Unit Plan: Identifying and Discussing Story Elements

Unit Plan Front Matter
Gabriela Montes
TLT 407
Spring 2019
Unit Title and Topic: Identifying and Discussing Story Elements in Visual and Literary Works,
English Language Development, [dates of implementation would be here]
1. Unit Overview:
This unit will be delivered to a fifth grade class with twelve students. The entire class is
composed of students who identify as English Language Learners and two of the
students have been identified as special needs learners. One of these students has a
speech impairment and the other has Dyslexia. There are eight male and four female
students within the class. This unit will be taught as a whole group instruction.
2. Unit Goal and Driving Question(s):

Unit Goals
By the end of this unit, fifth grade English Language Learner students will be able to
answer WH- questions based on a visual story and accurately retell story elements.
describe the major issues and conflicts in a literary work within a small group.
discuss issues and concepts in a variety of literary works within a small group.
Driving Questions
How do you locate and summarize the story elements and main issue of a literary text?
How can you utilize details to effectively communicate the major issue of a literary work
such that the audience understands?
3. Related Standards
ELP.2.S.4-5.1: Answer WH-questions based on visually supported information about
stories.
ELP.2.S.4-5.2: Retell story elements using facts and illustrations.
ELP.2.S.4-5.3: Describe major issues and conflicts in various literary works within a
small group.
ELP.2.S.4-5.4: Discuss issues and concepts in a variety of literary works within a small
group.
4. Content Analysis
1. Answer WH- questions and retell story elements
1.1 What are the 6 WH- questions
1.2 What does each WH- question ask about the story
1.3 Turning WH- questions into a story summary
1.4 Verbally retell the story
2. Describe major issues and conflicts in literary works
2.1 Identify story important events
2.2 Determine which events are conflicts
2.3 Identify the main conflict of the story
2.4 Describe the main issue and its solution in a group
3. Discuss concepts of two literary works in a group
3.1 Identify the main events of two stories
3.2 Compare and contrast the two stories
3.3 Aspects of quality group discussion
3.4 Use the aspects to discuss two stories
5. Objectives
Lesson 1
❏ Given a visual story and a WH- questions graphic organizer, the emerging or
beginning 5th grade ESOL student will retell story elements and answer WH-
questions based on the story in a graphic organizer with at least 80% accuracy
across all questions.
(Application)
Lesson 2
❏ Given a literary text and “Finding the Main Conflict” graphic organizer - the
emerging or beginning 5th grade ESOL student will describe the major conflict in
a literary work in a small group based on the story with at least 80% accuracy as
per a teacher created rubric.
(Comprehension and Application)
Lesson 3
❏ Given two literary works, a comparing story elements graphic organizer, and the
components of effective group discussion on a story, the expanding level 5th
grade ESOL student will discuss key issues and concepts within the literary
works in a small group, scoring at least 80% as per a teacher-created rubric.
(Application)
6. Assessment Plan
Summative Assessment/ Post Test:
I will utilize a posttest at the end of the unit that will serve as the formal summative
assessment. For the summative assessment on the unit, students will be assigned a unit
project where they must choose a short literary story to read and create a PowerPoint
presentation to present for the class. Students will work with a partner, but each of the 2
students will read and present on their own story to ensure individual assessment of
content mastery. To capture the objectives of each lesson plan in the unit, this
presentation must include a graphic organizer of the story elements in the form of WH-
questions, an oral retelling of the story/ story summary, a finding the main conflict
graphic organizer, and an oral description of the major conflicts in the story and the way
they were resolved. The partners come in at the final part of the presentation. At the end
of the presentation, students must have a comparing story elements graphic organizer
and then engage in an effective 3-5 minute group discussion with their partner
comparing their two stories. For this they must incorporate the components of effective
group discussion taught during objective three.
Objective 1:
Formative assessments:
❏ Student written responses in a KWL Chart will show the teacher what the
students know prior to the lesson and then what new things they feel they
mastered. It also enables the teacher to see what questions they wondered and
whether they were all answered during the lesson so that the teacher can adjust
the lesson to include other things the students wonder. Students will fill in the “K”
and “W” after the introductory activity and the “L” at the beginning of the review
and preview. (Understanding)
❏ During guided practice, student responses written in a graphic organizer will
demonstrate to the teacher the extent to which students are understanding the
content, as the teacher can walk around the room to ensure students are
understanding the new content, and if the teacher notices a student struggling to
fill it in the teacher can work one on one with them. (Applying)
❏ During independent practice, the teacher can now see through individual written
responses to the graphic organizer whether the struggling students understand
the concept now and the teacher can identify any struggling students that were
missed previously. (Applying)
❏ During independent practice, the presentation of WH- question answers and
story summary as a small group will demonstrate student ability to effectively
retell and communicate story elements to the class. (Applying)
❏ During review and preview, written responses to a ClassKick exit ticket with
multiple choice questions will enable the teacher to ensure all students have
grasped the new content and allow the teacher to reteach the specific content
that students appear to still be confused with. This will also enable the teacher to
identify and work individually with struggling students outside of class time.
(Understanding)
❏ → Of the formative assessments for objective one, the majority are informal
formative assessments. The only formal assessments are the group presentation
during independent practice and the exit ticket.
Objective 2:
❏ Student responses in a KWL Chart will show the teacher what the students know
prior to the lesson and then what new things they feel they mastered. It also
enables the teacher to see what questions they wondered and whether they were
all answered during the lesson so that the teacher can adjust the lesson to
include other things the students wonder. Students will fill in the “K” and “W” after
the introductory activity and the “L” at the beginning of the review and preview.
(Understanding)
❏ During guided practice, student written responses being held up on mini
whiteboards will enable the teacher to scan the room to locate students who
need more individualized help in grasping the concept. (Applying)
❏ During guided practice, problem and solution worksheet serves as a formative
assessment the teacher can collect and look over to ensure students are
understanding the concept. (Applying)
❏ During independent practice, student written responses in the “Finding the Main
Conflict” graphic organizer serves as a way for the teacher to walk around the
room and identify students who need more individualized help in the moment and
enables the teacher to collect it to use to inform her plans for reteaching material.
(Applying)
❏ During independent practice, the Small Group discussion on their story in front of
the class serves as a performance method of assessment through which the
teacher can analyze student ability to orally describe the major conflict of a story.
Listening to each student speak will provide the teacher with a gauge as to what
level of understanding each student is at with the material. (Understanding)
❏ During review and preview, a Pear Deck Exit Ticket will have students read a
passage and write a response stating what the problem in the passage is in their
own words. These responses will demonstrate for the teacher if the student has
learned how to accurately identify and describe the major conflict in a literary text.
The teacher will be able to view a summary of the responses of all students in the
class, enabling the teacher to easily determine if the class understands the
material, as well as whether reteaching will be necessary. (Understanding)
❏ → Of the formative assessments for objective two, the majority are informal
assessments. The only formal assessments are the group discussion in front of
the class and the exit ticket.
Objective 3:
❏ At the end of modeling, students will answer a check in question on Zeeting that
asks students to list off important aspects of an effective group discussion about
2 stories. Then this will create a wordle image based on how frequently students
respond to certain things. This will serve as a formative assessment because the
teacher can see what each student typed, as well as view how the class as a
whole understands the concept (through the wordle). This enables the teacher to
easily and quickly gauge student understanding and know what to emphasize
and break down more slowly during guided practice. (Understanding)
❏ During guided practice, a Fish Bowl Activity will be done to enable the teacher to
see which students are struggling the most with understanding and integrating
the components of effective group discussion. The teacher can then reteach or
work with students individually before the independent practice. (If time runs out -
this and the video will occur in the next lesson) (Applying)
❏ During independent practice, student written responses in a Comparing Story
Elements Graphic Organizer will be collected by the teacher so the teacher can
analyze individual student mastery of identifying the most important issues and
events of a story and identify student mastery of the content, as well as identify
students who are not understanding the material. This is the same graphic
organizer utilized during guided practice, yet now the individual completion of it
will enable the teacher to truly analyze student understanding. (Analyzing)
❏ During independent practice, students will work in groups to create a video that
they will submit on FlipGrid of their group engaging in an effective group
discussion on the two stories. This will enable the teacher to analyze both
student individual and group performance and ability to incorporate the
components of effective group discussion on stories. Since it is a video, the
teacher can view each student’s level of mastery of the content and utilize their
observations to inform their reteaching, if it is needed. (Application)
❏ During review and preview, students will write responses to a PearDeck exit
ticket reflection. This will enable the teacher to see if the student knows what the
components of effective group discussion on stories are in their own words and
see if they can accurately identify using one in context. The teacher can analyze
individual student reflections to see which areas students are struggling in and
how they are feeling about the material. (Understanding)
❏ → Of the formative assessments for objective three, the majority are informal
assessments. The only formal assessment is the video that students submit on
FlipGrid.
7. Instructional Plan
Each of the white boxes at the top represents one lesson, while the four black boxes
underneath represent the skills the students must learn during each lesson. Each lesson
shall be approximately an hour long.
Lehigh Teacher Education Programs
Daily Lesson Plan Template
Name: Gaby Montes
1. Lesson: Identifying Story Elements

