Unit Title Accepting and Understanding Differences
Lesson Topic Breaking down the parts to the story using a story map
Type of Lesson Developmental
National Content Standard NCTE standard(s): Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). MD Core Learning Goal(s): Evaluating the content, organization, and language use of texts.
Judges Prior Knowledge(How do you know students are ready to learn the content in this lesson?) Students have used story maps before and are able to identify the parts of a story.
Lesson Objective(s): Objective 1 – Students will be able to hold and participate in class discussion about the chapters read in the novel in order to express their views and hear the views of their classmates on the novel. Objective 2 – Students will be able to work in groups in order to complete a story map for the novel in order to understand the layout of the novel as we continue to read.
Assessment(s): Assessment for Objective 1 – (Describe assessment) All students will be asked to participate and bring a question, idea, or comment to the discussion. Those who did not read the assigned chapters will be fairly obvious, and will be dually noted in my notebook. Is this a formative or summative assessment? Formative Would you characterize this assessment as a traditional or performance assessment? Performance Why did you select this assessment strategy to measure student learning? I think a discussion is great for students to freely express their feelings of the novel. This is a great way for me to see who volunteers information, which just needs to be asked, and who is avoiding eye-contact because they did not do the assigned reading. Assessment for Objective 2 – (Describe assessment) Students will be graded on their completion and accuracy of answers on their story map. They will be asked to provide ample details and explanations. Is this a formative or summative assessment? Summative Would you characterize this assessment as a traditional or performance assessment? Traditional Why did you select this assessment strategy to measure student learning? A story map is crucial to a students understanding of the layout of the story and must be done as the story is beginning in order for them to keep following along.
Materials Needed for Lesson Novel Annie on my Mind Pen Paper Story Map
Lesson Development
Teacher Drill/Warm-up/Motivational Activity – Students will be asked to write down 1 thing they like about the story so far, one thing they do not like, and one prediction. Transition – “Now that you have completed the warm-up, let’s hear some of your responses and then discuss the novel so far.” Activity 1 – Students will take part in a class-wide discussion about the chapters they have read in the novel so far. I will be taking note of which students look or respond as if they have not done the reading. Key Questions: What do you all make of the novel so far? What are the characters like? Is it relatable so far? Any predictions of what will happen in the upcoming chapters? Transition “Now that we have discussed what we think of the novel so far, it is time to get to the actual make-up of the different parts of the story,” Activity 2 – In their designated groups, students will work together in order to complete their story map in detail. Transition: “Now that you have completed the story maps in your groups, let’s reconvene as a class and talk about what we have learned about the make-up of the story.” Activity 3: Without being able to change their answers on their story maps, students will hold a discussion with the class about the important parts of a story. Key Questions: What is different about this novel than other novels we have read this year? How is it set up differently? Summary/Closure/Revisit Objective: “Now that we can identify the specific parts of this story please read the next few chapters and come to tomorrow’s class with ideas about the different characters specifically.” Safety Valve: Students will be able to begin their silent reading in order to find more information for their story maps.
Students Students will write. Ex: “I like the way the girls are kind of silly and not afraid to still act like little kids.” “I don’t really like how they act like imaginary characters some times because I think high school kids should be more mature.” Students will participate in the discussion Students will work with their groups to complete their story map Students will discuss the different parts of the novel Students will listen
Differentiation: (Describe what you did in this lesson to differentiate learning and to accommodate all learners) Students with needs will be assisted by me and other students in order to help them along.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application? I would find more information or another worksheet to go along with the story map in case students finish it early or get bored with the general template.
9th class; Standard; inclusive; racially diverse; 28 students; 17 girls & 11 boys; 5 IEP’s
Accepting and Understanding Differences
Breaking down the parts to the story using a story map
Developmental
NCTE standard(s):
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
MD Core Learning Goal(s): Evaluating the content, organization, and language use of texts.
Students have used story maps before and are able to identify the parts of a story.
Objective 1 – Students will be able to hold and participate in class discussion about the chapters read in the novel in order to express their views and hear the views of their classmates on the novel.
Objective 2 – Students will be able to work in groups in order to complete a story map for the novel in order to understand the layout of the novel as we continue to read.
Assessment for Objective 1 – (Describe assessment)
All students will be asked to participate and bring a question, idea, or comment to the discussion. Those who did not read the assigned chapters will be fairly obvious, and will be dually noted in my notebook.
Is this a formative or summative assessment?
Formative
Would you characterize this assessment as a traditional or performance assessment?
Performance
Why did you select this assessment strategy to measure student learning?
I think a discussion is great for students to freely express their feelings of the novel. This is a great way for me to see who volunteers information, which just needs to be asked, and who is avoiding eye-contact because they did not do the assigned reading.
Assessment for Objective 2 – (Describe assessment)
Students will be graded on their completion and accuracy of answers on their story map. They will be asked to provide ample details and explanations.
Is this a formative or summative assessment?
Summative
Would you characterize this assessment as a traditional or performance assessment?
Traditional
Why did you select this assessment strategy to measure student learning?
A story map is crucial to a students understanding of the layout of the story and must be done as the story is beginning in order for them to keep following along.
Novel Annie on my Mind
Pen
Paper
Story Map
Lesson Development
Drill/Warm-up/Motivational Activity – Students will be asked to write down 1 thing they like about the story so far, one thing they do not like, and one prediction.
Transition – “Now that you have completed the warm-up, let’s hear some of your responses and then discuss the novel so far.”
Activity 1 – Students will take part in a class-wide discussion about the chapters they have read in the novel so far. I will be taking note of which students look or respond as if they have not done the reading.
Key Questions:
What do you all make of the novel so far?
What are the characters like?
Is it relatable so far?
Any predictions of what will happen in the upcoming chapters?
Transition “Now that we have discussed what we think of the novel so far, it is time to get to the actual make-up of the different parts of the story,”
Activity 2 – In their designated groups, students will work together in order to complete their story map in detail.
Transition: “Now that you have completed the story maps in your groups, let’s reconvene as a class and talk about what we have learned about the make-up of the story.”
Activity 3: Without being able to change their answers on their story maps, students will hold a discussion with the class about the important parts of a story.
Key Questions:
What is different about this novel than other novels we have read this year?
How is it set up differently?
Summary/Closure/Revisit Objective: “Now that we can identify the specific parts of this story please read the next few chapters and come to tomorrow’s class with ideas about the different characters specifically.”
Safety Valve: Students will be able to begin their silent reading in order to find more information for their story maps.
Students will write.
Ex: “I like the way the girls are kind of silly and not afraid to still act like little kids.”
“I don’t really like how they act like imaginary characters some times because I think high school kids should be more mature.”
Students will participate in the discussion
Students will work with their groups to complete their story map
Students will discuss the different parts of the novel
Students will listen
7 minutes
12 minutes
15 minutes
8 minutes
2 minutes
Students with needs will be assisted by me and other students in order to help them along.
Reflection– Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application?
I would find more information or another worksheet to go along with the story map in case students finish it early or get bored with the general template.