Clinical Teacher: Darcy Lea Raulston

Mentor Teacher: Sarah Morphey, 5th grade ELA/SS

Houston Baptist University

Department of Education
Lesson Plan Format
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Subject: English Language Arts

Grade Level: 5th

Time Estimate: 1 class period

Unit: Memoirs
Topic: Infrastructure
Goal(s): TLW understand that marking a memoir for infrastructure helps us understand the
infrastructure ofj stories and memoirs.
Objective(s): TLW choose the correct infrastructure label for each part of the story Big Brother.
TLW justify their label using text evidence and their own thinking.
TEKS: 5.6A Reading/Comprehension of Literary text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding. Students are expected to describe incidents
that advance the story or novel, explaining how each incident gives rise to or foreshadows
future events.
Materials/Resources/Technology needs: Big Brother list of story parts (handout), Marking a
Story for Infrastructure anchor chart, Roller Coaster anchor chart, DocuCam, blank roller
coaster handout
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Instructional Procedures
Focusing Event: The teacher will explain that we are going to continue exploring memoirs
today by extending the lesson we began yesterday (marking the infrastructure of memoirs). The
teacher will explain that we are marking memoirs for infrastructure because it helps us
understand the infrastructure of stories, and since we are ultimately going to write our own
memoirs, we need to have the best understanding of them possible.
Teaching/ Learning Procedures: The teacher will review the concepts discussed in class
yesterday: superstructure and infrastructure, referring to the roller coaster anchor chart.
The teacher will then briefly go over the activity the class did the previous lesson (the marking of
the infrastructure events in The Angel Figurine), highlighting the infrastructure events and their
justification.
The teacher will then explain that the class is going to continue exploring how to identify the

Clinical Teacher: Darcy Lea Raulston

Mentor Teacher: Sarah Morphey, 5th grade ELA/SS

infrastructure events, but this time by using Big Brother. Refer to the anchor chart (marking a
story for infrastructure). The teacher will place the page of story events under the DocuCam,
explaining to read through the events and then mark the infrastructure events with a partner or
small group.

Formative Check (ongoing or specific): The teacher will wander through the room,
checking for understanding of each group by listening to their conversations and engaging them
with questions when the need for clarification, extension, or re-teaching is necessary.

Reteach (alternative used as needed): The teacher will work with a student individually
or in a small group, if the need arises, to help reteach the concept. The teacher will have a blank
roller coaster handout (relating to the anchor chart posted) and will go through it with the
student(s), having the student fill in the infrastructure terms to the corresponding places on the
handout. The teacher will help the student discuss the meaning and importance of each
infrastructure event in detail, having them restate for clarification frequently. The teacher will
then go through the story events of Big Brother with the student(s), having them work to identify
the infrastructure events. The student can either label the roller coaster handout with the story
events or can label the story events page with the infrastructure shorthand.
The teacher will also make use of the ability groupings to have the students help each
other work through confusion.

Closure: The teacher will pull the class back together as a whole, and restate that they have
continued their exploration of memoirs by identifying the infrastructure events in Big Brother.
The teacher will explain that this has helped us to further our understanding of not just what
memoir is, but what memoirs are made up of, and that hopefully we are now one step closer to
being able to write outstanding memoirs, ourselves.

Assessment/Summative Evaluation: This specific lesson is not part of any summative

evaluation. However, the students will have to demonstrate understanding of the key concepts
presented in yesterday and todays lessons - this will be showcased in their ability to complete
the marking worksheet. For those students who are still struggling, additional help and/or
reteaching will be provided after the lesson concludes (most likely the next school day).
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Modifications/Notes: The students are grouped by ability, generally a student who has a firm
grasp of the concept with one who needs more help and instruction (these groupings are based
off of the students work with this concept/activity and their performance on a similar marking
activity).

Clinical Teacher: Darcy Lea Raulston

Mentor Teacher: Sarah Morphey, 5th grade ELA/SS

If students demonstrate further confusion that cannot be addressed by their partner/group, the
teacher will help address it as the activity continues by working with that student/group as they
complete the activity.
If it is necessitated, a small group may be pulled to the group-work table for re-teach.
There will be copies of the labeled roller coaster anchor chart in handout form available to
students who wish to have one with them personally as they work.