10 Lesson Plans For Alignment

Jeewan Moktan Unit Title: Short story
45 minutes Grade: 7
Lesson: 1 (Introduction to the subject)
Unit Overview
Main Idea (Claim) Summative Assessment
Introduction of the subject. Write a short story
Guiding Questions Objectives (know/understand/do/value)

How many of you like listening and The student will . . .
writing the story? Why? Retrieve specific information from the text to
Whats your favourite story from the answer questions and make predictions.
Bible? Why do you like it?
Why is story important in human lives? Use discussion skills to form a view about
If you have read or heard the story from characters and the likely direction of the story
the Book of Esther, what is the book
about?
If you have not read or heard about it,
what do you think the book is about?
What kind of stories do you enjoy
reading? Why?
Time Instructional Procedures and Strategies
Beginning the Lesson
5 min # Opening Activity: Share your favourite story.
In a group, then choose a member to share in the class.
Instruction:
- Whats your favourite story?
- Why do you like it?
(The purpose of this activity is to draw the students attention and connect
10 with the main idea)
min Developing the Lesson
Introduce the topic/unit for this semester.
Introduce to objective of this course.
Show the syllabus
- Explain summative assessment
10
min Introduce the Book of Esther
- Read chapter one (1:1-22)
- Read out loud and
- Tell them to make a note
- Move around, if they are paying attention or not.
5 min - Ask questions to check if they are following the teacher or not.
Divide the students in a group:
45 minutes Grade: 7
- Ask them what did they notice or learn?

- Write the answers in the white board that are told by students.
10 Let them make questions and predict for the answers. For example, who is
min Mordecai? Who is Esther?
The purpose of this activity is to engage the students in learning and foster
their deep reading skills.
Closing the Lesson

Closing activity: Review and Homework
- Syllabus: Summative assessment
- Important points from chapter one.
- Read chapter 2 -3 and bring note in the class.
Formative Assessment Differentiation

- Direct instruction
- Group reading - Discovery learning
- Sharing story in a group, then choose a
member to share in the class.
Resources
http://resources.mhs.vic.edu.au/shortstories/assessment.html
https://www.biblegateway.com/passage/?search=Esther+10&version=NIV
45 minutes Grade: 7
Lesson: 2 (Elements of story: Character
Unit Overview
The characters are the most significant Write a short story
element to build the story.

Who is character in the story? The student will . . .
Who is a protagonist? - Define the character in literary term and
Who is an antagonist? identify the types of characters

5 min Opening activity: Draw your favourite character either from movie or book.
Review the lesson:
- Syllabus
- Note from chapter one
Check their notes from chapter 2
10
Developing the Lesson
min Teach to the student-
- Ask question: what is a character in a story?
- Write their answers on the board
Character:
Types of characters: flat or Round
- Protagonist: Example:
- Antagonist: Example:
15 #Activity: Begin by asking students to think of two characters from books theyve
min recently read.
Once they have identified two characters, explain that their task is to write a story (50
words).
Tell them to share their story in groups of three. Then choose one compelling story from
10 the group and share in the class.
min
Closing the Lesson
Closing activity: Quiz and Homework
- Character and its types
- Read chapter 4-5 and bring notes in the class(Homeowork)
45 minutes Grade: 7

Ask questions Independent learning
Group activity Grouping the students with different
Write a short abilities
Resources
45 minutes Grade: 7
Lesson: 3 (Elements of story: Plot)
Unit Overview
Plot: Write a short story
- Focus on exposition

What is plot? The student will . . .
What are the elements of plot? Define plot and its elements
Identify exposition in the Book of Esther.

5 min Beginning the Lesson
Pray:
Opening activity: share one point from their notes and write in the board.
Review the lesson:
- Characters and its types
- Check their notes
5 min Developing the Lesson

Teach-
Plot: An arrangement of events in a sequential order.
Types of plot:
- Exposition: is the first part of the plot sequence in a story. The beginning of the
story where the characters and setting are introduced is called the exposition.
- Conflict
- Climax
5 min
- Resolution/Denouncement
Example of Exposition:
Ask them to identify by themselves from the Book of Esther and discuss in the
class.
15
Then show them the exposition part.
min
Activity: Write a short story using literary devices such as characters, plots.
(Continue with the first story by editing or create new one). (50-100 words)
10
min
Tell them to share their story in groups of three. Then choose one compelling story from
the group and share in the class.
Closing the Lesson

45 minutes Grade: 7
Closing activity: Review and Homework

- Plot and types
- Read chapter 5-6 (Homework)

Write a short Direct instruction
Sharing in the class Independent learning
Resources
45 minutes Grade: 7
Lesson: 4 (Elements of plot: Conflict)
Unit Overview
Write a short story
Plot:
Conflict

What is conflict in the story? The student will . . .
How would you solve your conflict? - Define conflict and its types
What are the types of conflict - Identify conflict in the story and relate
with their personal life.

