Literature Lesson Plan

Grade Level and Subject Area 6th grade English Language Arts
Unit Title Analysis of essential components within a
text
Target Concepts How does setting affect the plot and
“Big Questions” characters?
What factors causes the characters to change
within a story?

Lesson Title In Touch with the Senses

Instructional Objective Students will be able to discover how the
authors uses description to create the setting
for readers and how it affects the plot.
Assessment (Formative and Summative Students will be assessed through their hand
Evaluation) sense activity and their closing activity.
Because this is one lesson in the unit there
will be no summative evaluation but when it
would be time for one it would be in the form
of a short answer test with multiple choice
questions included. This way students can
explain their thought processes and their
understanding of key concepts throughout the
unit.
Materials and Media Students will need their classroom journals,
their Dell Venues, and a pencil
Technology The students will use their Dell Venues to
pull up a copy of “The Ravine” by Graham
Salisbury where they can read and mark the
text.
Standards Standard 8: Analyze characters, settings,
events, and ideas as they
develop and interact within a particular
context.
8.1 Describe how a plot in a narrative or
drama unfolds and how characters
respond or change as the plot moves toward a
resolution; determine the
impact of contextual influences on setting,
plot and characters.

EEDA Issues Students will prepare for college and career

readiness but teaching them to look deeper
into the text, mark a text, and understand why
an author chooses the terminology and
 description to enhance a story and the readers
understanding.
Instructional Procedures Warm-up: (5 minutes)
Students will enter the classroom and sit in
their assigned seats. There will be instructions
on the smartboard that reads “Using your 5
senses, write a paragraph of 4-5 sentences
describing your morning” I will write two
paragraphs to demonstrate the difference that
descriptive setting has on a plot and
characters. The first paragraph reads: “I woke
up this morning. I ate breakfast and brushed
my teeth. I walked out of my house and went
to work. I got to my office and checked my
email.”
The second paragraph reads “I woke up and
slowly opened my eyes to adjust to the light
that was shinning in my windows. I went into
the kitchen and made my favorite breakfast,
French toast. The sweet cinnamon mixed with
the syrup made my taste buds happy. I
checked the time and quickly made my way
to my small bathroom to brush my teeth and
get dressed for the day. I climbed down the
endless flights of stairs until I reached the
bottom of my apartment building. I slowly
turned to bronze doorknob and entered the
busy street. The crisp October breeze gave me
goosebumps that ran along my body. I could
smell the coffee pouring out of the coffee
shop on my way into work. I felt the
vibrations of the subway running beneath my
feet. I move with the hustle and bustle of the
big city traffic.” I will point out the
differences between the paragraphs and how
we learn more about the character based on
the setting.
Introduction: (10 minutes) The students will
finish reading “The Ravine” on their dell
venues and continue highlighting character
development and descriptive language. The
students will have 10 minutes to read the
remaining 2 pages.
Body of Lesson: (30 minutes) When the
students are done, I will instruct them to pull
out their classroom journals and trace their
 hand. The students will be instructed to write
the title of the book in the palm of then hand.
They will then be told to search the short
story for sentences that contain descriptions
using the 5 senses. They will label the fingers:
sight, smell, tough, taste, and sound” They
will quote the sentences in the appropriate
finger and give a page number.

Closing: (10 minutes) The students will then

give a brief summery in their class journals
on how using the description of the senses
contributes to the plot and character
development. This should be at least 4
sentences. The students will turn their
journals as they are leaving the classroom.
Differentiation The students will be seated in Keegan styled
placements. By having students of different
levels seated next to one another they can
assist each other during the assignment. There
will be a printout copies of the short story for
those who are more hands on and want to
physically mark the text. There will also be an
auditory version of the story for the students
who are auditory learners or those who have
trouble reading. I will demonstrate the lesson
on the board for those who are visual learners.
I will also be walking around the classroom
assisting students who need help.
Grading Students will be graded on the hand
assignment based on completion and if they
gathered quotes that described the correct
senses. They will also be graded on their
closing paragraph to determine if they
mastered how setting affects the plot and
characters.
IEP 504 Considering I do not have a classroom to
teach this lesson in and have no students,
there is not IEP’s. If there was accomidations
will be made to fit that students specific IEP.
An example of this would be a student with a
behavioral IEP who will have specific seating
promote wellbeing and good behavior, or
students who have a learning disability such
as Attention Deficit Disorder and I will be
there to redirect them when need be or give
 them additional aid for the assignment.
Reflection or Predictions This address students existing ideas by
teaching them that setting plays a bigger role
in a story than they think, and setting can aid
in character development.
This lesson connects to students’ experiences
because they can think about how their senses
are important the memories they have and the
places those memories take place and how
those memories affect them today.
I scaffolded the lesson by demonstrating what
they should be looking for in the text and by
circulating the classroom to ensure the
students were not only staying on task but
understood the assingment