UNION UNIVERSITYS LESSON PLAN FORMAT

(Template available at http://www.uu.edu/programs/epp/resources/)

Revised Summer 2014
Name Lynette Billington
Date June 1,2015 Grade/Subject 6th Grade English/Language Arts
TENNESSEE ACADEMIC STANDARD(S):

CCSS.ELA-LITERACY.W.6.6

Use technology, including the Internet, to produce and publish

writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type
a minimum of three pages in a single sitting.
GOAL(S): TSW (know, understand or appreciate); very broad
TSW understand the use of technology to create a story and understand the
differences in fiction and non-fiction.
LEARNING OBJECTIVES, ASSESSMENT, AND THINKING:

Learning Objectives
(stated behaviorally)

TLW use StoryJumper

to create a fiction story
TLW recognize the
differences between
fiction and non-fiction
text
TLW produce a story to
publish for their peers
TLW create a fictional
story with reviewed
elements

What measurement
criteria will be used to
assess the objective?
(minimum of 3 for the
lesson)

Formative or
Summative
Assessment?

Level of
Thinking in
Blooms
Taxonomy OR
Webbs Depth
of Knowledge

Ensure students are using

Formative
the website correctly
Classify examples of both
Formative
fiction and non-fiction text

Applying

Complete StoryJumper Summative

story
Complete StoryJumper with
Summative
The reviewed elements in
the lesson

Evaluating

Understanding

Evaluating

WHAT IS THE IMPORTANT THING?: BIG Idea of the lesson?

Students will know what is the difference between fictional and non-fictional text as
well as what audience is a appropriate for such writing.
PRIOR KNOWLEDGE/SKILLS:
INSTRUCTIONAL PROCEDURES:
o

Lesson Opener ( minutes)

o Attention-getter (sign that lesson is starting)
The teacher will flick the lights 3 times to let the students know that the
lesson is about to begin.
o Hook
Show and Tell: I will show the students my example of the story. As
the book from storyjumper gets their attention I will explain that
knowing the differences between fiction and non-fiction are very

important because you (as the student) should be able to decipher

between something that is real and true or something that is false.
Somewhat in the same way we know the different between fact and
opinion. Being able to decipher the differences between the two
many keep one from being fooled by false information.
o Bridge (relate to past learning) Today we are going to .
Today we going to create our own fictional text or story and publish it
using a technology tool.
Development of concepts and/or skills
o Step-by-step Explanation (include planned questions, differentiation,
technology integration (
minutes)
Part 1:
Technology Integrated: StoryJumper
1. I will begin by discussing the differences between a fictional and non-fictional
story. (They should already have an idea of the differences and this should be a
refresher.)
2. I will have the students write down some elements of a fictional text.
3. Students will be called on to give some examples of what they have written
down on their paper.
4. Next we will repeat numbers 1-3 with audience choice.
5.
Part 2: In this area, you are going to assess your students. What did they learn
in Part 1?

JobAid (Online OR Offline): How to use the tool/App

Job Aid
The following are detailed steps for using StoryJumper, which is the website we
will use for this lesson.
1. Open Google Chrome.
2. Once you open Google Chrome, click in the address box and type:
www.storyjumper.com, (press enter)
3. In the upper right hand corner you will see SIGN-UP --> Click it.
4. You will create a free account by entering your chosen username,
chosen password (must be at least 4 characters long), and birthday. A
box will then pop-up for you to enter your email address. --> click
SIGN-UP
5. The home screen will appear, scroll down and on the left hand side of
the screen you will see create new book
6. Select create new book, this will allow you to start your book.
7. On the left side of the screen you notice multiple tools to create your
story.
*The tools include: pictures, props, text boxes, and color options
8. There is also a Learn the Basics box at the top of the screen for
extra help if
needed.
9. Now, begin on your story and if you need some help raise your hand
and let me know.

Directions:
Then, tell them what you want them to do with the tool. Again, you want them
to show you what they learned from Part.1, through the use of the tool.

I want you all to create a story that shows you understand fictional stories. You
are to write a story about whatever you would like, however it must be fictional.
The audience for your story will be your peers.
Student Sample (URL or screenshot, as needed)
https://www.storyjumper.com/book/index/20452838

Guided practice (include how it will be monitored and assessed) (

minutes)

Independent Practice, if applicable (

minutes)

Alternative and/or supplemental activities for additional practice

Lesson Closure (include question for reflection) (

minutes)
3 questions
o What is a fictional story?
o What is a non-fictional story?
o How was technology used or was helpful in creating your story?
o These questions and the notes will be taken up as an exit ticket

Accommodations for individual learners with disabilities (include adaptations

for at least three types of disabilities)
Disability
(low/high cognition, behavioral differences,
Accommodation specific to this lesson
learning disabilities, hearing/visually
impaired, physically impaired)

FUTURE ASSESSMENT/ACTIVITIES THAT SUPPORT RETENTION OF CONCEPT(S) &/OR

SKILLS:
CROSS-CURRICULAR/MI ADDRESSED:
CLASSROOM LEADERSHIP/MANAGEMENT STRATEGIES TO BE USED:
Preventative:

Greet, seat, complete

Active learning/multiple modalities incorporated
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted

Supportive:

Corrective:

Directions given
Students redirected
Positive learning behaviors recognized
Academic feedback given
Proximity control used
Individuals/small groups monitored
Appropriate learning behavior cued
Lesson pace considered
Teacher withitness anticipated
Classroom management plan implemented
(routines/consequences/routines/procedures)
Procedures and rules cued
Individual behavior observed
Individual behavior described
Correction for individual behavior planned
Plan executed

ROOM ARRANGEMENT, MATERIALS, AND TECHNOLOGY NEEDED FOR THE LESSON:

Computers: so that the students can complete their stories
Projector: to show the students the teacher example
Pencils and paper

REFLECTIONS ON TEACHING AND LEARNING: (No answers)

1. How do you think the lesson went (be specific)?
2. What was the strongest component of the lesson?
3. What instructional component needs the most refinement and what do you plan to do to improve that area?
4. How did you know which students accomplished the goals and objectives of the lesson and which did not?
5. How did you provide academic feedback to your students?
6. What insights are you discovering about your teaching?

7. How did your choices and actions of classroom management support student learning?