Subject: 5th grade English Language Development
Date: May 8, 2019
2. Student Name (individualized lesson) or Target Grade/Age Level (whole group

instruction): This is a fifth grade class with twelve students. The entire class is
students within the class. This will be a whole group instruction.
3. Pennsylvania Content Standard(s):

a. List standards
i. Standard - ELP.2.S.4-5.1
Proficiency Level: Emerging
Answer WH-questions based on visually supported information about
stories.
ii. Standard - ELP.2.S.4-5.2
Proficiency Level: Beginning
Retell story elements using facts and illustrations.
b. Big Ideas or Enduring Understandings

i. Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
ii. Effective speakers prepare and communicate messages to address the
audience and purpose
c. Essential or Guiding Questions

i. What is this text really about?
ii. How do strategic thinkers create meaning from visual information?
iii. How to effectively present the main issues of a topic such that the
audience understands?
d. Instructional Goal
i. The student will be able to answer WH- questions based on a visual story
and accurately retell story elements.
4. Learning Objective(s) and Aligned Assessments:
Aligned Formative & Summative

Learning Objective(s)
Assessments
Given a visual story and a WH- questions Formative:

graphic organizer, the emerging or beginning - The graphic organizer responses will
5th grade ESOL student will retell story demonstrate to the teacher the extent to
elements and answer WH- questions based which students are understanding the content
on the story in a graphic organizer with at
least 80% accuracy across all questions. - The KWL Chart will show the teacher what
the students know and then what new things
(Application) they feel they mastered. It also enables the
teacher to see what questions they wondered
and whether they were all answered during
the lesson.
-Presentation of WH- question answers and

story summary as a small group. Rubric
included and is based on the standards for
this lesson.
-ClassKick exit ticket with multiple choice

questions.
Summative:
-The unit project PowerPoint presentation
must include a graphic organizer of the story
elements in the form of WH- questions and
an oral retelling of the story/ story summary.
This will test student ability to identify story
elements and accurately retell the story in
summary form.
5. Materials Needed:
a. 12 Pencils
b. 1 Video clips of Lilo and Stitch, The Incredibles 2, and Cloudy with a Chance of
Meatballs.
c. 24 Graphic organizer (both with and without pictures) for all students
i. Both for modeling and guided practice
d. 1 Specific graphic organizer for the student with dyslexia
i. Turning WH- questions into the story summary
e. 12 Transcripts of the visual stories with the captions in each students L1
f. 1 small whiteboard for the student with speech impairment.
g. 1 Expo marker for the student with the speech impairment.
h. 1 Pear deck slide where students choose the second visual story
i. 1 ClassKick exit ticket with attached voice recorded questions
j. 12 Rubrics for the presentation of story retelling
6. Expectations for Behavior and Class Activities:

a. Be respectful
i. Use a quiet raised hand if there’s a question or if you would like to
answer.
ii. Demonstrate appropriate behavior by quietly watching the visual story.
b. Be patient and open-minded
i. Demonstrate active listening when the teacher and fellow students are
speaking.
ii. If you feel frustrated, take some time.
iii. Be patient and listen carefully when others are speaking.
c. Be responsible
i. Participate as the class answers questions together.
ii. Finish tasks in a timely manner.
iii. Be focused and engaged during the class.
d. Follow directions
i. Follow the teacher’s instructions the first time and immediately.
ii. If confused, ask the teacher questions or use the board as a guide.
7. General or Specific Accommodations for Special Needs Learners:

a. ESL Students will be provided with graphic organizers, transcripts of visual
stories with captions in their L1, as well as graphic organizers with pictures
beside the words, and optional voice recording to read the exit ticket answers
aloud to them..
b. Students with Dyslexia will be provided more specific graphic organizers to help
them transform questions into the summary, graphic organizers with pictures,
and optional voice recording to read the exit ticket answers aloud to them.
c. Students with Speech Impairments will be given extra time to speak and the
option to write their answers onto a small white board or on the main board.
8. Description of Learning Activities