5 min # Opening Activity: Share one word: what conflicts/ problems have you had
this week?
- It can be any types of problem such as sickness, problem, bad dream,
fight with friend etc.
- Listen to their conflicts/problems
Then encourage to the students that we all have problems in our lives. Only
way to solve our problem is crying out to the Lord for help.
10 Developing the Lesson

min What is conflict in the story?
In literature, a conflict is a literary element that involves a struggle between two opposing
forces usually a protagonist and an antagonist?
Types of conflict:
- Man Vs. Man (example: fight with friends)
- Man Vs. Nature (example: Sickness)
- Man Vs. Society (Example: Discrimination)
- Man Vs. Supernatural/Fate (Example: Prophecy, Dream)
- Man Vs. Self (Example: Making a right decision)
Activity: Group work

10 What conflict did you find in chapter 4 or from the previous chapter?
min Identify conflict and types of conflict?
Write in the Board and share in the class.
Continue writing a story: what is the main conflict in the story.

15
min
45 minutes Grade: 7
Closing the Lesson

5 min Oral quiz:
- What is conflict?
- What are its types?
Homework: Read chapter 7-8
Reminder: Quiz in the next class
- All the elements of story

Group work Cooperative learning
Writing a story Independent Learning
Resources
45 minutes Grade: 7
Lesson: 5 (Elements of story: Climax and Resolution)
Unit Overview
Elements of a story: Write a short story
Climax and Resolution.

What is climax? The student will . . .
How would you find climax in the story? - Know the definition of conflict
What is the climax in the Book of Esther? - Explain the climax of the story
- Create climax in their own story

Opening activity: Quiz:
10 What is plot?
min What are the types of plot?
What is conflict?
What are the types of conflict? Explain with an example.
Lesson: what is climax?

5 min Climax is a structural part of a plot and is at times referred to as a crisis. It is a decisive
moment or a turning point in a storyline at which the rising action turns around into
a falling action. Thus, a climax is the point at which a conflict or crisis reaches its peak
that calls for a resolution or denouement(conclusion).
What is Resolution?
The literary device resolution means the unfolding or solution of a complicated issue in a
story. Technically, resolution is also known as a denouement. Most of the instances of
resolution are presented in the final parts or chapters of a story. It mostly follows
the climax.
In certain mystery novels, climax and resolution may occur simultaneously. However, in
other forms of literature, resolution takes place at the end of the story. Considering that it
ends a story, resolution is an integral part of the conflict of the story.
Read Esther chapter 9 and 10 individually
10 Find the climax and resolution in the story
45 minutes Grade: 7
- Discuss and share your answer in a group

- Then share in the class
10 Closing the Lesson

min Classwork: Write the problem/ climax of a story.
- Then complete the story and bring rough draft in the next class.
10
min
Reading Discussion
Discussion and sharing in the class Cooperative learning
Resources
https://literarydevices.net/resolution/
Lesson: 6 Seminar with the teacher (Outside of the classroom)

Time: Per student (Max.10 min)
Unit Overview
Elements of story Write a short story

What do you think about your story? The student will . . .
What is the best part of your story? - Give feedback and improve their own
What is the worst part of your story? work based on feedback.

Ask questions before giving feedback to the students:
- What do you think about your story?
10 - What is the best part of your story?
45 minutes Grade: 7
min - What is the worst part of your story?

per
each Developing the Lesson
stude - Give positive feedback first
nt - Then tell the improvement
Closing the Lesson

Closing activity: share encouraging quote from the Bible: 1 peter 5:7 (cast
your anxiety on him because he cares for you.)
You can do it.
You can do it better.

