ISTC 301 Practical Teaching Lesson Plan Template

Teachers Names: Erin Narutowicz

Grade Level: 7

Standard (State
CCRS)
CCSS.ELALiteracy.RL.7.3
Analyze how
particular elements
of a story or drama
interact (e.g., how
setting shapes the
characters or plot).
CCSS.ELALiteracy.W.7.3
Write narratives to
develop real or
imagined
experiences or
events using
effective
technique, relevant
descriptive details,
and well-structured
event sequences.
CCSS.ELALiteracy.W.7.3.b
Use narrative
techniques, such
as dialogue,
pacing, and
description, to
develop
experiences,
events, and/or
characters.

Date: 7/11/2015
Subject Area: English

Objective

Assessment

Activity(ies)

SWBAT recognize
literary techniques
by Gary Soto in his
short story.

Formative: I will read

their journal entry.

Students will
highlight main ideas
in the short story

SWBAT Brainstorm
for ideas to prepare
their own creative
story using a
sandwich chart to
outline ideas.

Formative: I will look

at their complete
sandwich charts to
assess ideas.

Students will
complete sandwich
chart for
brainstorming ideas.
Sandwich chart will
be decorated.

SWBAT affectively
begin creating their
own short story
after discussing the
short story 7th
Grade by Gary
Soto

Summative: I will
read and check their
short story.

Students will
assemble their own
ideas to create their
own short story from
the sandwich chart.

Teaching Materials:
Many sandwich charts
Writing utensils
Markers/glitter
Scissors
Glue
Tape
Technology Integration/Needs:
Promethean board
Activeinspire
Computer

Anticipatory Set:

I will start my lesion off with a meme to prepare my students for the lesson. They will
read the meme and then write five sentences about where they think John went.

Explanation of objectives: (Teacher Language): Students, today we will continue to discuss

Gary Sotos short story. We will review your HW assignment and talk about the literary
techniques you highlighted in his story. After we discuss the literary techniques, Im going to
pass out a sandwich chart. You will all brainstorm your own imaginations for a story line. You
will use the sandwich chart to make your own original short story at home.

Procedure:
Activity 1: Open a whole group discussion about last nights HW which was to identify literary
techniques and have them highlighted in the story. Each student will participate in the
discussion.
Time allotted: 10mins.
Transition: I will tell the students that the discussion is over. I will then pass out the sandwich
charts.

Activity two: Students will complete the sandwich chart using techniques discussed in class.
This is an individual activity. Each student will create their own original story and characters
using the sandwich chart as a guideline.
Time allotted: 20mins.
Activity three: I will go over the HW assignment for this evening. The HW will consist of the
student using their completed sandwich charts to write the first draft of their short story.
Students will start their introduction in class.
Time allotted: 10mins.

TPACK: This lesson is a writing workshop, and is also a discussion with collaborative learning.
Because of these different pedagogies, I will be implementing the promethean board. The
promethean board is going to help the students visualize the content matter, and strengthen
learning ability.

UDL Implementation:
Multiple Means of Representation: I used a meme, sandwich chart, promethean board,
and the short story.

Multiple Means of Engagement: The class will remain in group discussion, and
individual work.

Multiple Means of Action and Expression: I allowed them to be creative and make a
decorative poster for their sandwich chart. They had the class discussion which provided
an area of learning for the talker. I allowed them to write their own creative short story
which provided for the writers of the class.

Closure: I will ask the students if they understand everything that when on today, and open for
closing questions. Students will verbalize understanding before being dismissed.