Lesson Implementation (include specific Accommodations for Special Needs
discussion questions that you will use) Learners
Description of Introductory Activity: Accommodations for ESL Students

(7-10 minutes)
- Play Lilo and Stitch from 1:07:15 to -Provide students with a transcript of the movie
1:13:00. images that have captions in their L1
- Casually ask “So we all just watched that
clip together. Who are the main -Provide them with the questions to consider
characters?” before playing the movie.
-Discuss this with students and ask how
they knew that. Accommodations for Student with Speech
- State “So we know who the main Impairment:
character is, but what are they doing?” -create an opportunity for the student to come
-Give students a KWL chart to fill out prior up to the board to answer a question rather
to modeling. Have them fill in the “K” and than verbally responding
“W.”
Modeling/Demonstration:
(15-20 minutes)
-Hand out a graphic organizer worksheet to Accommodations for ESL Students:
students that is identical to the one you will -They are allowed to use laptops or ipads for
draw on the board so they can take notes the translation purpose during the class. When
during your demonstration & refer back to they hear or see some words or sentences
them if needed. they don’t understand, they can use those
- Draw an organizer on the board that equipments to translate.
breaks down the WH- questions and what
each indicates: -They will be given a sheet of new vocabulary
-Who = characters with explanations before the class. And they
-What = plot/ problem/ what is occuring can ask teachers about those vocabularies if
-Where = location/ setting of the story they still don’t understand the explanations.
-When = time it is taking place
-Why = reason -They will be given more time to answer the
-How = by what means questions and retell the stories.
If they need, they will be given a sheet with
- Then demonstrate how you as the teacher subtitles of videos on it. They could use their
would turn each of these into a particular laptops to translate the words or sentences
question about the visual story. they don’t understand. For students with lower
- Who are the main characters? level of proficiency, they could also be given a
- What are the conflicts? sheet with modified subtitles of videos on it.
- Where is it taking place?
- When is this scene happening? Accommodations for Student with
- Why does this conflict exist? What Dyslexia:
caused it? -The graphic organizer being given to all
- How are they working to solve the students serves as a great accomodation for
conflict? this student.
- What are the results?
-Provide the student with a more specific
-Walk through each question and organizer on how they would go about
demonstrate to the student using the clip transforming the WH- questions into a story
from the introductory activity the way you summary
would go about answering each question.
Take the time to go back into the clip to
show them where you found each answer
to each question.
-Show them how you would summarize the

clip using your answers to those WH-
questions by walking through turning each
answer to each WH- question into a story
summary:
- The main characters are ___ (Lilo &
Stitch). They lived in ____ (Hawaii) and
faced a major issue ___(when Lilo was
taken in an alien spaceship). They solved
the conflict by ____ (following her in
another spaceship and breaking open the
thing she was trapped in).
Guided Practice and Feedback:

(10-15 minutes)
-Tell students that we will use another Accommodations for ESL & Student with
visual story and this time we will answer the Dyslexia:
questions together. -Students will be provided with a transcript of
-Use Pear Deck to put up 2 options of what movie images with subtitles in their L1.
the next visual story will be and enable
students to place their cursor on their vote. -The graphic organizer provided to all students
This will make students feel they have a say serves as a great accommodation.
in their own learning
-Option 1: Cloudy with a chance of -Graphic organizers with pictures in addition to
meatballs 14:50 to 21:22 the words will also be available for students
-Option 2: The Incredibles 2 1:33:39 to who need a greater accommodation.
1:36:00 Accommodations for Student with Speech
-Play a video clip of the visual story chosen Impairment:
by the majority of the students. -The student will be either given more time to
-Students answer the questions done retell the story/ provide answers to the
during modeling under the guidance of the teacher’s questions or will be given a small
teacher. All students will be provided a white board where they can write their
answers.
blank graphic organizer identical to the one
used for note taking during modeling.
-Students retell the story using the answers
of those questions under the guidance of
teacher
Independent Practice/Exploring:
(15-20 minutes)
-Split students into small groups Accommodations for Student with Speech
-Allow each group to choose their own Impairment:
visual story from the options provided by -If they prefer to answer the question orally, we
the teacher. will give him more time to finish their answers.
-Instruct each student to look at their
group’s visual story individually and fill out -If they prefer to write, we will give the student
the graphic organizer at their desk. Then tell a small whiteboard to write down the answers
them when all group members are finished, of WH-questions and show them while others
to meet together with their group and as a answer the questions orally during the small
group discuss the story elements and what group discussion.
they wrote in their graphic organizers.
-Then tell students to use the story -We will also enable the student to write their
elements to write a story summary that they portion of the group’s summary of the retelling
could use to retell the story to the class. of the visual story on the board or if they would
(remind them that this is what you did on like to speak, provide them with extra time.
the board during demonstration)
-Have each group present their retelling of
their visual story to the class.
Review and Preview:

(5-10 minutes)
-Have students fill in the “L” on their KWL Accommodations for Student with Dyslexia
chart. & ESL Students:
-Put an exit ticket (through ClassKick) on -Ensure the ClassKick exit ticket has an
the board with the following questions & for optional voice recording of each question
each have the multiple choice options of being read aloud.
“who, what, where/when, why, how”:
-Which story element is Lilo?
-Which story element is Hawaii?
-Which story element is “Lilo was trapped
in the alien spaceship”?
-Tell students that next class we will be
going even deeper than the WH- questions
and look at the major conflicts in story like
the problem we watched in the Lilo & Stitch
clip.
9. Potential Areas of Difficulty with the Content and Correction Procedures:

