ECU LESSON PLAN FORMAT modified for OLAF

Alternate Routes: No Dead Ends

11/12/2015

9th-12th /Creative
Writing
I.

Penny Trevathan & Devin Martinez

grade/class

Objective (OAS): Students will use prewriting practices such as discussing

and brainstorming to compose a fictional narrative focusing on successfully
developing the five parts of a story (setting, character, problem, solution and
ending). Students will share their narrative with the class and discuss their
groups writing process.
Standard 1: Writing Process. The student will use the writing process to write
coherently.
1. Use a writing process to develop and refine composition skills.
Students are expected to:
a. use a variety of prewriting strategies such as brainstorming,
outlining, free writing, discussing, clustering, webbing, using
graphic organizers, notes, logs,or reading to generate ideas and
gather information.
b. determine main idea by evaluating results of prewriting activities
to select an appropriate topic.
Standard 2: Modes and Forms of Writing. The student will write for a variety of
purposes and audiences using narrative, descriptive, expository, persuasive,
and reflective modes.
1. Compose fictional, biographical, or autobiographical narratives or short
stories that:
a. create and develop characters including character motivation,
gestures, and feelings.
b. create and develop a plot utilizing the key elements: exposition, rising
action, climax, falling action, resolution, and conclusion.
c. create and develop an appropriate point of view.
d. create and develop a setting with a narrative that is relevant to the
overall meaning of the work.
e. use a range of narrative devices such as dialogue, suspense,
foreshadowing, characterization, and flashback.
Oklahoma Academic Standards http://ok.gov/sde/oklahoma-academic-standards

Materials and supplies:

Classroom with access to computer with PowerPoint software and with sound
capability.
Desks in classroom will be arranged in groups to allow for group
collaboration. Groups will be made up of 3-5 students.
Students will need paper and writing utensils (pens, pencils).
The teacher will have the following materials printed for students:
a.
instructional handout with specific instructions for the activity

b.
illustrated movie plot summaries - 2 or 3 print-outs per group
c.
genre cards providing examples of the genre and a definition of
the specified genre to increase understanding
d.
bookmark with the 5 parts of a story listed for take-away
II.

Motivation (Ice-breaker; 5-7 minutes):

2-3 minutes: Meet and greet for students to share names and their
school.
Ice breaker questions will be on each set of grouped desks. Students will
take turns reading, asking and responding to questions on paper slips.
3-5 minutes: Students will be instructed to do a quick write in which they
will rewrite a short version on their favorite twist to change the story.

III.

Learning Activity (45 minutes)

Mini-Lesson (10 minutes)
The teacher will instruct the students regarding the five parts of a story
(setting, character, problem, solution, ending).
The teacher will ask students to give examples of each part of a story to
ensure understanding and engagement in the lesson.
The teacher will briefly discuss each of the story genres assigned to the
students.

Workshop (25 minutes)

Students will be placed into groups of 3-5 students.
Students in each group will assign a scribe, presenter, and
brainstormers/contributors to their joint story writing exercise.
Tables will have a genre card giving a brief description of the specific genre
given to aid in staying on task and in knowing where to begin writing. Each
group should use their assigned genre as inspiration for their rewrite.
Groups will use the genre assigned to their table to write a new version of a
scene from The Wizard of Oz. Genre options are comedy, western,
fantasy, science fiction, and mystery.
Groups will be given a handout with detailed instructions for the assignment
and a movie summary card.
Presentation (10 minutes)
At the end of the session, students will share their group writing assignment
with the class. Presenters for each group will read their version aloud.
The teacher will ask questions of each group after they present their story.
Students will be answer questions regarding their inspirations for their
version of the story, what elements of writing caused them issue, and what
they learned from altering their scene.
IV.

Provision for Individual Differences: (e.g., special needs, learning

styles/domains, multiple intelligences, etc.)

 Students will have verbal, written, and PowerPoint instruction to ensure that
multiple learning approaches are met.
Students who are having issues deciding where to start their writing prompt
will have help from the instructor. The instructor will provide guiding
questions to the students to help them find their own direction.
Students that are not familiar with The Wizard of Oz story will be given the
option to work with a different story for their prompt. If students use a
different story, they will be instructed to share information regarding what
story they chose to use for the writing prompt before sharing their story with
the class.
Students who are reluctant to participate will be encouraged to participate in
group discussion and brainstorming. The teacher will also provide the
students with opportunities to participate through teacher led discussion
within the group, and suggesting that students write their brainstorming
exercises on paper.
V.

Follow-up: Importance of the 5 parts of a story - Discussion

After each group shares their story with the class, the teacher will engage
students in short discussion about the five story elements that were utilized
in their version of the story, as well as conversing about how the group
utilized their assigned genre in their story.
The importance of the parts of a story and how they work together to form a
well-developed story will be reiterated as well. At conclusion of the session,
students will take away a bookmark identifying the parts of a story and the
OLAF session.
.

VI.

Evaluation:
The teacher will use observation as a primary method of assessment in this
creative writing session. Students that successfully utilize all required
elements of the assignment will have expressed an understanding of the
educational standards taught in the session. The teacher will also evaluate
student engagement by discussion with students during the workshop and upon
completion of the writing prompt.

VII.

Resources: (At least 3 sources, 1 of which is the textbook; cited in MLA style
with page numbers)
Burke, Jim. The English Teachers Companion. 4th ed. Portsmouth, NH:
Heinemann, 2012: 309-312.
Godsey, Michael. When Schools Overlook Introverts. 9. The Atlantic. 2015.
Web. 12 Nov. 2015.
Oklahoma Academic Standards. Oklahoma State Department of Education.
2015. Web. 12 Nov.
2015.