Name: _Jenni Speer____________________________________________________ Date: __July 1, 2017_____

Micro-Teach IV I Do, We Do, You Do Project

Learning Goal (goal for week) 15 points: To write an imaginative fictional story that expresses original ideas and feelings
about imagined people, events, and ideas. 8th grade ELAR

Lesson 1 Lesson 2 Lesson 3

TEKS 110.20 (b)(15)Writing/Literary Texts. 110.20(b)(15) Writing/Literary Texts. (15) Writing/Literary Texts. Students
(copy & paste Students write literary texts to express Students write literary texts to express write literary texts to express their
all)
5 points each their ideas and feelings about real or their ideas and feelings about real or ideas and feelings about real or
imagined people, events, and ideas. imagined people, events, and ideas. imagined people, events, and ideas.
Students are expected to:(A) write an Students are expected to: (A) write an Students are expected to:(A) write an
imaginative story that:(iii) creates a imaginative story that: (iv) develops imaginative story that: (i) sustains
specific, believable setting through the interesting characters reader interest; (ii) includes well-
use of sensory details paced action and an engaging story
line;
Objective TSW create a setting using specific TSW develop interesting characters TSW develop a story that engages the
(What will sensory details reader
students be able
to do as a result
of this lesson?)
5 points each
I Do Bellringer: Everyday Edits Bellringer: Article of the week Bellringer: Journal
(teacher input)
10 points each
Hook: Young Harry Potter Fans See Hero Hook: Watch Elements of fiction rap
http://ed.ted.com/lessons/how-to- Maturing With Them by Julie paying particular attention to verse 3
build-a-fictional-world-kate-messner Salamon https://www.youtube.com/watch?v=c
Vocab: Setting Hook: Team Q and A on bellringer vDNJK1Gpc4
Explain setting includes: time, place, article with teams Vocab: Plot, pacing
scenery, weather, people Vocab: characterization, antagonist, Explain exposition (which includes
I am going on a trip game variation protagonist setting, characters, and background
using only setting. Explain characterization: internal vs. info), rising action, climax, falling
(Student 1: I am going on a trip to external, static vs. dynamic, flat vs. action, and resolution (sometimes
Hawaii . . . round and the roles of antagonist and called denouement.)
Name: _Jenni Speer____________________________________________________ Date: __July 1, 2017_____
Micro-Teach IV I Do, We Do, You Do Project
Student 2: I am going on a trip to
Hawaii tomorrow . . .
Student 3: I am going on a trip to
Hawaii tomorrow and will see
volcanos . . .)
Demo setting using interactive
notebook page while students create
one of their own.
We Do Face partners will be given picture.
(guided practice) The partnership will have 5 minutes
10 points each
(except to create a setting based on that
presentation) picture by answering the questions
given on the worksheet. The partner
will then trade pictures with the other
partnership on the team and repeat the
activity.
Partnerships choose and share what
they feel is their most original setting.
You Do Using a google doc your team will
(independent brainstorm together to create a setting
practice)
10 points each to be used in a collaborative story.
protagonist. Emphasize that
protagonist is not always the good guy
and antagonist is not always the bad
guy.
Inside/Outside: Inside student shares a
protagonist, outside an antagonist, the
outside moves around.
Demo for students using Harry Potter
interactive notebook page while
students create one of their own.
Divide class into two groups. (1&3 vs.
2&4) Give each group a large piece of
butcher paper. Groups have ten
minutes to follow the directions on the
task cards given, one group will create
the antagonist and the other the
protagonist from the story Cinderella.
Following the activity groups will
view the other groups creations and
compare and contrast the protagonist
and antagonist from Cinderella.
Using the same google doc as
yesterday, but on a new page, your
team will create a detailed protagonist
and antagonist to be used, along with
the setting, in a story.
Structure: Teacher names a story, one
team member shuffles, another fans
cards, another picks a card from the
fan, and the last describes the part of
the plot their card asks for. Go around
4 times until each member has
opportunity to describe.
Demo plot using interactive notebook
page while students create one of
their own.
Each team will have a section of the
board to produce a plot diagram of a
short story we have read this year.
(examples of possible stories: Gift of
the Magi by O. Henry, Rikki-Tikki-
Tavi by Rudyard Kipling, The Cask
of Amontillado by Edgar Allen Poe)
Diagrams must include exposition,
rising action, falling action, and
resolution. Teams will then explain
how each part of the story fits in the
diagram.
Using the same google doc, but on a
new page, your team will create a
rough draft of your story using the
setting and characters previously
developed. The rough draft must
include a plot, which ensures well-
paced action, and should be
Name: _Jenni Speer____________________________________________________ Date: __July 1, 2017_____