● Students might have difficulty understanding the WH-questions. They might not
understand the word “character” or “location”. Teachers could explain or replace those
words with easier words such as “person” or “place”.
● Students may have trouble understanding the different components of the story and
which story element each WH- question refers to. This is why the teacher is providing
them with a graphic organizer that breaks down these concepts for the students.
● Students may have trouble transforming the WH- questions into a story summary or
retelling. The teacher will have a more detailed graphic organizer that demonstrates how
to do this available for any student who needs it, especially for the student with Dyslexia.
10. Summative Assessments: Provide actual assessment materials here (items, assignment
sheets, rubrics, scoring criteria, answer keys). Include any modified assessment items for
students with disabilities and English language learners.
11. Reflections:
The level of assessment needs to be aligned with the level of teaching. Don’t assess or practice
something teachers haven’t taught. Don’t assess or practice different levels of knowledge that
haven’t taught by teachers. (Bing)
I feel like through making this lesson plan, I truly embraced and learned the importance of the
concept of backwards planning that our textbook constantly discusses. I have made many
lesson plans for other classes, but this is the first time I tried to backwards plan and to both think
about the big ideas first and consider Bloom’s taxonomy as I planned out the lesson. It is
definitely challenging to do, but as I went through the lesson plan I could see how impactful
backwards planning is on actually being able to achieve your goal as a teacher and ensure your
students are learning the content you want them to. (Gaby)
12. Sources:
KWL Chart Free. (n.d.). Retrieved November 14, 2018, from
https://www.teacherspayteachers.com/FreeDownload/KWL-Chart-FREEBIE-2173904
(n.d.). Retrieved from http://rubistar.4teachers.org/index.php?screen=NewRubric
Name: Gaby Montes
1. Lesson: Describing Literary Conflicts

Subject: 5th Grade English Language Development
Date: May 8, 2019

visual impairment and the other has Dyslexia. There are eight male and four female

a. List standards
Proficiency Level: Developing
Describe major issues and conflicts in various literary works within a small
group.

i. Active listeners make meaning from what they hear by questioning,
reflecting, responding and evaluating.
ii. Effective speakers prepare and communicate messages to address the
major issues and conflicts.

i. What is the major issue in the literary work?
ii. How do speakers utilize details to effectively communicate the major
issue of a literary work such that the audience understands?
iii. How do you locate and summarize the main issue of a literary text?
i. The student will be able to describe the major issues and conflicts in a
literary work within a small group.

Assessments
Given a literary text and “Finding the Main Formative:

Conflict” graphic organizer - the emerging or - The KWL Chart will show the teacher what
beginning 5th grade ESOL student will the students know and then what new things
describe the major conflict in a literary work in they feel they mastered. It also enables the
a small group based on the story with at least teacher to see what questions they wondered
80% accuracy as per a teacher created and whether they were all answered during
rubric. the lesson.
(Comprehension and Application) -The whiteboards being held up with answers

during guided practice will enable the teacher
to scan the room to locate students who need
more individualized help in grasping the
concept.
-The “Finding the Main Conflict” graphic

organizer and problem and solution
worksheet both serve as formative
assessments that the teacher can collect and
look over to determine if students are
understanding the concept.
-Small Group discussion on story in front of

the class. This will demonstrate if, based on a
rubric, students can orally describe the major
conflict of a story in a small group.
-Pear Deck Exit Ticket will have students

read a passage and write what the problem is
in their own words. This will demonstrate if
the student has learned how to accurately
identify and describe the major conflict in a
literary text.
Summative:
must include a finding the main conflict
graphic organizer and an oral description of
the major conflicts in the story and the way
they were resolved. This will test student
ability to identify and describe the major
conflicts in a literary work.
a. 12 KWL charts
i. 1 with a larger text print size
b. 24 “Finding the Main Conflict” Worksheets
i. Each with the students’ L1 written under the english
ii. 2 in a larger text print size
c. 12 Problem, Solution Practice Worksheets
i. Each with the students L1 written next to the passage
ii. 1 in a larger text print size
d. 1 Pear Deck Exit Ticket
i. Add a voice recording to the exit ticket of the passage being read aloud
e. 12 white boards (mini)
f. 12 expo markers
g. 12 erasers
h. 12 pencils
i. 1 Lilo and Stitch youtube clip
j. 1 Junie B Jones, First Grader (Finally) e-book
k. 12 printed Junie B Jones book pages with each students’ L1 written under the
English
l. 1 printed Junie B Jones book pages in a larger text size
m. 1 Padlet prepared with the statement “What questions do you have/ what would
you like clarified?”
n. 1 Pear Deck smiley face check in slide
o. 12 Rubrics to grade the small group discussion of major conflict in the story
p. 12 movie transcripts with captions in the L1 of each student
q. 1 movie transcript with just images
r. 6 short story options for groups to choose from
i. Have 5 copies of each available
ii. Have a voice recording of each available as an option to students

a. Be respectful
answer.
speaking.
c. Be responsible

a. ESL Students will be provided with worksheets and written materials in both their
L1 and L2 to help foster positive transfer across languages, they will be given the
option to listen to voice recordings, and will be provided with graphic organizers.
b. The student with a visual impairment will be provided with written materials that
are printed in a much larger text size, a transcript of movie images to look at up
close, and the option to listen to voice recordings.
c. The student with Dyslexia will be provided with graphic organizers and the option
to listen to voice recordings.

