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Backward Design Lesson Plan Template

Name: Michelle Winters

Subject: Communication Arts and Literature

Grade level: Ninth Grade

Lesson title

Navigating Creative Narratives

Step 1—Desired Results

Standards, benchmarks, other objectives as needed (e.g., IEP)—What should students know, understand, and be able to do as a result of the lesson?

Minnesota English Language Arts Standard: 9.7.3.3 Write narratives and other creative texts develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.

ISTE Standard: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Objective 1: Students will be able to identify at least two different characters’ points of view in reference to an assigned novel.

Objective 2: Students will then write their own short story incorporating an understanding of various literary techniques, (dialogue, plot, characters, etc.) by implementing at least three different techniques in their stories.

Objective 3: Students will demonstrate a comprehension of storytelling by employing an introduction, action, and conclusion in their short stories.

Students should know: Proper sentence structure and use of grammar techniques, basic terms and meanings of storytelling

Students should understand: Narratives; in particular in structure, sequencing, character development, and points of view

Students should be able to: Formulate their own narratives with proper English and concise sequencing, structure, characters, and points of view

Step 2—Assessment Evidence

Performance task—What will students do to show what they have learned? Performance criteria—How good is good enough to meet standards?

Performance Task- Students will be able to show that they comprehend the necessary components of constructing a narrative. They will focus on offering different points of view, implementing various literary techniques, and following the guidelines of the storytelling structure.

Performance Criteria- Students will be considered to have met the standards as long as they incorporate all of the objectives into their short story. Being this would be an English class, spelling and grammar would also be taken into consideration.

Step 3—Learning Plan

Learning activities (step by step from start to finish, detailed enough for another teacher to follow)

(Five- Ninety min. class periods)

Day One:

Warm-up- Students would be given five minutes to write what they liked about the novel

and what they thought the author did well.

Discussion- As a class students would discuss and share their thoughts. During this time the

teacher would also begin to introduce some literary terms. (Five to ten minutes)

Activity- The teacher would place the students into groups of three to five students and they

would be encouraged to develop a list to present to the class of what aspects they believe is

necessary to develop a narrative. (Fifteen- twenty minutes)

Presentations- At this time the teacher would help establish ideas and terms pertinent to the

assignment whenever he/she would have the ability to connect it to what was said during the

presentations. (Fifteen-twenty minutes)

Assignment- In the time remaining the teacher would introduce the assignment and the

guidelines for it. (Five-ten minutes) ***Most of the activities for this day would be assessed on participation and whether or not time was used effectively.

Day Two:

Warm-up- Students would be given five minutes to jot down ideas for their narrative.

Discussion- As a class we would discuss the assignment further and clear up any lingering

questions. (Five-ten minutes or however long it takes for the students to fully understand the

guidelines of the assignment)

Work-time- Students would be given the rest of the class time to work on brainstorming or to

begin developing the narrative (in the classroom). At this time, the students would also be expected to individually conference with the teacher on their ideas for their narrative. This would just ensure that everyone understood the assignment and had something they could write about.

*** This day would also primarily be assessed based on the participation of the discussion as well as using time effectively.

Day Three, Four, and Five:

These days would serve as work days in the computer lab. A rough draft of the narrative

would be due at the end of class on the fifth day. Any future work on this assignment would

be expected to be done outside of class. *** Students would not really be assessed during these class periods; however, they may be docked class points if they are not using their work-time wisely.

Adapted from Tomlinson and McTighe, Integrating Differentiated Instruction + Understanding by Design, ASCD, 2006.

Tools for Assessment

Written

Oral

Visual

Kinesthetic

Advertisement Biography Book report Book review Brochure Campaign speech Crossword puzzle Editorial Essay Experiment record Game Journal Lab report Letter Log Magazine article Memo Newspaper article Poem Portfolio Position paper Proposal Questionnaire Research report Script Story Test Yearbook

Audiotape Balagtasan Debate Discussion Dramatization Haiku Interview Newscast Oral presentation Oral report Poetry reading Rap Reader’s Theater Role play Skit Speech Song Teach a lesson

Advertisement Banner Brochure Campaign flyer Cartoon Chart Collage Collection Computer graphic Construction Data display Design Diagram Display Diorama/shoebox Drawing Graph Graphic Organizer Map Mobile Model Painting Photograph Portfolio Poster Scrapbook Sculpture Slide show Storyboard Venn Diagram Videotape

Community outreach Dramatization Field trips Letter writing Oral interviews Play Presentation Service learning Simulations Role play Skit Scavenger hunt