Tuesday 1/30 Plan (45 minute block)

Teacher (Candidate): Ms. Emily Harris Grade-Level: Lesson Date: Tuesday

6th Grade 1/30/24
Title of Lesson: Intro to Creative Writing Unit Cooperating Teacher: Mrs. Erin Rappold

Core Components
Subject, Content Area, or Topic
English 6th Grade, Writing

Student Population
Bell 2- 17 Students total. 7 boys and 10 girls
Bell 4- 20 Students total. 10 boys and 10 girls
Bell 6- 23 Students total. 14 boys and 9 girls

[No IEP’s Present. As a student teacher I do not have access to those records.]
Learning Objectives
● 6.7 The student will write in a variety of forms to include narrative, expository, persuasive, and
reflective with an emphasis on narrative and reflective writing.
○ Students will know:
■ That writing requires a recursive process that includes planning, drafting, revising,
editing, and publishing
■ That writing should be purposefully crafted with attention to deliberate word
choice,precise information and
○ Students will be able to:
■ analyze and use mentor texts as models for writing
■ use narrative techniques, such as pacing and description, to develop experiences,
events, and/or characters

Virginia Standard(s) of Learning (SOL)

6.7 The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with
an emphasis on narrative and reflective writing.

a) Engage in writing as a recursive process.

c) Use a variety of prewriting strategies to generate and organize ideas.

d) Organize writing to fit mode or topic.

e) Write narratives to include characters, plot, setting, and point of view.

Materials/Resources
○ Love Shares Story by Emily Harris (Short Story online)-This will be read aloud in
class to the students
○ Jack and the Beanstalk (Short Story online)- this will be read aloud in class
○ ELA-Plot Diagram-byMrsRenzClass (scholastic.com) (60 printed copies)- Used while
the teacher models how story plots can be broken down into exposition, rising action,
 climax, falling action, and resolution.
○ Plot Elements Sheet (Print 60 copies) -Pasted into students notes for student
reference.
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations
N/A

Time
(min.) Process Components
*Anticipatory Set
2-3 ● TTW pass out a printed Plot Elements Sheet and a ELA-Plot Diagram-
min byMrsRenzClass (scholastic.com) on all of the desks before students come in.
● TTW have a Bell Ringer Slide on the board when students come in.
○ It will instruct students to bring: glue, scissors and their English Spiral
notebook to class and to wait for instructions.
● When the bell rings, TTW explain that students will cut out the plot diagram sheet
and paste it into the next page of their notes.
● TTW explain that in class students will be reviewing the plot diagram and will
begin writing their own stories.
1 min *State the Objectives (grade-level terms)
○ I can… understand that writing is a recursive process that includes steps
like planning, drafting, revising, editing, and publishing.
○ I can…begin the recursive process of writing by first planning.
○ I can…understand That writing should be purposefully crafted with
attention to deliberate word choice and precise information.
○ I can… analyze and use mentor texts as models for writing
○ I can…use narrative techniques, such as pacing and description, to develop
experiences, events, and/or characters
 *Instructional Input, Modeling, or Procedures
1 min ● TTW explain that from the grammar unit, the class will be jumping into a creative
writing unit. This will involve writing a 500-600 word short story of either realistic
fiction or fantasy.
5-6 Realistic Fiction Vs Fantasy
min
● TTW briefly explain the difference between Realistic Fiction and Fantasy using a
google slideshow. [Students will take note of these in their notebooks)
○ Realistic Fiction: “Is a genre consisting of stories that could have actually
occurred to people or animals in a believable setting. These stories resemble
real life, and fictional characters within these stories react similarly to real
people.” Source: Home - Realistic Fiction - McQuade LibGuides at
Merrimack College
■ TTW ask students of any examples of Realistic Fiction books they
may have read. Why would it be considered Realistic?
● TTW call on one or two hands. TTW discuss the
characteristics of this genre based on their response. (Real
events, realistic settings, etc.)
○ Fantasy: “Fantasy stories are about magical people or beings that exist in
fantastic or strange worlds.” Source: fantasy - Kids | Britannica Kids |
Homework Help
■ TTW ask students of any examples of Fantasy books they may have
read. Why would it be considered Fantasy?
● TTW call on one or two hands.
Story Read:
● TTW project a short story on the board: Love Shares Story by Emily Harris (2
minutes)
● TTW instruct students to read and follow along with the story while the teacher
reads it. TTW say that students should try and decide whether the story is fantasy
or realistic fiction based on the characteristics discussed.
● TTW read the example short story.
● TTW ask which genre the students think the story is and why.
5-6
min ● TTW call on one or two hands.
● Depending on time, TTW repeat the process with Jack and the Beanstalk (3
 minutes)

