Demonstration Lesson Plan

Time: 45 minutes Period: ELA Block

Standard: Standard: 3R5- In literary texts, identify parts of stories, dramas, and poems using terms such as chapter,
scene, and stanza. (RL)
Objective: Students will identify the high point (climax) of narrative texts.

Anticipatory Set: (5 minutes) Students will watch a roller-coaster POV video

(https://www.youtube.com/watch?v=QDweC0iIHQ8) Students will watch this video a second time (including sound) and
will be prompted to close their eyes and imagine this experience again to create a sensory experience. Students will be
tasked with writing down how they felt during this simulation on a post-it note. Students will stick this post-it on chart
paper located in the front of the room that shows a roller-coaster with one peak labeled as the high point. Previous to this
lesson, students learned that stories contain problems. Students will learn the problem leads up to the climax in fictional
stories.

Activities:
1. Teacher will read a few of these post-its to the whole group – sharing responses and allowing for volunteers to share
their thinking. Teacher will inform students that this exciting and suspenseful part is referred to as the high point. I can
statement: I can identify the high point of a text. High points are present within narrative texts. Students will paste these
notes into their interactive notebooks along with drawing a visual to represent the climax occurring at the high point of a
hill. (5 minutes)
2. Students will be prompted to think back to the text Crouching Tiger. Teacher will summarize this text and model
identifying the high point. Teacher will write the title and then the high point on the board for students to copy into their
notebooks as a proper model. With teacher prompts and guidance, as a whole group, students are tasked with analyzing
the text Deep in the Sahara for the high point. Teacher will ask students to remember the problem within this story and
ask what the climax was (turn & talk). Students will share responses and the teacher will add to the chart on board for
students to add in their notebooks. (informal assessment) (10 minutes)
Example:
Title: Crouching Tiger
High point: Grandpa tells Ming Da that he can be in the parade and Grandpa lights firecrackers to start the parade.
Title: Deep in the Sahara
High point: Lalla’s mother agrees to give Lalla her own malafa.

3. Students will be split into 5 groups and given a spot to work around the room – each given their own recently read
narrative book to identify the problem and high point (BedHead, Crane Boy, Bintou’s Braids, Those Darn Squirrels, and
The Perfect Pet). Students will collaborate with peers and create a flip grid along with a caption (caption must state the
problem and high point (at least 2 sentences total) in the form of a newscaster sharing the problem and the ‘breaking
news’ (high point) within their assigned text. Students will be assigned roles within the group (Tech person, broadcaster,
locator, documenter) Students will post their flipgrids to the classroom page and will be viewed by the other groups during
WINN or the following ELA block. The teacher will float around the room to monitor student progress (informal
assessment) (20 minutes).

4. Assessment: Students will complete an exit ticket that requires them to individually write the high point of their
assigned text on a slip of paper and turn it in at the end of the lesson to be reviewed by the teacher. (5 minutes)
 Co-planned Observation Lesson

Time: 45 minutes Period: ELA Block

Standard: 3R5- In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and
stanza. (RL)
RM2.4 – Stories have a beginning, series of events, a high point, and an ending.
Objective: Students will demonstrate their understanding of a narrative structure including the beginning, series of events,
high point, and an ending of a text by completing the plot diagram for the text Nadia’s Hands by Karen Weiner.

Anticipatory Set: (5 minutes) Students will watch a Pixar Short video “Birds on a Wire” to effectively engage and pique
the interest of the students on the elements of a text. Viewing this short will support students who benefit from visual
information and who struggle with auditory/receptive language as these films contain no dialogue.
https://www.youtube.com/watch?v=WLdfpBNjdDc Previous to this lesson students were instructed on identifying the
high point of a text and once viewing the short, discussion of the high point of the film will take place.

Activities:
1. Reading Mini Lesson -Students will gather on the carpet and be presented with the anchor chart below (left) to represent
important events within the story and engage in a discussion on the explanation for each part. Teacher will model
completing the chart as it refers to the Pixar Short “Birds on a Wire”. As a whole group we will apply the chart to a
previous read texts Bintou’s Braids and Crouching Tiger (constructivism lens- schema theory). Through whole group
discussion, students will have the chance to volunteer and share their thinking. Teacher will fill out post-it notes to place
under each section of the plot diagram (10 minutes).

2. Interactive Read Aloud – Nadia’s Hands (this story conveys a powerful message about embracing and accepting diverse
cultures). Stopping at various points to engage students in noticing illustrations, emotions of characters, and making
predications (turn & talk – social learning lens), prompting students to answer questions to evaluate understanding and
parts of a story (informal assessments) Following IRA there will be a discussion of the text to summarize - connect story
to the plot diagram (15 minutes).

3. Assessment: Students will individually complete the Reader’s Response blank plot diagram to demonstrate their
understanding of plot as it correlates to Nadia’s Hands. Students will paste this handout within their Interactive Reading
Notebooks to be checked by the teacher and to be able to reference for future use. (10 minutes)
o Students who require extra support will be pulled to the back table for assistance. (PK, JY, CS, EA)