Houston Baptist University

Department of Education
Lesson Plan Format
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Subject: English Language Arts

Grade Level: 5th

Time Estimate: 1 class period

Unit: Memoir
Topic: Reproducing a Familiar Memoir - Adding a New Ending
Goal(s): TLW understand the significance of the ending of memoir.
Objective(s): TLW determine the most powerful way to end a memoir by reproducing a familiar
memoir and determining the merits of different endings.
TEKS: 5.6A 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.
Materials/Resources/Technology needs: The Angel Figurine in reproduction format, Potential
different endings for The Angel Figurine (printed on colored paper), The Angel Figurine - full text
minus the ending, scissors, sticky notes
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Instructional Procedures
Focusing Event: The teacher will explain that the class is going to revisit The Angel Figurine
again today, but with a twist.
Teaching/ Learning Procedures:Formative Check (ongoing or specific): The teacher will
distribute copies of The Angel Figurine in reproduction format that the students have seen
before. The students will work at their desks (if their desk-teams if necessary) to put the story
pieces in order. This should be a fairly quick process since it is not the first time the students will
have done this.
The teacher will then read through the memoir with the class.
Then the teacher will explain that since as writers, we frequently play around with the puzzle
that is our story, were going to play around with TAF. She will have every student take the last
piece of reproduction and put it back in the bag. She will explain that the way we end our
memoir is very powerful, so we want to make sure that we choose what we think is the best
possible ending. One way to do this is to write multiple endings, and then choose the best fit.

The teacher will explain that in small groups, we are going to look at three potential different
endings and choose which one we like best. The key is to figure out why you prefer the ending
you do.
The teacher will then distribute copies of the full text of TAF with the ending missing along with
the colored paper containing the three potential new endings. The teacher will give group
assignments, and disperse the students.
Reteach (alternative used as needed): While the students are working, the teacher will move
from group to group, answering questions and helping students as needed.
Closure: The teacher will pull the class back together as a whole, and ask the students what
they learned. She will ask the students how can changing the ending impact the memoir. Then
she will ask the students to take out a sticky note (there will be stacks of sticky notes in each
center tub) and write down which ending they chose and why before posting it on the class
poster at the front of the room.
Assessment/Summative Evaluation: Before the student leaves for specials, they must write
which ending they prefer and why on a sticky note.
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Modifications/Notes: The small groupings were chosen deliberately, with students individual
abilities and needs in mind. The teacher will also provide different levels of support based on the
students needs as she circulates from group to group during the group working time.