Texas A&M UniversityCommerce

Teacher: Bethany Ledbetter

Daily Lesson Plan Form

Subject: English

Grade Level: 12

Mentor: Susann Roden

Campus/District:
Date: 2/4/15
Commerce High School
Overall Goal of Lesson: Students will know and understand the five elements of a short story.
Instructional Objectives: Students will be able to define and identify the five elements of a story.
Students will analyze and identify examples of plot, character, conflict, theme, setting.
Texas Essential Knowledge & Skills (TEKS) & ELPS:
Key
110.34. English Language Arts and Reading, English IV (One Credit)
Vocabulary:
(b) Knowledge and skills.
Plot
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
Character
inferences and draw conclusions about theme and genre in different cultural, historical, and
Conflict
contemporary contexts and provide evidence from the text to support their understanding.
Theme
Students are expected to:
Setting
(C) relate the characters, setting, and theme of a literary work to the historical, social, and
economic ideas of its time.
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences
and draw conclusions about the structure and elements of fiction and provide evidence from
text to support their understanding. Students are expected to:
(A) analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing,
flashbacks, suspense) function and advance the action in a work of fiction;
Higher Order Questions: Why is it important for authors to incorporate the 5 elements into a story?
What are some examples of plot, character, conflict, theme, setting?
Student Activities: Students will engage in discussion by using prior knowledge, watch an engaging
video clip, and participate in a hands-on activity.
SPED Modifications & ELL Strategies: Anticipatory Activity for Lesson:
Students will be prompted from the teacher Students will be given a hand out and asked to recall the 5
throughout the lesson when asked
elements of a short story that was introduced the day prior.
discussion questions. Handouts will be
provided to each student.
Time Allotted Teacher Input/Lesson Activity: The teacher will pass out a Handout, asking students to
40 Min
recall the five elements of a short story from the previous day. The teacher will discuss the
five elements and their meaning.
Modeling: The teacher will play a video clip and review the students understanding of the
words. The teacher will ask students to recall examples of the elements from the video clip
and also to come up with their own examples as they fill out a chart.
Guided Practice: The teacher will introduce the Somebody Wanted But So (SWBS)
graphic organizer chart. The teacher will explain how the chart works and model an
example.
Independent Practice: Students will be given a baggy of examples of plot, character,
conflict, theme, and will be asked to glue them onto their individual SWBS charts.

Lesson Closure: When students have completed their chart, they will have a Ticket Out
The Door question to complete. What is something that stuck with you today?
Assessment Methods/Strategies: Students will be assessed throughout the lesson by
participation and observation. Student will also complete a Ticket Out The Door question.
What is something that stuck with you today?
Resources (supplies, equipment, software, etc.): Computer, Handouts, Glue.