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Lesson Planning

Waynesburg University
Pre-Instructional Planning:
Leigh Marcischak – Identify and Describe Genre of Text
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual

I am the current Academic Support teacher at Washington Park Intermediate School. I teach sixth grade
students who are considered “bubble” students. In other words, these students are just below or above basic
or just below or above proficient. They are normally “average” achieving students with much potential.
However, they lack motivation or self-control to focus on necessary skills. I work with small groups on research
based curriculum and materials.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

I will be the sole facilitator for this presentation. The lesson may be observed by school administrators.
However, no assistant or additional instructor will be present.

What is the long range goal(s) that is tied to this lesson?

The long range goal for this lesson is for students to identify and describe different author’s purpose. The
students will utilize technology to demonstrate understanding of different genres of text, author’s purpose,
and articulate differences among them. Students will compile created projects into technology portfolio and
submit to instructor.

What are the specific learning objective(s) for this lesson?

(Based on Pennsylvania Department of Education Reading Grade 6 Assessment Anchors and Eligible Content)

 R6.A.2 - Understand nonfiction appropriate to grade level.

 R6.A.2.6 - Identify and describe genre of text.

 R6.A.2.6.1 - Identify the author’s intended purpose of text.

 R6.A.2.6.2 - Identify, explain, and/or describe examples of text that support the author’s intended

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

Students must have prior knowledge of informational, persuasive, biographical, instructional (practical/how-
to/advertisement) and editorial/essay text. They should be familiar with these types of text (fifth grade
curriculum). Students must be familiar with using the internet and how to access websites for information.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson,
learning maintenance lesson, or learning generalization lesson?)

The student should be in the adaptation stage of the instructional hierarchy of learning; in other words,
accurate and relatively fluent in using the skill. He or she also uses the skill in many situations or settings.
However, the student is not yet able to modify or adapt the skill to fit novel task-demands or situations. Here
the goal is for the student to be able to identify elements of previously learned skills of author’s purpose that
he or she can adapt to the new demands or situation.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)

This lesson will be a two week (multiple day) lesson. It will be designed for students to work (relatively) at
their own pace on assignments. The teacher will differentiate instruction based on student prior knowledge,
ability, level, and understanding.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science
lab…) AND what materials will be needed?

Because this lesson is extended over multiple days and involves various teaching techniques, it will also need to
take place in it will need to take place in different areas of the school building. Introducing the lesson and
direct instruction will take place in the traditional classroom. Students will work in small groups to prepare for
technology component. Following, the students will work in the computer lab to complete the lesson and

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?

This lesson is based on the Pennsylvania Assessment Anchors. Students will be evaluated on their knowledge of
these skills throughout the school year. They will be asked multiple choice and open-ended questions based on
these skills. Understanding these concepts will also help students comprehend the text in all subject areas and
prepare them for future lessons. In addition, providing access and practice using technology is a great
opportunity to help students apply learned skills in alternative forms.

How does this lesson relate to the PA Academic Standards?

This lesson is directly related to the PA Academic Standards for sixth grade. The standards provide the
targets for instruction and student learning essential for success in all academic areas, not just language arts.
Although the standards are not a curriculum, it is important for students to apply these skills and understand
concepts to engage with other students in the state.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

This lesson relates to previous lessons about reading comprehension and main idea. We have been and will
continue to be reviewing reading strategies and decoding techniques. These skills are important for reading in
all content areas. Students will be assessed on author’s purpose and types of genres using internet software.
Students who master this skill or struggle with it will be provided with differentiated instruction lessons
based on ability.

How will you determine if students have met the lesson objective? (Think assessment)

I will use an online teacher-made assessment for formative evaluation. In addition, students will complete a
PSSA Assessment Anchor aligned standardized progress monitoring test to assess cumulative understanding. A
portfolio of student work (i.e., brainstorming, class work, homework, and printed computer documents) will be
collected to record development.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small
group activities, cooperative learning groups…)
This lesson will take place over several days. Thus, the instructor will use direct instruction to begin the lesson, technology
to review vocabulary, small groups to create projects, and they will work independently during designated computer lab time
and assessment or evaluation periods.
Lesson Planning
Waynesburg University

Writing the lesson plan: Element One

Translating thoughts into a plan of action
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

R6.A.2.6 - Identify and describe genre of text.

Describe and interpret: purpose of narrative and poetic text. Students will be able to differentiate between
different types of genre.

Lesson Objective(s)
(Stated in observable and measurable terms)

Students will be able to differentiate between genres of text; they will improve comprehension by interpreting
and analyzing written text in order to categorize text into literary genres. Students will define and provide
examples of adventure stories, science fiction/fantasy, mystery, romance, realistic fiction, and historical

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Students will create a Microsoft Word document describing the different genres of text. They will use prior
knowledge, textbooks, the Internet, and teacher created resources to define and describe four to five
literary genres. Next, they will find graphics to correlate to the genre and insert them into the Word

Differentiated Instruction:
a) Advanced students will copy and paste Microsoft Word document information into PowerPoint
slide (including graphics); students may format slides to relate to genre; present to small group of
b) Lower performance level students will complete only Microsoft Word document and print in color

– Dictionaries / Thesaurus

– Texts including several genres for student viewing

– List of useful/related links to different genres on teacher website

– School computer lab for individual student access to computers

Inclusion Techniques for Students with Special Needs:

Option 1: Students with special needs will create Microsoft Word document only; they may work with a partner.
Option 2: Students with special needs will use specific links chosen by teacher to view literary genres; students will use
teacher-created worksheet to record ideas and responses to genre examples

Enrichment Techniques:
Advanced students will copy and paste Microsoft Word document information into PowerPoint slide (including
graphics); students may format slides to relate to genre; present to small group of students

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and
are able to participate in the lesson):

The lesson will be designed as an independent activity. Therefore, all students will complete his/her own slide.
Teacher will sign-up for class time in the grade-level computer lab to ensure all students have ample time to
complete the project. Low performing students may work with a partner to complete the assignment and
designate responsibilities.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Teacher will read aloud examples of each type of genre. In addition, teacher-selected music will be played to
correlate and enhance the lesson (to encourage interest). Teacher will identify each type of genre and ask
students to read an additional example.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are

– Read genre examples aloud with related music playing in background; encourage student feedback and
evaluations of text
– Provide students with list of genres; allow students to use various sources to define and provide
examples of each
– Students work independently to create Microsoft Word document with definitions, examples, and
graphics describing each literary genre
– Advanced students will create PowerPoint slideshow including descriptions of each genre
– Lower performing students will print slides in color and share with small group
– Students will take online assessment and PSSA workbook quiz

Guided Practice/Independent Practice/Assessment Activities

– Teacher –created online assessment

– PSSA Assessment Anchor aligned quizzes


Introducing students to the concept using relevant music encourages their thinking and sparks interest.
Providing students with examples of each genre allows them to “choose” which genre they prefer most
and to become familiar with the concept prior to being assessed. Students are able to express their
individual interpretations of each genre using the PowerPoint presentation. The graphics help them to
connect the concept to real-world examples. The differentiated plans for higher and lower achieving
students help scaffold the lesson. Using the assessment workbooks help evaluate learning and the
effectiveness of the lesson.