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EDN 303 Instructional Technology


By Brenda J. Williams 6th -8th Grade Teacher

LESSON PLAN TITLE Reading And Writing Literature CONCEPT / TOPIC TO TEACH Reading and understanding pieces of Literature Writing of a original short story GRADE LEVEL 6TH COMMON CORE STANDARDS 6th Grade Reading RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.6.3 Describe how a particular story or dramas plot unfolds in a series of episodes as well as how the character responds or change as the plot moves towards a resolution. RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 6th Grade Writing W.6.3. Write narratives to develop real or imagined experiences or events using effective technique relevant descriptive details, and well-structured event sequences. W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in single sitting.

GENERAL GOALS Students will determine central ideas or themes of text Students will analyze details and events of a story Students will write narratives to develop real or imagined experiences Students will develop and strengthen writing Students will produce a clear and coherent short narrative SPECIFIC OBJECTIVES Given a short story, the student will be able to list the major components of the story: theme, character, setting, plot, conflict and resolution. And define the terms with no error. REQUIRED MATERIALS Computer with projector to present media presentation Short Story The Monkeys Paw Computer access for students. Story map Story rubric Short Story Peer Editing Checklist Writing Prompt TIME REQUIRED 3 Days: 60 minute classes STEP-BY-STEP PROCEDURES Reading (Day -1) Introduce the reading lesson and let the students know that they will be learning about reading and the major components of a narrative. Ask students about their favorite stories and who the favorite characters are. This will get the students reading for learning. (5 minutes) Present the power point presentation after the students have discussed their favorite stories and characters. (10minutes) After students have gone through the PowerPoint presentation we, as a class will read along with the audio book. Click on the link on link after presentation and pass out the The Monkeys Paw (Differentiation: this is done as a whole-class activity utilizing Audio Books for lower-level, ESL and EC students.) (30 minutes)/

Once we have completed reading and listening to the story as a group. Students must divide up into groups of 3 and discuss as a group the different elements found in the story and complete the story map and discuss each element of the story and complete packet as a group. When class is over if students are not finished allow them to take it home as homework to be turned in the next day.(15 minutes)

Writing (DAY -2) Review the lesson from the last class. Remind the students of the different elements that make up a narrative. Inform the students that they will be writing their own narratives. (10 minutes) Direct the students to get into their groups of three. As the group comes together pass out the short story prompts, the story maps and story rubric. Students will begin to brainstorm their ideas. Students should be given story maps so that they can write down and develop story and structure. (15 minutes) After 15 minutes students should be done sharing ideas and thoughts. Students should return to their seats to work on their own individual stories and write a one-page draft. This time can also be used to do research on the computer. (35 minutes)

Writing (Day -3) Recap previous lesson and remind the students of the story rubric. Encourage them to follow rubric to ensure they will get full credit for assignment. (5 minutes) As students have completed their first drafts from yesterday. Have the students get into their group of three to do peer review of their drafts. (15 minutes) After students have completed their peer reviews have students return to their desks and/or computer stations to type their short stories on the computer. A lot time for the students to make the necessary corrections to their papers. Students may turn in their papers at the end of class, however if they are not complete they may take the papers home as homework and turn in for the following day. (40 minutes)

CLOSURE As students are completing the assignments review with the students the different elements of the story. Allow students time to share their stories with the rest of the class and let them talk about the elements they have in their stories.

ASSESSMENT BASED ON OBJECTIVES Peer Review Rubric for short story Reflection ADAPTATIONS /EXTENSTIONS This lesson can easily in small group with students with disabilities. The audio and text is used a guided lesson allowing the students to follow along with the text. All writing will be graded according to their levels. The Monkeys paw packed can be modified with students only doing the odd questions.

WORK CITED The Monkey's Paw. (n.d.). Retrieved from The Monkey's Paw by W W Jacobs Audiobook. (n.d.). Retrieved from ''The Monkey's Paw'' Short Story & Activities: Literature Activity (n.d.). Retrieved from Story Map Retrieved from 6th Grade Writing Prompts. (n.d.). Retrieved from