DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate: Jordan Loo
Grade Level: 12 Subject/Content: English Lit.
Title: Making Connections Between Literature and the Real World
CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.

My class has 22 students in it and 18 of them are Caucasian. Of the remaining 4 students, I
have 2 Native American students, and 2 Hispanic students.
There are 12 females and 9 males in the class.
There are no ESL or exceptionality students in this particular class.

WALK-AWAY (what do I want students to know, understand, and be able to do?)

Common Core Standard: CCSS.ELA-LITERACY.WS.11-12.3

Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences or events.
Content, Reading/Language Walk-Away:
Walk-Away:

Students will identify key elements of Drama and storytelling and will then write their own
collaborative stories.

ASSESSMENT EVIDENCE (formative/summative checks for

learning) (Match the Content Walk-Away)

-Students will take a written pre-test asking them to identify

themes within a few well known books and film.
-Formative assessment: students will each take part in class
discussions and small group activities. (participation)
-Summative assessment: A final narrative will be handed in with
themes identified along with literary elements highlighted and

Modifications/Accommodations

(ELL, IEP, GATE, etc.)

-Those who may still have a

difficult time grasping the idea of
incorporating specific themes in
creative short stories can group
up and I will lead them until they
understand the concepts.

labeled.

ACTIVE LEARNING PLAN

Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences

Most students have participated in a play, taken a drama class, or have
attended a school play. Many of them already know the major elements
of drama. As a class it will be helpful for the students to understand
different cues and elements from these short stories. Blooms taxonomy
states that the highest level of learning is creating so students will use
what they have learned thus far in the unit to create a final creative
narrative based on specific themes and incorporating literary devices.
Focus Lesson (I do it)
-I will present to the class an example of a polished short story that I
have written or use a good example from a student from an earlier class.
I will identify specific parts as I read the story to the class.
Guided Instruction (We do it)
-In a whole class setting we will finish writing our own plays in a
narrative form keeping in mind the structure of popular modern
storylines.
I will give examples of how to finish a story while not over explaining
nor under explaining the ending details.
Collaborative/Cooperative (You do it together)
-After the students are done writing their individual stories the class will
break into groups and edit each others drafts looking for punctuation,
spelling, and convention errors. The editing student will also try to guess
which themes the writer put in the story on purpose then collaborate with
the writer.
Independent (You do it alone)
Each student will finish their narrative alone and after the writing
workshop they will make the necessary changes before handing their
stories in for a grade.
Summarization/Closure

-I will insert myself into

as many small group
writer workshops as I can
but focus on those
students who may need a
few pointers/reminders on
how to peer edit.
-Depending on the
severity of the students
needs I can have them
draw or help them write a

story. If a few students are

- The students will be able to read their stories in front of the class as
ELL students I will put
those listening try to identify literary devices and themes within the story. them in the same group
After all of the students are done we will discuss if there are themes that
and allow some mixed
are more popular than others and why that is so. I will emphasize the
language in their stories.
importance of being able to identify the basic principles of stories so that
the students may be considered educated on the subject. Questions to
ask: How does syntax influence the readability of a story? In what ways
can a writer interest a reader through literary devices?

NOTES TO TEACHER
What do I need to remember to do?
- Gather worksheets and materials.
- Prepare modifications for possible ELL and IEP students in class.
Materials to have ready?
- Worksheets and highlighters for peer editing workshop
- Example story
- YouTube video
Approximate time needed for lesson?
- 1-2 class periods
Reflection:
I think that this lesson was meaningful and as a whole the unit has value. It is amazing to me how
many people dont know what a theme or metaphor is and therefore the extent to their criticism is
ya, it was good or no, it was garbage. When students understand the structure of stories and films
they will be able to identify the skill and mastery or lack of put into those stories. As a teacher of
Language Arts I believe it is my job to educate students on the art of language, after this unit I
would consider most of my students to have a basic back ground in the knowledge of these arts.