Description of Introductory Activity: Accommodations for ESL Students

(7-10 minutes) -Provide students with a transcript of the movie
-Ask students to think back to the previous images that have captions in their L1
lesson on story elements
-Have volunteers raise their hands and
share the different story elements the class Accommodations for Student with Visual
learned about Impairment:
-Remind them of the Lilo and Stitch clip -Provide students with a transcript of the movie
they watched and have them put a thumbs images so they can see them up close as they
up if they remember the clip or a thumbs listen to the movie
down if they do not (if necessary can play
the clip again) -Make the KWL chart print a bit larger
-Ask students to think, pair, share with a
partner
-First ask them to discuss what
happened in the clip
-Say “which story element made that clip
the most interesting and suspenseful?”
-Come back together as a class and have
students share their answers
-Ask them why they felt the conflict/ issue
made it the most interesting.
-Ask them what the main conflict/ issue was
in the video and then have them share how
they were able to identify that as the conflict
-Provide students with a KWL chart and
have them fill in the “K” and “W” prior to
modeling
Modeling/Demonstration:
(10-15 minutes) Accommodations for ESL Students
-Read Junie B. Jones, First Grader (At -Provide students with the same Junie B Jones
Last!) pages 10-16 to the class. Put the pages with translation in their L1
ebook pages up on the projector so
students can follow along as you read. -Provide “Finding the Main Conflict” worksheet
-Hand out the “Finding the Main Conflict” with their L1 under the english
graphic organizer and draw an identical one
on the board -Highlighting on the board serves as a good
-Demonstrate how you would go box by box accommodation.
of the organizer and go back to the story to
answer each question Accommodations for Student with Visual
-Demonstrate how you would utilize the Impairment:
story to be like “ah yes this was an -Give them their own copy of the Junie B
important event” and write them in the box Jones copied book pages in a large print
-Ask yourself aloud “hmmm which event
was the most important problem?” and then -Provide “Finding the Main Conflict” worksheet
say something like “The most important in a larger text size
event is when Junie B. Jones’ best friend no
longer wants to be her best friend, this is -Highlighting on the board serves as a good
more important than the bus event because accommodation.
it causes her to not have anyone to sit next
to on the bus.” Accommodations for Student with
-”What caused the problem?” “Well Junie Dyslexia:
B. Jones was being a bit bothersome to her -The graphic organizer usage serves as a
friend and her friend got new friends with good accommodation for this student
rhyming names so that must have caused
her to no longer want to be Junie B Jones’ -The teacher reading everything aloud serves
best friend. as a helpful accommodation.
-”Junie B Jones works to solve the
problem by looking for new friends, that is -Highlighting on the board serves as a good
why she asks Grace to sit next to her on the accommodation.
bus.”
-As you are going through this, be sure to
write on the board and explicitly say your
thought process out loud.
-While you go back to the story to find
answers, highlight and underline important
events so students can visually see it pop
out.
-Utilize Pear Deck to have students draw
their mouse to a smiling or frowning face
demonstrating how they are feeling about
their knowledge of the new information thus
far. This promotes self-regulation and
reflection as promoted in the UDL and lets
the teacher know how students are feeling
about the material as they proceed to
guided practice.

(15-20 minutes) Accommodations for ESL Students
-Give students the problem and solution -The reading aloud of each passage serves as
worksheet and put it up on the smartboard a great accommodation
as well -Have the problem and solution worksheet with
-Pass out mini white boards and expo their L1 next to each passage
markers to each student to use
-Go through each problem one by one. Do Accommodations for Student with Visual
the first problem completely scaffolded - ask Impairment:
for a volunteer to read the prompt and then -The reading aloud of each passage serves as
work through finding the problem and a great accommodation
solution within the text as a class -Have the problem and solution worksheet
-For the rest of the questions, have a printed in a much larger text
different volunteer read each question and
then have students write the problem and Accommodations for Student with
then the solution on their white boards and Dyslexia:
lift them up. This enables the teacher to see -The reading aloud of each passage serves as
who may be struggling with locating the a great accommodation
conflict and work with them individually.
-Select a student who has the correct
answer and have them share their answer
with the class and explain how they found it.
Instruct students to write the correct answer
into their graphic organizer worksheet
-Utilize Padlet to give students a chance to
openly ask any questions they may still
have.
-Once students anonymously submit their
questions, answer each for the entire class
before moving forward to independent
practice. Utilize either examples from the
worksheet or from Junie B Jones to provide
examples as you answer the questions.
Independent Practice/Exploring:
(17-20 minutes)
-Split students into small groups and give Accommodations for ESL Students
them a new “Finding the Main Conflict” --Provide “Finding the Main Conflict” worksheet
graphic organizer to utilize. with their L1 under the english
-Allow each group to choose their own -When working independently on the graphic
literary short story from the options provided organizer, provide the option of a voice
by the teacher. This optimizes individual recording of the story
choice and autonomy, as in the UDL.
-The options provided to students Accommodations for Student with Visual
include: Impairment:
- The Friday Everything Changed -Provide “Finding the Main Conflict” worksheet
- Seventh Grade in a much larger text size
- Rules of the Game -When working independently on the graphic
- A Very Old Man with Enormous organizer, provide the option of a voice
Wings recording of the story
- Charles
- The Fly Accommodations for Student with
-Have students work independently at their Dyslexia:
desk to read the story their group chose -When working independently on the graphic
(each student will get their own copy of the organizer, provide the option of a voice
story) and fill in the graphic organizer recording of the story
independently - such that there is an
assessment of independent knowledge
prior to the group discussion
-Once each student has completed their
individual graphic organizer, each group will
take turns going to the front of the room and
sitting in a circle and discussing the major
conflicts and events of their story. Students
will be able to utilize their personal graphic
organizer such that introverts have their
thoughts laid out on the paper in front of
them before speaking.
-The class may ask the group questions if
they are confused as to how the group was
able to locate the conflict - this is an
opportunity for students to help one another
solve any confusion that still exists.
Review and Preview:

(5-7 minutes)
-Have students fill in the “L” on their KWL Accommodations for ESL Students
Chart -Have a voice recording of the teacher reading
-Have students submit an exit ticket through the passage on the exit ticket that the student
Pear Deck that gives students a passage to can listen to with headphones if needed
read and asks them to write what the
conflict/ main issue in the passage is. Accommodations for Student with Visual
-Tell students that now that they know how Impairment:
to identify the main issue in one literary -Have a voice recording of the teacher reading
story, next we can learn how to compare the passage on the exit ticket that the student
them between two literary stories! can listen to with headphones if needed
-Make the exit ticket text size decently large
Accommodations for Student with

Dyslexia:
-Have a voice recording of the teacher reading
the passage on the exit ticket that the student
can listen to with headphones if needed
9. Potential Areas of Difficulty with the Content and Correction Procedures

