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Backward Design Lesson Plan Template

Name: Michelle Winters Subject: Communication Arts and Literature Grade level: Ninth Grade
Lesson title Navigating Creative Narratives
Step 1Desired Results
Standards, benchmarks, other objectives as needed (e.g., IEP)What should students know, understand, and be able
to do as a result of the lesson?

Minnesota English Language Arts Standard: 9.7.3.3 Write narratives and other creative texts develop real or
imagined experiences or events using effective technique, well-chosen details, and well- structured event
sequences.
ISTE Standard: Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
Objective 1: Students will be able to identify at least two different characters points of view in reference to
an assigned novel.
Objective 2: Students will then write their own short story incorporating an understanding of various literary
techniques, (dialogue, plot, characters, etc.) by implementing at least three different techniques in their
stories.
Objective 3: Students will demonstrate a comprehension of storytelling by employing an introduction,
action, and conclusion in their short stories.
Students should know: Proper sentence structure and use of grammar techniques, basic terms and meanings
of storytelling
Students should understand: Narratives; in particular in structure, sequencing, character development, and
points of view
Students should be able to: Formulate their own narratives with proper English and concise sequencing,
structure, characters, and points of view

Step 2Assessment Evidence


Performance taskWhat will students do to show what they have learned?
Performance criteriaHow good is good enough to meet standards?
Performance Task- Students will be able to show that they comprehend the necessary components of
constructing a narrative. They will focus on offering different points of view, implementing various literary
techniques, and following the guidelines of the storytelling structure.
Performance Criteria- Students will be considered to have met the standards as long as they incorporate all
of the objectives into their short story. Being this would be an English class, spelling and grammar would
also be taken into consideration.

Step 3Learning Plan


Learning activities (step by step from start to finish, detailed enough for another teacher to follow)
(Five- Ninety min. class periods)
Day One:
Warm-up- Students would be given five minutes to write what they liked about the novel
and what they thought the author did well.
Discussion- As a class students would discuss and share their thoughts. During this time the
teacher would also begin to introduce some literary terms. (Five to ten minutes)
Activity- The teacher would place the students into groups of three to five students and they
would be encouraged to develop a list to present to the class of what aspects they believe is
necessary to develop a narrative. (Fifteen- twenty minutes)
Presentations- At this time the teacher would help establish ideas and terms pertinent to the
assignment whenever he/she would have the ability to connect it to what was said during the
presentations. (Fifteen-twenty minutes)
Assignment- In the time remaining the teacher would introduce the assignment and the
guidelines for it. (Five-ten minutes)
***Most of the activities for this day would be assessed on participation and whether or not time was used
effectively.
Day Two:

Warm-up- Students would be given five minutes to jot down ideas for their narrative.
Discussion- As a class we would discuss the assignment further and clear up any lingering
questions. (Five-ten minutes or however long it takes for the students to fully understand the

guidelines of the assignment)

Work-time- Students would be given the rest of the class time to work on brainstorming or to
begin developing the narrative (in the classroom). At this time, the students would also be expected
to individually conference with the teacher on their ideas for their narrative. This would just ensure
that everyone understood the assignment and had something they could write about.
*** This day would also primarily be assessed based on the participation of the discussion as well as
using time effectively.
Day Three, Four, and Five:
These days would serve as work days in the computer lab. A rough draft of the narrative
would be due at the end of class on the fifth day. Any future work on this assignment would
be expected to be done outside of class.
*** Students would not really be assessed during these class periods; however, they may be docked
class points if they are not using their work-time wisely.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.

Tools for Assessment


Written

Oral

Visual

Kinesthetic

Advertisement
Biography
Book report
Book review
Brochure
Campaign speech
Crossword puzzle
Editorial
Essay
Experiment record
Game
Journal
Lab report
Letter
Log
Magazine article
Memo
Newspaper article
Poem
Portfolio
Position paper
Proposal
Questionnaire
Research report
Script
Story
Test
Yearbook

Audiotape
Balagtasan
Debate
Discussion
Dramatization
Haiku
Interview
Newscast
Oral presentation
Oral report
Poetry reading
Rap
Readers Theater
Role play
Skit
Speech
Song
Teach a lesson

Advertisement
Banner
Brochure
Campaign flyer
Cartoon
Chart
Collage
Collection
Computer graphic
Construction
Data display
Design
Diagram
Display
Diorama/shoebox
Drawing
Graph
Graphic Organizer
Map
Mobile
Model
Painting
Photograph
Portfolio
Poster
Scrapbook
Sculpture
Slide show
Storyboard
Venn Diagram
Videotape

Community outreach
Dramatization
Field trips
Letter writing
Oral interviews
Play
Presentation
Service learning
Simulations
Role play
Skit
Scavenger hunt