the students abilities to create a story including all the
different parts of plot.
10 Minutes Explanation of Writing Activity
30 Minutes Writing Time

15 Minutes Sharing Time

10 Minutes Post Assessment
STRATEGIES
Sacred Writing Time
Scaffolding
Active Learning
Compositions
Application Teaching
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
Graphic Organizer Students will fill out a graphic organizer of the different
elements of a plot before they begin composing their stories. This will benefit
visual learners.
Agenda The agenda for the day will be written on the board for students to view.
They will be able to know what to expect for the class period. This will help
students to remain focused on their tasks and avoid questions about What are
we doing today?
Visual Example I will provide an example of a story over the ELMO. This well help
clear up confusion for students who are having a difficult time comprehending
their assignment.
Illustration Students will have the option of drawing their stories out once they
have finished writing it. This will engage students who prefer expressing
themselves through drawing.
Instruction will be adjusted in any other way as needed (i.e. length of time to
finish writing).
PROCEDURES: Introduction/ Lesson Set
When students first come into class, I will have a picture or topic for them to write
about for their Sacred Writing Time.
After students have had their time to write, I will ask students to define what plot
is. Ill then ask them why they think it is important to understand what exactly
plot is. I will take their answers and hopefully one will lead into the idea that we,
as the audience, like to have a complete story. We dont like being left with
answers at the end of something; we like to have things in whole. Who wants
half a donut? Or a third of a cookie?
After this, we will go through the plot diagram that students have already been
introduced to in a previous lesson conducted by Mrs. Broome. I will project the
plot structure on the board, and well go through defining each term and use a
couple of examples from current, popular movies and books.
I will put magnets on the board of different pictures from the movie Frozen, and
read quotes that go with each picture. I will then have students tell me what order
the quotes should go in. (Ill physically move the magnets on the board of have a
student do so).
PROCEDURES: Body & Transitions
After we discuss plot and go through all the different terms involved in it, I will
give students their writing assignment. Because the theme of their current unit is
fear, I am going to give each student the name of a fear, such as
alektorophobia (fear of chickens), and they have to create a story about a
character who has that fear. They will pull their fear out of a hat, so they will be
completely random. Their stories MUST have all elements of a complete plot.

There will be no length requirement as long as students are positive that they
have included all the necessary elements.
When students are finished writing their stories, I am going to have them take a
crayon or colored pencil and underline what they consider the climax of their
story to be. From experience, the climax is the most difficult thing for a student to
recognize, so I want them to make sure they can see the turning point in their
own writing. If time permits, I will also give students the opportunity to illustrate
their story. I will project a sample story that I have written over the ELMO;
students will see how I have underlined my climax.
PROCEDURES: Closure
After all students have finished, I will give them the option to share what they
have written. Of the students who share, I am going to ask the class to raise their
hand at what they think the plot was in the story they heard.
Students will then complete their post-assessments.
ASSESSMENT: Diagnostic
The questions I ask students about plot at the beginning of the lesson will help me
to diagnostically assess where they are in regards to plot. In labeling the parts of
a plot diagram and explaining what each element is will let me see what they
know.
ASSESSMENT: Formative
The way students respond to the different examples I give them of current, popculture movies and books will allow me to see if they are grasping the different
parts of a full plot.
I will be walking around as students are writing to better comprehend their level
of understanding. I will respond to questions as needed.
ASSESSMENT: Summative
Students will complete their post-assessment at the completion of the lesson.
The stories students write will also allow me to gauge their overall ability to apply
the elements of plot to their own writing.
MATERIALS
Pre/Post Assessments
Pop-Culture Examples (pictures/magnets & dialogues)
ELMO
Phobias in envelope (cut into strips)
Crayons/Colored Pencils
Sample story
EXTENDED ACTIVITIES
If Student Finishes Early
If a student finishes early, he/she will be encouraged to illustrate their story. If
they do not want to do so, they can read their book for reading zone.
If Lesson Finishes Early
If the lesson finishes early, students will be given reading zone time as an entire
group.
If Technology Fails
The only technology involved in this lesson is the ELMO to project my sample
story. If the ELMO does not work, I will read my story aloud.

POST-TEACHING
Reflections
Data Based Decision Making