● Students may have difficulty locating the problem and solution in a story even after the
guided instruction, to account for this the teacher will utilize Padlet to enable students to
anonymously ask questions or for further clarification on the topic before moving to
independent practice.
● Students may take varying amounts of time to locate the problem in a story, to account
for this the group story is analyzed individually before students are asked to come
together as a group to discuss the story conflict. This enables for more of an individual
assessment and ensures students do not feel rushed by other group members.
● Introverted students may be uncomfortable discussing the story on the spot in front of
the class, to account for this, students are given time to analyze the story and sort their
ideas into a graphic organizer individually before speaking in the group.
11. Reflections:
I feel this lesson plan was on a much faster timeline, but I feel it was much more realistic
because as a teacher I will be expected to produce my lesson plans on a timeline much more
like this one. This made me hone in on what I wanted to teach students and think of ways to
achieve that without having to spend large amounts of time googling ideas. It also challenged
me to make my own worksheets to accomplish my goals as a teacher on a much shorter
timeline.
12. Sources:
KWL Chart Free. (n.d.). Retrieved November 14, 2018, from
https://www.teacherspayteachers.com/FreeDownload/KWL-Chart-FREEBIE-2173904
Story Elements: Problem and Solution. (n.d.). Retrieved April 8, 2019, from
https://www.k12reader.com/worksheet/story-elements-problem-and-solution/view/
23 Great Short Stories to Teach in Middle School. (2018, March 27). Retrieved from
https://www.weareteachers.com/best-short-stories-for-middle-schoolers/
Name: Gaby Montes
1. Lesson: Verbally Discussing Issues and Concepts of Literary Works

Subject: 5th grade English Language Development
Date: May 8, 2019


a. List standards
Proficiency Level: Expanding
Discuss issues and concepts in a variety of literary works within a small
group.

i. Effective speakers prepare and communicate messages to address the
audience and purpose through questioning, reflecting, and responding.

i. How do active listeners provide others with constructive feedback?
ii. How do speakers engage effectively in collaborative discussions on
literary works by building on others’ ideas and expressing their own
clearly?
iii. How do effective speakers summarize the main ideas and issues in a
literary work and support them with evidence?
i. The student will be able to discuss issues and concepts in a variety of
literary works within a small group.

Assessments
Given two literary works, a comparing story Formative:

elements graphic organizer, and the -Check in question on Zeeting that asks
components of effective group discussion on students to list off important aspects of an
a story, the expanding level 5th grade ESOL effective group discussion about 2 stories.
student will discuss key issues and concepts Then this will create a wordle image based on
within the literary works in a small group, how frequently students respond to certain
scoring at least 80% as per a teacher-created things. This will serve as a formative
rubric. assessment because the teacher can see
what each student typed, as well as view how
(Application) the class as a whole understands the concept
(through the wordle).
-Comparing Story Elements Graphic

Organizers - as they can be collected by the
teacher so the teacher can analyze individual
student mastery of identifying the most
important issues and events of a story.
-Fish Bowl Activity: enables teacher to see

which students are struggling the most with
understanding and integrating the
components of effective group discussion.
The teacher can then reteach or work with
students individually before the independent
practice. (If time runs out - this and the video
will occur in the next lesson and this lesson
will culminate with the exit ticket)
-Video submitted on FlipGrid - this will enable

the teacher to analyze both student individual
and group performance and ability to
incorporate the components of effective group
discussion on stories.
-PearDeck exit ticket reflection. This will

enable the teacher to see if the student
knows what the components of effective
group discussion on stories are in their own
words and see if they can accurately identify
using one in context.
Summative:
must include a comparing story elements
graphic organizer and then engage in an
effective 3-5 minute group discussion with
their partner comparing their two stories. For
this they must incorporate the components of
effective group discussion taught during
objective three. This will test the student’s
ability to utilize the components of effective
group discussion on stories.
a. Have slides for each question of the introductory activity
i. On these slides have the option for answers to be submitted
b. 12 Printed synopsis of Avengers Infinity War in case students have not seen it
i. Have each in both english and the L1 of the ELLs
c. 1 Zeetings.com Question of what students would want to discuss with friends
after seeing infinity war
i. Attach voice recording
ii. Provide question in L1s of all students in class
d. 1 Zeetings.com slides with Junie B. Jones is a Graduation Girl pages 1-8
e. 24 comparing story elements graphic organizers
i.
f. 1 Poster board
i. To write the general components of effective group discussion on 2
stories
g. 1 marker
h. 14 Cheat Sheet Worksheets describing components of effective group discussion
on 2 stories
i. 1 Zeetings question asking students to list components of effective group
discussion on 2 stories that creates a wordle from it
j. 1 slide in the Zeetings powerpoint created for each box of the graphic organizer
through which students can submit their own responses
i. Major events of each story
ii. Major issues of each story
iii. Similarities in stories
iv. Differences in stories
v. → Attach voice recording and provide question in L1s of all students in
class
k. 1 word document prepared to insert the screenshots of the slides to recreate the
class version of the graphic organizer on the board (with all class responses)
l. 14 laptops/ computers
m. 1 PearDeck Exit Ticket Reflection question
n. 1 Flipgrid page for students to post videos on
o. 14 Teacher created rubrics to assess videos with
p. 1 Virtual version of cheat sheet describing components of effective group
discussion with audio attached
q. 1 Mini White Board

a. Be respectful
answer.
speaking.
c. Be responsible

a. ESL Students will be provided with optional voice recordings and class materials
and powerpoint slides in their L1. The graphic organizer will also serve as a great
accommodation.
b. The student with Dyslexia will be provided with optional voice recordings for all
classroom content and powerpoint slides. The reading aloud of stories will also
serve as a great accommodation.
c. The student with a speech impairment will be provided with opportunities to
virtually submit answers rather than verbally speaking, a mini whiteboard to
utilize instead of speaking, and extra time when they want to speak.

Description of Introductory Activity: Accommodations for ESL Students:

(8 minutes) -Have each question written as a slide on the
-Present a hypothetical to the class: “Say powerpoint so students could utilize their own
you have just finished watching Avengers: technology google translate to point to it and
Endgame and your friends have seen it too” have it translated to their own language
what would you want to do with your -Attach optional voice recording to question on
friends? Zeeting and provide the question in all of the
-Scaffold students into coming to the L1s in the classroom
consensus that they would want to discuss
the movie with their friends Accommodations for Student with Speech
Impairment:
- “Now drawing on all we have learned -Collecting answers via Zeetings is a great
about the important aspects of stories, what accomodation as they would not have to talk
would you mainly want to discuss?” but still could contribute
-Utilize Zeetings.com to have students -Have an option on the powerpoint for the
submit what they would want to discuss and student to submit answers as an
show all of the submissions on the screen accommodation rather than say them
-Scaffold students further to talk about
that they would want to discuss the issues
and concepts in the movie.
-Show students that most of the class
would want to discuss these concepts
-”Since you and your friends have seen all

