CEP Lesson Plan Form

Teacher: Tiffany Lingo Date: 2/16/18

School: Kinard

Grade Level: 6th Content Area: English

Title: Narrative Writing- Children’s book Lesson #1

Lesson Idea/Topic and How to write a story for a children’s book: this lesson will aid students in
Rationale/Relevance: grasping the new terms and ideas with their unit on narrative writing. The
student’s are focusing on plot structure, mostly climax and inciting incident.

Student Profile: 53% female; 73% caucasian; 8.4% eligible for free lunch; ELO students

http://public-schools.startclass.com/l/16354/Kinard-Core-Knowledge-Middl
e-School-in-Fort-Collins-Colorado

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

6.3.1​ Writing literary genres for intended audiences and purposes [...]

a. write narratives to develop real or imagined events using effective techniques

Understandings:​ ​(Big Ideas)

Students will understand and be able to define the elements of plot structure and apply the elements of plot to their own writing.

Inquiry Questions:​ ​(Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

What are the narrative elements and how do they all work together to tell a story? (Engage, Explore)

How do you use your knowledge of plot structure to create a narrative? (Elaborate)

How do you alter your content and structure for intended audiences? (Evaluate)

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CEP Lesson Plan Form

Evidence Outcomes:​ ​(Learning Targets)

Every student will be able to: ​(Create your own lesson objectives from the standard using student voice)

I can: ​define​ and ​label​ the narrative elements in the story of Robin Hood ​and

I can: ​use​ narrative elements properly to ​create​ a children’s story.

This means: I can write a coherent story with a specific purpose and audience, using the plot structure outlined for the unit.

List of Assessments:​ ​(Write the number of the learning targets associated with each assessment)

-Story Creation 6.3.1- writing for intended audiences

Planned Lesson Activities

Name and Purpose of Lesson

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No X Why did you choose this model(s) and what are the teachers’ roles?

Approx. Time and Materials 1:15h, ISN, laptops

Anticipatory Set The strategy I intend to use is: Why do you say that?
I am using this strategy here because: This will give students the opportunity to tell me
how they feel about writing, and why they feel as such, so I can gage their willingness to
participate in this lesson today and know which students will need more support today

Procedures The strategy I intend to use is: Modeling

I am using this strategy here because: Students are beginning a new unit, so before I turn
them to define narrative structure on their own, we will work through the steps together
for a reminder and to clear up major confusions.

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CEP Lesson Plan Form

Teacher Actions Student Actions Data Collected

(5m) Ask student’s opinion Complete the ‘why do you Written statement
on writing narratives say that’ activity about
writing

(7m) Show Robin Hood Watching for and labeling In notebooks

video the parts of the video that
are: Inciting Incident,
climax, and resolution.

Aid me in finding the

(10m) Model the narrative inciting incident, climax, Class participation
mountain structure with and resolution
elements

(20m) Introduce task of
writing children’s book
Brainstorm characters,
inciting incident, climax,
and resolution FIRST. Then
move on the brainstorming
other elements.

(30) Assist students Create a children’s story

using storyboardthat or Submit story on
paragraph structure storyboardthat or on
google assignments

Closure The strategy I intend to use is: I use to think, now I think
I am using this strategy here because:I started this lesson with asking the students how
they feel about writing narratives, and through this process they may have changed their
mind. This also allows students to reflect on their learning for today.

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Differentiation Content Process Product Environment

Modifications:
Choice Comic/Written With peers
story
Extensions:
No time limit No length limit

Assessment Students will submit a children’s story in a comic or written format with their plot
elements labeled for clarity.
Students will also submit a self reflection of their confidence in narrative heaven.

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CEP Lesson Plan Form

Post Lesson Reflection

Lesson Video: Skip 6:40-16:00

1. To what extent were lesson objectives achieved? ​(Utilize assessment data to justify your level of achievement)

Students were just beginning the unit on narrative writing, and this lesson was use a a formative to see where each student
was within the understanding of plot proven through their own writing. The levels varied, but most students were able to
differentiate between setting and incident, but struggled with creating a climax for their story. I do not think our objectives
were achieved, which would have been the ability to write in proper plot format thoroughly.

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

For this lesson I should have completely rid of the writing of the story. The students were far too focused on the ideas of
their story, because I began the lesson by telling them that is what they were to be doing. However, what I really wanted was
for students to understand plot structure enough to create a situation and place its pieces within the proper elements. If
students could have focused on just filling out the elements, I feel that more students would have understood the objective.

3. What do you envision for the next lesson? ​(Continued practice, reteach content, etc.)

If I were to teach the next day, I would have students continue working on their stories, but only focus on labeling events
within their proper element and not actually writing the story. Students would need to work through each element and
define what they were looking for, and THEN begin creating events to place within it. I pushed for a lot this lesson and should
have structured it for success and not a summative assessment.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were
there additional co-teaching strategies used during the lesson not planned for initially? Please explain.

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CEP Lesson Plan Form

Lesson Idea/Topic and Rational/Relevance:​ What are you going to teach and why is this lesson of importance to your students? How is it
relevant to students of this age and background?

Student Profile: ​Write a narrative about your learners. What are their special needs? Exceptionalities? Giftedness? Alternative ways of learning?
Maturity? Engagement? Motivation?

Name and Purpose of Lesson: ​Should be a creative title for you and the students to associate with the activity. Think of the purpose as the
mini-rationale for what you are trying to accomplish through this lesson.

Co-Teaching: Models – ​One teach/One observe, One teach/One assist, Station teaching, Parallel teaching,
Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: ​How long do you expect the activity to last and what materials will you need?

Anticipatory Set: ​The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the
students to the objectives of the lesson, To put students into a receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures​: ​Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your
classroom. Indicate the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

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CEP Lesson Plan Form

Closure: ​Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is
not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.

Differentiation: ​To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful?​ ​To extend: If the
activity is too easy for a child, how will you extend it to develop their emerging skills? What observational assessment data did you collect to
support differentiated instruction?

Assessment (data analysis): ​How will you know if students met the learning targets? Write a description of what you were looking for in each
assessment. How do you anticipate assessment data will inform your instruction?

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