Micro-Teach IV I Do, We Do, You Do Project

interesting with plenty of details and

description.
Blooms Knowledge, Comprehension, Knowledge, Comprehension, Knowledge, Comprehension,
Level(s) Application Application, Analysis Application, Evaluation
(list all of them)
5 points each
Reteach Hook: Setting rap Hook: Charades, have students act out Hook: Watch the Pixar short film
(How will you
teach the concept
https://www.youtube.com/watch?v=3 a favorite TV, book, or movie For the Birds
differently for 0CPmgVQNks character using traits specific to that https://www.youtube.com/watch?v=Z
those did not get Using a powerpoint presentation and character. kHSv8pkNXo
it the first time?)
10 points each with student participation and Show youtube video to explain Demonstrate plot diagram using For
contribution, identify the setting of the different types of characters the Birds plot diagram video.
movie Star Wars: A New Hope. https://www.youtube.com/watch?v=a https://www.youtube.com/watch?v=Z
XDjT_6D88U 3bNFgjJyUk
After the presentation help students During the video move about the room During the video move about the
create interactive notebook page about to help students create an interactive room to help students create an
setting using Star Wars example. notebook page as needed. interactive notebook page using For
the Birds example.

Extension Rewrite a fairytale by changing the Create an infographic using a main Using a timeline app like Suntori,
(What higher setting (example: during 2017 or at character from a TV show, movie, create a plot diagram for a favorite
level activity will
students do when our school) book, or video game demonstrating TV show, movie, book, or video
done?) you understanding of character. game, which demonstrates your
10 points each
Include what type of character you are understanding of plot and includes
creating (protagonist or antagonist). the exposition, rising action, climax,
falling action, and resolution.
Technolog Hook is a youtube video which uses a Students work collaboratively Students work collaboratively
y rap to explain setting. Students work throughout the week on pre-writing throughout the week on pre-writing
Integration collaboratively though out the week and developing a story. Enrichment and developing a story. Enrichment
(How has the on pre-writing and developing a story. has students creating an infographic. has students creating a digital
technology
enhanced timeline using a timeline app.
instruction?)
10 points each
 Name: _Jenni Speer____________________________________________________ Date: __July 1, 2017_____

Micro-Teach IV I Do, We Do, You Do Project

-Be sure to use a variety of learning experiences as well as instructional and formative assessment formats.
 Name: _Jenni Speer____________________________________________________ Date: __July 1, 2017_____

Micro-Teach IV I Do, We Do, You Do Project

EXAMPLE:

Learning Goal (goal for week): The students will understand the impact of World War II.

Lesson 1 - Wednesday Lesson 2 - Thursday Lesson 3 - Friday

Monday Events that led up to the war (1933-1938)

Tuesday Sept 1939 Germany invades Poland-June 1941 Germany & Axis Powers attack Russia
Wednesday Dec.7, 1941 The Japanese attack Pearl Harbor & the next day USA joins Allies in WWII June 4 Battle of Midway
Thursday July 10, 1942 The Allies take Sicily-Dec. 16, 1944 The Battle of the Bulge Germans lose sealing their fate.
Friday 1945: February (Iwo Jima), April (Roosevelt Dies & Truman takes over), March (Patton & Third Army), April (Hitler
commits suicide), May (Germany surrenders), August (US drops 2 atomic bombs on Japan), September (Japan surrenders)

Create Infographics (visual learners)

Create broadcast (auditory learners - What type would it be?)
Reenactment (kinesthetic learners)

Pacific Theater
European Theater
Propaganda Posters
Divisions of Armed Forces

Extension Look from a different perspective (Japanese or Germans)

If ______ had not happened, how would the impact of WWII changed?