of the avengers movies, what else would
you reference or discuss as you talk about
the movie”
-Help students get to the idea that they
would compare the issues and concepts of
this movie to the other avengers movies
and discuss them simultaneously.
-Have students think about why they
would want to talk about the other ones in
conjunction with this one and of the benefits
of discussing the movie(s) in a group.
(This provides students with the purpose
behind learning the material in this lesson
and gets them thinking about it.)
Accommodations for ESL Students:
Modeling/Demonstration: -Have the google slides open as teacher
(15 minutes) speaks out loud to self and have the captions
-Tell the students that since we have setting on (student can use their technology to
already learned about the importance of point to the captions and translate them)
and how to identify important issues and -Have the synopsis of Avengers in the L1 of
concepts in a story - we will now learn to the ELLs as well
effectively discuss those in a group. -Attach optional voice recording to check in
question on Zeeting and provide the question
-Use Avengers Infinity War as an example in all of the L1s in the classroom
and provide all students with a synopsis of
the movie in case they have not seen it so Accommodations for Student with
they can follow along as you teach. Allow Dyslexia:
students to choose one other avengers -Attach optional voice recording of the question
movie to be discussed alongside it. being asked on Zeeting
-Send the student a virtual version of the cheat
--Begin by showing the comparing story sheet with a voice audio that they can listen to
elements graphic organizer the students will -Attach optional voice recording to check in
receive later on the smartboard and working question on Zeeting
through it in front of the class.
-Verbally speak to yourself out loud and ask

yourself “What are the major events in
infinity war?” “What were the biggest issues
occurring in the movie?” (Speak through
your thoughts out loud. Example: Definitely
one of the major issues in infinity war was
that Thanos wanted to get all of the infinity
stones and make half of humankind
vanish.) Follow this procedure with the
second avengers movie.
-After demonstrating this tell students that

that was step one, simply noting story
details as they have learned before.
-Tell them that next they should consider
the similarities and differences between the
stories and the ways they connect to each
other. Fill out this section of the graphic
organizer while continuing to reason with
yourself out loud for students to hear.
-Mention that now that you have all the

information you need on the stories and
their connections, you have to figure out
how to most effectively engage in
discussion on such within a group.
-At the board, ask yourself and answer your

own questions aloud regarding what would
be important aspects of a quality group
discussion about two literary works. (The
students will be provided with these later as
a worksheet cheat sheet they can refer to
during their own discussions)
Below are examples of what you can say:

(as you go through this insert more specific
examples from avengers and the other
movie they chose to compare it to
As you go through this, write each
general component on a poster board to
hang in the classroom
-”Well to have a discussion in the first
place, me and my group members should
probably take turns sharing what we
thought the most important issues and
events in each story were. - So I would talk
to my partner about what I think were these
key issues and events in infinity war like I
wrote on my graphic organizer and then let
them do the same”
- “It’s really important that I listen to my
partner actively and think about what they
are saying so I can ask them clarifying
questions and we can discuss our different
perspectives later.”
- “Then we should take advantage of tour
sharing of our perspectives on the important
issues and events to be able to talk about
why we saw certain things as more or less
important. We can ask each other clarifying
questions and through that learn even more
about the stories from another perspective.”
-”We should piggyback on one another’s
ideas or add onto the ideas that others have
with our own.”
- “If we disagree, that’s okay and is actually
a great opportunity to learn. We should
disagree constructively and kindly and ask
to hear more about their perspective and
then share our own so we can learn from
each other.”
- “It’s also important that we always support
our statements and opinions with evidence
from what we read or saw in the story. Like
mention a quote or scene.”
-After this students will be instructed to

answer a check in question on Zeeting that
asks them to list off important aspects of an
effective group discussion about 2 stories.
Then this will create a wordle image based
on how frequently students respond certain
things - the teacher will print this for
students at her desk so they have a more
visual form of the key components of
effective discussion in addition to the
worksheet. Also, this will serve as a
formative assessment because the teacher
can see what each student typed, as well
as view how the class as a whole
understands the concept.

(20-25 minutes) Accommodations for ESL Students:
-Give students the components of effective -Have all slides in the Zeetings powerpoint
discussion cheat sheet and a comparing have attached optional voice recordings to and
story elements graphic organizer.
provide the slides in all of the L1s in the
-Refresh student memories on Junie B. classroom
Jones, First Grader (At Last!) pages 10-16
since they were read in the last lesson. Ask Accommodations for Student with
them what it was about. Instruct them to pull Dyslexia:
out the printed versions of the story given to -Attach optional voice recording to all Zeetings
them last class. powerpoint slides
-Place the pages of Junie B. Jones is a -Reading the story aloud together will serve as
Graduation Girl Pages 1-8 into a Zeetings a great accomodation as well
powerpoint such that students can follow
along with the new story on their personal Accommodations for Student with Speech
computers. Impairment:
-Provide them with more time during the
-Have a slide in the Zeetings powerpoint fishbowl activity and when answering
created for each box of the graphic questions in class
organizer. As a class, have students share
what they believe the answers to each box -Enable them to utilize a mini whiteboard to
of the graphic organizer is for each Junie B. answer questions
Jones story by having them each submit
their answers and then showing them on
screen. This will enable students to see the
general consensus and differences in what
they believe to be the most important
events and issues in each story. Students
can copy from the board onto their own
graphic organizers.
-Then screenshot each slide with all of the

student answers and put them all into a
word document to create a version of the
comparing story elements graphic organizer
with the responses of the entire class. This
will remain on the board as the class
practices utilizing the components for
effective discussion to discuss the stories
as a class.
-Have the guidelines for effective discussion

poster created early hung up for students to
see (though they have their cheat sheets)
-Do a Class Fish Bowl Activity. Randomly
split the class into two groups. One group
will begin on the outside as the observers of
the discussion and the other half will be
engaging in the discussion, then they will
switch places. Each group will be given one
of the two Junie B. Jones stories to discuss.
As the inside group goes through the
discussion, the teacher will scaffold them
and provide feedback as they talk on what
they are doing well and what they should do
instead for the best group discussion. The
outside group will be instructed to observe
because before the groups switch, they will
have to share their observations of best
practices and things they noticed the
teacher comment on. This activity enables
students on the inside to engage in a real
discussion while being scaffolded and
receiving live feedback from the teacher
and enables students on the outside to
observe what a good discussion looks like
by watching one as it is occuring.
-After each group has been both on the

