English Education: Model Lesson Plan Template

Skills Block 1: Storyboarding the Main Idea in The Absolutely True Diary of a Part-Time Indian Lesson Objectives & Specific Learning Outcomes: SWBAT: [Students will be able to:] Cognitive (know/understand): Students will know that each chapter has some sort of conflict or issue. Students will understand that finding the conflict in each chapter will help them read more effectively. Affective (feel/value): Students will feel more confident while reading. Performance (do): Students will find the main conflict for each chapter and pick out supporting evidence. Students will create a storyboard for one of the chapters they have read in The Absolutely True Diary of a Part-Time Indian. SOLs: [List with numbers portrayed in the SOL document] 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.

Materials Needed: Storyboard Template (in materials appendix) Paper/Pencils/Markers The Absolutely True Diary of a Part-Time Indian Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: We will most likely be at a round table in the workspace outside of our classroom to better separate the various groups we have. 1. [5 mins.] Bridge: Review of Chapters 1-5

I will most likely have to give some time at the beginning of class to let students read because we dont assign them the reading to do at home. Lets talk about what we have read so far. What has happened to Junior so far? What do we think will happen to Junior? What from the book makes us think this? 2. [10 mins.] Step 1: Introducing Storyboards We are going to keep track of what happens in the novel by creating storyboards of each of the chapters. Does anyone know what a storyboard is? So a storyboard is a graphic organizer that helps the author make an outline of his story through the use of pictures. He doesnt put every description in the outline, just the important ideas. He then might write a sentence under each cell to remind him of how he wants his story to progress. Who do you think uses storyboards the most? We are now going to watch a YouTube video about how Disney directors and writers use storyboards to give you a better idea of what this process looks like. http://www.youtube.com/watch?v=t3mAHQuBqQI How might storyboarding help you see and understand what is happening? 3. [15 mins.] Step 2: We are going to start storyboarding chapters of the novel we are reading to help us remember, understand, and see the book more clearly, and I want us to practice by going through chapter one together. 4. [15 mins] Step 3: Storyboarding So what do you think the big idea of the chapter is? What is the big issue? Why? What supporting details did you choose? Now, I am giving you a storyboarding worksheet. Again, dont worry about whether you can draw. Stick figures are welcome here. So what is the main idea that we should put in this first box? How would we draw that? Good! Those are great ideas! Now, I want you to write one sentence under it explaining your drawing. What are you writing? Next, we need to move on to supporting details. For this, we probably want to go in order of what happened, but we want to only focus on the details that really matter? What would you put first? Second? Third? Fourth? Fifth? What would your write under each cell? 5. [Rest of class] Closure: Storyboarding the Chapter

Together, you will storyboard the first five chapter of the novel. I want you to each take a chapter, find the main ideas and supporting details, and then storyboard it. Before you begin drawing, make a short outline on the back. When youre finished, show me. After that, you can begin completing the storyboard. If we dont have time to finish them today, we will continue to work on them tomorrow.

Methods of Assessment: (for evaluating the specific objectives listed above Formal o Storyboard Informal o Class discussion

In Retrospect: (Reflective notes following my instruction I thought this lesson went well despite having students in very different places in the reading. Storyboarding allowed students to engage in the reading in a way that didnt overwhelm them with writing. They could show me that they understood the reading by combining visuals with short bursts of writing. I want to utilize the smartboard more so that students have the opportunity to get up in front of the class to demonstrate what they know. I do want to find a way to break up writing and reading into smaller chunks so that I can keep their attention for longer periods of time. They get really tired of schoolwork easily and I need to find a way to counteract that. I also want to find a way to keep students from interrupting and distracting each other. They do a lot of talking, so I want to use their powers for good. I may be able to counteract this by giving them individual jobs, making them some sort of leader that gets to show off in front of the group for a short period of time. Materials Appendix: (Included are all supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Link to the Storyboarding Worksheet: http://graphics8.nytimes.com/images/blogs/learning/pdf/activities/Storyboard_N YTLN.pdf