Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Teacher Candidate: Joseph Giatras

Date: 12/4/2014
Course for which the Lesson is developed: EDUC 1070
Classroom Teacher:
Time allotted: Three Class Periods

Subject: Narratives
Central Focus: Creating a Narrative
Grade Level(s): 8th
Standard(s)/Benchmark(s) to be met in the Lesson: (ILS,
Common Core, or Professional Learning Standards)
W-3. Write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive
details and well-structured event sequences.
RL-4. Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts.

Learning Objective(s):
My 8th grade students will be able to construct their own fictional or non-fiction
narrative.

My 8th grade students will be able to explain how to structure a fictional narrative.

My 8th grade students will be able to define the academic language of the lesson.

Assessment
The students finished narrative will be the assessment of whether or not they have met the objectives of the lesson. The finished narrative will demonstrate that
the students have the knowledge necessary to write a well-structured narrative of a real or imagined event.
I will also give the students a quiz in order to assess whether they know the definitions of the key vocabulary from the lesson.
Diagnostic (Pre-): (Informal) I will ask the students to answer a few questions on a piece of paper before beginning the lesson such as: What is a narrative?
What do you know about writing a story about an event? What is the climax of a story? What is dialogue? This will not be graded.
Formative: (Informal) During the lesson I will walk around and scan the students materials as they work. I will allow each student the opportunity to ask me
questions and ask them questions such as, What is the main idea of your narrative? and What stage of the narrative are you at? in order to check their
progress. This will not be graded.
Reflective: (Informal) After the lesson I will ask my students what they thought about writing a narrative of an event. I will ask questions such as, How difficult
was the process? and Did you enjoy writing the narrative? I will also ask the students if the experience of writing the narrative gave them a better
understanding of other narratives they have read in the past in order to see if they are able to connect this learning to other learning.
Summative: (Formal) After the students have completed their narrative, they will turn them in to me. I will grade these narratives and check to make sure that
the narratives exhibit an understanding of how to properly construct and structure a fictional or non-fictional narrative about an event. I will also give the students
a quiz with questions that require short answer response in order to check that the students have learned the terminology of the lesson.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

List the Academic Language used in the Lesson.
Include vocabulary, process terms, and syntax
language.
Narrate
Create
Setting
Dialogue
Describe
Construct
Explain
Beginning
Rising action
Climax
Ending
Character
Main Character
Point of view

Lesson Plan Design 2014 adapted for EDUC1070

Academic Language
Explain how the Academic Language is
scaffolded in the Lesson using Sensory, Graphic
and/or Interactive supports.
In order to ensure that the students learn the
language to the left I will create a student-centered
self-directed PowerPoint containing definitions to
these words which the students will use to research
and gain a better understanding of how to create a
narrative.

Describe the Evidence that Students know and use

Academic Language appropriately:
At the end of the lesson I will have a class discussion
where I will have an informal assessment of the students
knowledge of the terms.
I will also give the students a quiz which will be a formal
summative assessment of their knowledge of the
academic language. The quiz will be the evidence to
whether the students learned the material or not.

Sensory Support- The student centered self-directed

PowerPoint will contain definitions and
explanations of the concepts and academic
language. There will also be an option within the
PowerPoint where students can listen to the
definitions be read to them instead of reading them.
I will also show the students an example of a
correctly structured narrative.
Graphic- There will be images within the
PowerPoint that act as descriptions of concepts that
are important to the lesson in order to better the
students understanding of the vocabulary.

Interactive Support- At a point in the lesson, I will

allow the students to discuss the various vocabulary
words they have learned in the student-centered
self-directed PowerPoint. I will also allow students
to work in pairs while researching by using the
PowerPoint.
Procedures: List in sequence the actions taken by teacher and students throughout the lesson.
A. Engage Students: (Diagnostic/Pre-Assessment must be included here.)
I will begin the lesson with an informal diagnostic assessment of the students knowledge. I will ask them questions such as What is a narrative? What
do you know about writing a story about an event? What is the climax of a story? What is dialogue? and have them write their answers on a piece of
paper. Based on their responses I will know what part of the lesson I need to focus on and what part the students already understand.
B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand):
I will then clearly state the objectives for the lesson to my students by saying, During this activity I want you to create an imaginary story about an
event from your point of view, or you may write about a real event that you participated in. I want you to use the information you learn from the
interactive PowerPoint and apply it to your stories. I will then make sure that they know that after the activity is complete their narratives will be
graded based on structure and point of view. I will also tell the students that a quiz will be given to test their knowledge of the academic language.
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

C. Instructional Sequence: (include technology this is a technology class)

1. I will begin by having the students explore a student-centered self-directed PowerPoint. The PowerPoint will contain the definitions and
explanations of the academic language. I will give the students a work sheet with the academic language on it, they will fill in the definitions.

D. Explain:
The questions on the worksheet will ask the students to define the words: Narrate, Setting, Dialogue, Rising action, Climax, Character, Main Character
and Point of view.
The worksheet will also ask: When should dialogue be used? What type of point of view should be used when you are writing about an event you
participated in? What is a main character? Should you describe your setting? Why?
E. Extend/Expand/Elaborate
After the students finish their worksheets based on the PowerPoint, the next class period I will have them apply the knowledge to writing their own
narratives. I will allow them to use the same computer that they used for the PowerPoint to write their narratives. I will give them an entire class period
to write them and then they will have to finish the rest as homework for the next period.
F. Monitoring Student Engagement and Learning:
While the students are working on their PowerPoint activities and writing their narratives I will be walking around the room and scanning their work. I
will be making sure that the students are focused on their activity and not distracting other students. I will also spot check their worksheets and make
sure that they are on the right track. During this time I will also allow students to ask me any questions they want about the expectations of the
assignment or content that they do not understand.
G. Student Interactions:
I will give the students a choice: they can either work alone on the PowerPoint portion of the Lesson or work with a partner. The groups will be no
larger than two students. Also I will give the students time to peer review each others narratives. During this time they can correct mistakes on their
peers narratives and make suggestions as to how they can improve the structure.
H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your
summative assessment here). At the end of the lesson I will collect all of the students narratives. I will then ask the students some reflective
questions to see what they thought about the assignment and get an idea of how well they understood the material. I will ask the students questions such
as: How difficult was the process? Did you enjoy writing the narrative? Was the structure difficult to understand? I will then give the students a quiz on
the terms of the lesson and grade that quiz in order to gain the evidence to show that the students learned the material.

Lesson Plan Details

Instructional Materials:
For this lesson I will need, a computer, PowerPoint software, Microsoft Word software, paper, activity worksheets and a scanner to make enough worksheets.
Use of Technology:
I will use PowerPoint software in order to create an activity where students can explore different terms that are essential to the lesson. I will also allow the
Implemented August 2013
Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

students to use Microsoft Word to write their narratives.

Safety in the Physical Environment:
I will disable internet access while the students are working on the computer. I will also be walking around the room while the students are working to ensure that
they are focused on the assignment and not being distracted by anything else on the computers.

Implemented August 2013

Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate
in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.