inside and outside, the class as a whole will
come together to discuss the stories in
conjunction with one another and how they
relate.
I ndependent Practice/Exploring:
(15 minutes) Accommodations for ESL Students:
**if time runs out this will occur the next day -The graphic organizer serves as a great
in class** accommodation
-Students will be given two of the stories
read during that ILA unit from their textbook Accommodations for Student with
and individually fill out their comparing story Dyslexia:
components graphic organizers. -The student will be given a website where
they can listen to the stories being read to
-Then students will be placed into groups them.
and instructed to go to different areas of the
classroom and utilize flipgrid to record a
video of their group engaging in an effective Accommodations for Student with Speech
group discussion on the two stories. They Impairment:
will be allowed to utilize their cheat sheets -The student will be provides with more time to
during the discussion as well as their provide their answers to questions or be
graphic organizers as scaffolds. Students allowed to write responses on the mini
will not be talking to the video, but whiteboard and have another classmate
instructed to act as if the camera is not verbally say it for them during the video
even there and simply engage with one
another.
-This video will enable the teacher to view

and grade both individual and group
competency in utilizing the components of
effective group discussions using the
teacher-created rubric.
Review and Preview:

-As a method of review, students will be
instructed to answer an exit ticket on Pear Accommodations for ESL Students:
Deck where they must reflect on their group -Have the PearDeck powerpoint slide have an
discussion that they recorded. In this attached optional voice recording and provide
reflection, students must mention what they the question in all of the L1s in the classroom
feel the essential components of effective
group discussion are and must give one Accommodations for Student with
example of how they utilized one in their Dyslexia:
discussion with their group. -Have the PearDeck powerpoint slide have an
attached optional voice recording of the
-Since this is the last lesson of the unit, the question
teacher will remind students to come to the
next class with any questions they have on
what they have learned this unit and remind
them that the next class will be the review
session before the summative assessment.
They will remind them that they have
learned how to answer WH- questions,
retell story elements, describe major story
issues and conflicts, and engage in
effective group discussion on two stories.
9. Potential Areas of Difficulty with the Content and Correction Procedures

● Students may have difficulty remembering all of the components of effective group
discussion or what they mean. To address this issue, the teacher will create the
classroom poster with the components and each student will receive their own cheat
sheet worksheet with all of the components and their meanings. They will also get a
printed version of the wordle created by the class for more visual learners.
Appendix A
Comparing Literary Works Story Components Graphic Organizer
Appendix B
Components of Effective Group Discussion Cheat Sheet
Appendix C
Teacher-Created Rubric
11. Reflections:
I actively considered how I could best utilize technology during the lesson to help student
learning, create engaging activities and help accommodate students with special needs.
Through writing this lesson plan, I realized the grandiose amount of technological resources
available to teachers that I should take advantage of as a future teacher in my classroom.
12. Sources:
(n.d.). Retrieved from http://www.litcircles.org/Discussion/teaching.html#elements

Unit Plan: Identifying and Discussing Story Elements

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Unit Plan: Identifying and Discussing Story Elements

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Unit Plan Front Matter

2. Unit Goal and Driving Question(s):

ELP.2.S.4-5.2:​ Retell story elements using facts and illustrations.

1. Lesson:​ Identifying Story Elements

2. Student Name (individualized lesson) or Target Grade/Age Level (whole group

3. Pennsylvania Content Standard(s):

b. Big Ideas or Enduring Understandings

c. Essential or Guiding Questions

Aligned Formative & Summative

Given a visual story and a WH- questions Formative:

-Presentation of WH- question answers and

-ClassKick exit ticket with multiple choice

6. Expectations for Behavior and Class Activities:

7. General or Specific Accommodations for Special Needs Learners:

8. Description of Learning Activities

Description of Introductory Activity: Accommodations for ESL Students

-Show them how you would summarize the

Guided Practice and Feedback:

Review and Preview:

9. Potential Areas of Difficulty with the Content and Correction Procedures:

1. Lesson: ​Describing Literary Conflicts

2. Student Name (individualized lesson) or Target Grade/Age Level (whole group

3. Pennsylvania Content Standard(s):

b. Big Ideas or Enduring Understandings

c. Essential or Guiding Questions

4. Learning Objective(s) and Aligned Assessments:

Given a literary text and “Finding the Main Formative:

(Comprehension and Application) -The whiteboards being held up with answers

-The “Finding the Main Conflict” graphic

-Small Group discussion on story in front of

-Pear Deck Exit Ticket will have students

6. Expectations for Behavior and Class Activities:

7. General or Specific Accommodations for Special Needs Learners:

8. Description of Learning Activities

Lesson Implementation (include specific Accommodations for Special Needs

Description of Introductory Activity: Accommodations for ESL Students

Guided Practice and Feedback:

Review and Preview:

-Make the exit ticket text size decently large

Accommodations for Student with

9. Potential Areas of Difficulty with the Content and Correction Procedures

1. Lesson:​ Verbally Discussing Issues and Concepts of Literary Works

2. Student Name (individualized lesson) or Target Grade/Age Level (whole group

3. Pennsylvania Content Standard(s):

b. Big Ideas or Enduring Understandings

c. Essential or Guiding Questions

4. Learning Objective(s) and Aligned Assessments:

Given two literary works, a comparing story Formative:

-Comparing Story Elements Graphic

-Fish Bowl Activity: enables teacher to see

-Video submitted on FlipGrid - this will enable

-PearDeck exit ticket reflection. This will

6. Expectations for Behavior and Class Activities:

7. General or Specific Accommodations for Special Needs Learners:

8. Description of Learning Activities

Description of Introductory Activity: Accommodations for ESL Students:

-”Since you and your friends have seen all

-Verbally speak to yourself out loud and ask

-After demonstrating this tell students that

-Mention that now that you have all the

-At the board, ask yourself and answer your

Below are examples of what you can say:

-After this students will be instructed to

Guided Practice and Feedback:

ELP.2.S.4-5.2: Retell story elements using facts and illustrations.

1. Lesson: Identifying Story Elements

1. Lesson: Describing Literary Conflicts

1. Lesson: Verbally Discussing Issues and Concepts of Literary Works