ED 321

Lesson Plan
Be sure to include all handouts, assessments

Topic: Literary Techniques (making inferences)

Subject/Course: English Language Arts
Grade:
8
Designer: Amanda Adamek

Stage 1 Desired Results

Established: Goal(s)

- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS.ELA-LITERACY.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
.CCSS.ELA-LITERACY.L.8.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

Understanding(s)

The importance of close reading.

The importance of supporting an
opinion with textual evidence.
The author has a purpose in their
writing.
Inferences can be made though close
reading and must be supported with
text evidence.

Essential Question(s)
- What is the value of telling scary stories?
- How do literary elements and techniques
enhance writing?
- Aside from English class, how can
close reading skills benefit you in
your daily life?

Students will know

The four purposes of writing

The definition of an inference and
figurative language (in their own
words)
The purpose of using text evidence
Elements of suspense

Students will be able to

Identify the author's purpose

Make inferences
Identify the main theme(s)
Gather text evidence to support their
claims
Identify imagery
Use these skills in their own short story

Stage Two Assessment

Performance Tasks:

Other Evidence: (formal

Effectively support answers with assignments)

textual evidence
Prompt Response Worksheets
Participate in group discussions
for close reading
regarding inferences, elements
Bonne Annee close reading worksheet
of suspense, figurative language
Notebook check on the four purposes of
and the purposes of writing.
writing. Students should have copied
Make inferences about
down notes and matched the definition
characters in the short film
to the purpose.
Inferences/ figurative language
Formative Assessment: Students will
from slideshow
write a story from one of the genres
Provide examples of text
covered in class. They must use three
evidence, during the group
literary elements/techniques from those
reading of the story.
covered in class. Next, students will
Participate in contraction review
write a self-assessment paragraph where
assignment.
they will demonstrate their ability to use
text evidence by stating where they used
the three literary elements/techniques in
their writing. Students must also state
the purpose of their writing (to inform,
persuade, or entertain).

Stage 3 Learning
Plan
Day

Materials

Learning Activities

Assessment

1 Intro on making
inferences lesson
- PowerPoint on
inferences and class
activity on photobased inferences
- Short film whole class
activity

Partly Cloudy short

film, PowerPoint on
inferences, writing
materials for note
taking.

Students will begin

by making
inferences on the
different pictures on
the PowerPoint
during a group
discussion and
presentation. Next,
students will view
the short film and
discuss what
inferences they can
make about the
characters after
certain events take
place.

Informal assessment
through group
discussion on
making inferences
throughout the
PowerPoint and the
short film.

2 Bonne Annee
Lesson
- Close reading review
day.
- Briefly review literary
elements informally as
students read to help
make connections to
formative assessment.
- Formally assess
Literary technique
knowledge through
prompt/response
assignment

Textbook, handout,
writing materials

Students will read as

a group. During the
reading the teacher
will stop and ask
questions which
encourage students
to support their
answers with text
evidence to help
prepare them for
their homework
assignment. The
questions will be
centered around
making inferences,
figurative language,
and other review
criteria from past
lessons. Next,
students will show
their ability to use
text evidence to
support their ideas
in their homework
assigment (prompt
response questions)
which we will begin
in class so they are
sure as to what is
expected of them for
their assignment that
night.

Students have a
handout in which
they will have to
support their ideas
with text evidence
as homework.
Students will have
25 minutes of
reading and
discussion time and
15 minutes in class
to begin the handout
assignment. This
way the teacher can
assess their
comprehension and
help with any
questions pertaining
to the assignment.

3 Scary Tales Lesson

- Review Contractions
for ELL students
- Intro elements of
suspense.
- Powerpoint on literary
elements review

Powerpoint, writing
materials

- Begin class by
reviewing contractions
and stating that the
story for the day Scary
Tales uses a lot of
contractions. Next,
Discuss elements of
suspense and write
responses on smart
board. Relate this to the
other literary elements
covered in class (prior to
this unit plan) by brining
up a powerpoint and
discussing how an
author may use these in
suspense writing.
- Read scary tales and
have a group discussion
on the benefits/ negative
aspects of scary stories.

Informal through notes

on contraction
assignment and student
response to elements of
suspense discussion

4 Purpose of Writing
and Review Day
- Note taking on
purpose of writing.
Refer back to the
stories covered in
class and discuss the
authors purpose in
each story/video clip
- Review literary
elements/techniques.
- Introduce Final
Assessment

Powerpoint, writing
materials

Students will copy

down notes on the 4
purposes of writing.
Then students will
analyze paragraphs
in a small group to
determine from
which purpose it
was written. After
this, students will
share their short
paragraph and their
opinion on the
purpose using
evidence from the
paragraph to support
their claims. Next,
students will use
their homework
from the night
before to review
how to use evidence
to find the main
theme and purpose.

Students will
match the purpose
and the definition
in their notes. The
teacher will
informally assess
their knowledge
by walking around
the room during
the note taking
activity.
Paragraph on main
point and purpose
of the story with 3
examples from the
text to support the
evidence. (formal
assessment)

5 : Student Work Day

Powerpoint, writing
materials, text for
review, notes for
review

6: Student Work Day

Students will come in informal assessment

Writing materials
and review materials ready to work on their through
final project. This day observations and
will be spent writing
one on one help

Students will review

assignment criteria
and begin to
brainstorm ideas.
The teacher will walk
around encouraging
students to refer back
to materials covered
in the unit to assist
them and the assess
their progress.
After brainstorming
individually, students
will get into their
groups and discuss
their ideas with their
peers. Next, each
member of the group
must share a like and
a suggestion with their
other members
regarding their story
idea. Next students
will go back and
begin to plan out their
story.

informal assessment
through
observations and
one on one help

and asking
questions.Students
will work
independently. If they
finish early they will
be asked to peer edit
with a partner and/or
begin their selfassessment paragraph
of no one else is done.

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