Plot Diagram Modelling/Guided Practice

● (The plot diagram should be a review for students, as they covered it at the
beginning of the year. So reviewing over each part should not take more than
a minute.)
● TTW redirect students attention to the plot elements sheet pasted in their journals
and discuss how all stories follow the trajectory of a plot diagram with a beginning,
middle, and end. (Climax, resolution, etc.)
● (With the teacher) TSW use their plot diagram sheet (ELA-Plot Diagram-
byMrsRenzClass (scholastic.com) to fill in the different boxes with the trajectory of
one of the stories read in class. (Either Jack and the Beanstalk or love shares. TTW

2-3 provide students with the option)

min ○ TTW Project the story on the board, and ask students what part of the story
they think would be the Exposition, rising action, and so on.
○ TTW type in a blank plot diagram sheet projected on the board as students
provide answers.
—-----------------------------------------------------------------------------------
[This Activity will allow students to have some examples of stories which follow the basic
plot diagram: beginning, middle and end) Because they will be writing their own short
10
min stories.
On the next day of instruction, students will brainstorm ideas (Independent Practice). Once
they have decided on what they want their story to be about, they will use another blank
ELA-Plot Diagram-byMrsRenzClass (scholastic.com) to fill in their own story’s trajectory.
This will be checked by the teacher before they move to the drafting phase
(assessment/check for understanding).]
*Check for Understanding
N/A

*Guided Practice
(During Instructional Input/Modelling)
 *Independent Practice
N/A

Assessment
N/A

*Closure
10 min If there is remaining time in class, students will be given the task to begin brainstorming
ideas of what story they would like to write. (While keeping in mind: Fantasy, Realistic
Fiction, and the Plot Diagram parts of a story).
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

● Visual Learners: Plot Diagrams- Visual Learners can visually see how a story is broken
down into the parts of the plot diagram.
● Auditory Learners: Question prompts and discussion. These students will benefit from the
teacher reading the example stories out loud while students listen and/or read along on the
board. They will also benefit from the direct instruction about fiction/nonfiction and the
review of the plot diagram.
● Tactile/Kinesthetic Learners: Note-taking in their spiral notebooks, filling in a plot
diagram sheet while the teacher models.
Classroom Management Strategies (To ensure a positive learning environment).

● 5,4,3,2,1 Strategy: TTW count down to 1 when needing to reel students back in.
● Sticky notes on desks: TTW stick sticky notes on desks if a student repeatedly talks out of
turn.
● Phone Parking lot (School policy): Students place their phones in the phone parking lot by
the door when they come into class, or keep their phones in their backpack.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).
 Lesson Reflection

This creative writing unit was designed to hit the sixth-grade English standards for the state,

where students must learn to write a narrative by using the recursive writing process. As an

educator, I believe that creative writing is a means of self-expression. When teaching this unit I

made sure to encourage students to use their imagination, as well as their personal experiences, to

drive the plots of their own written stories. I used one of my own written pieces to provide students

with an example of pulling from real life experiences to create a fictional and meaningful story. As

christians, I believe it is extremely important to encourage storytelling in the classroom as a means

of not only self-expression, but also as a way of communicating biblical truth. When working with

students to brainstorm their stories, I encouraged them to think of a meaningful message, and create

a story that proclaims that message. I provided examples of how various famous authors used story-

telling as a way of expressing their opinion of what was happening around them in their community

or even their country. My goal with this lesson (and the unit as a whole) was to not just sharpen my

student’s writing skills or their ability to follow a plot diagram when storytelling, but to also use

their imagination to express themselves and use their voice.

My students have never been given the task to write a creative short story, so I made sure to

keep that in mind when planning my lesson. As I was teaching 6th graders, I knew it was important

to model each stage of the writing process. So I provided an example of short stories, and modelled

how to match a plot diagram to the stories. I believe it is important to match the final product to the

process, so that students see why they are doing what they are doing.

When planning my lesson, I made sure to meet the different learning styles of my students.

Dunn (1984), defines learning styles as “the way in which each person absorbs and retains

information and/or skills” (12.) She also explains that learning styles are dramatically different for

every student. She writes that based on her team’s research, they consistently found that students
had “increased academic achievement, improved attitudes toward school, and reduced discipline

problems when strong [learning] preferences are responded to” (17). As a response to this research I

made an attempt to meet the learning styles of my students. By using a graphic organizer/diagram, I

provided visual learners with a way to visualize the different parts of a short story and how they

correlate. I also provided a slide presentation when discussing Realistic Fiction and Fantasy. For my

auditory learners, I implemented direct instruction and I read exemplar stories aloud for students to

listen to. I also verbally explained directions and asked prompting questions during my lesson.

Lastly, for kinesthetic learners, I provided a means for them to take notes, and fill in graphic

organizers as I modelled.
 Work Cited

Dunn, Rita. “Learning Style: State of the Science.” Theory Into Practice, vol. 23, no. 1, 1984, pp.

10–19. JSTOR, http://www.jstor.org/stable/1476733.