Ask questions Peer review
Give feedback Cooperative learning
Resources
Lesson: 7 (Foreshadowing)
Unit Overview
Write a short story
Foreshadowing

What is foreshadowing? The student will . . .
How do we identify foreshadowing in a passage Identify foreshadowing in text or story.
or a story?
What are the functions of foreshadowing? Identify the functions and importance of
foreshadowing in the story.
Create foreshadowing examples

45 minutes Grade: 7
Beginning:
Prayer:
Opening activity: watch video and answer the question.
Then introduce the lesson: Foreshadowing
What is Foreshadowing?
We often think whats going to happen next when we watch some movies or TV
series, when we are with friend, we like to find our accuracy rate. We are just
reading a clue what the authors have left.
Foreshadowing: A literary device author uses to hint toward future events in the
story.
You can think of foreshadowing as a way of giving the reader a chance to make a
prediction about what might happen next in the story.
(This can be helpful to the writer when she/he crafts his/her story to build suspense, to
develop the plot, and to add nuance)
For example: if the murderer ends up being a character we were never introduced to, then
the reader can feel unsatisfied or even confused.
He may use dialogues, events or supernatural elements (revelation, including

characteristic relating to the ghosts, gods, or other supernatural beings, or to things
beyond nature) to provide us some information about events in the future.
Functions of foreshadowing in the story:

Firstly, to build an atmosphere for the upcoming events
Secondly, to create suspense in the story
Lastly, it is used to inform the readers what possible things can happen later in the story.
How do we find foreshadowing?

Writers use a variety of techniques to give the reader/watcher hints as to what is to
come:Movies and TV Shows: musicStories: words that give away emotions (anxious,
nervous, excited, etc.) : Characters like a dead man, angry man can foreshadow,
events or actions like lost in the wood, and even a title like a poor man and rich man can
foreshadow the story.
Some clues:
- Dreams: Ask students if they know about any dream that foreshadows the story.
Give an example from Bible, Josephs dream.
- Warning or Curses (points out or give advice): connect it the literature book which
they are reading (The striped boy in the Pajamas). In chapter 2, Bruno (main
character) is warned by his mother not to ask question why they are moving to
45 minutes Grade: 7
next place and also to not ask about his fathers job.
- fortune tellers: It foreshadows about our future. As a Christian, do you believe in
fortune tellers?
- Prophets: what is prophets? What examples can you give about prophecy? Firstly,
encourage them to tell. Then, give an example from Isaiah 7:14
- Therefore the Lord himself will give you a sign: The virgin will be with child
and will give birth to a son, and will call him Immanuel.
- Connect with the lesson (Foreshadowing)
- Discuss what it means. (The coming of Messiah, Jesus Christ, to save human
beings from their sin).
Great commission
Closing
Activity: Sharing: First in a group, talk/share with each other about the events in
TV series, movies, or in stories that foreshadows the future event. What clues the
author gave? What did you predict? What happened at the end? OR Personal
Experience
Second: Choose one member from group to share in the whole class.

Asking randomly to the students Direct instruction
Group activity Discussion
Resources
45 minutes Grade: 7
Leeson: 8 (Continue foreshadowing)
Unit Overview
Foreshadowing Write a short story

Why is foreshadowing important in the story? The student will . . .
How do we create foreshadowing in the story? - Create foreshadowing examples in their
own story

Opening activity: group activity: where did you find foreshadowing in the book of Esther.
Share in the class
Review:
What is foreshadowing?
What are its functions
What are its importance?
What Bible verse did I teach you?
What are some clues for foreshadowing?
Then give some other examples of foreshadowing:
NOW, my dears," said old Mrs. Rabbit one morning, "you may go into the fields or down
the lane, but don't go into Mr. McGregor's garden: your Father had an accident there; he
was put in a pie by Mrs. McGregor."
~ Beatrix Potter from The Tale of Peter Rabbit ~
What do you think might happen next?
Sam wished he could rid himself of the sick feeling in his gut that told him something
terrible was going to happen, and happen soon.
What do you think might happen next?
Importance of foreshadowing:
To hold the plot together
To reveal theme (Not discussion about theme, teach theme lesson next week)
Check for understanding:

Oral quiz: tell students to choose correct answers.
45 minutes Grade: 7
Question 1. a year ago today that she stood in this very same spot, trying to do the very
same thing. How could I be doing this? Sarah thought to herself. She took a deep
breath and recalled that embarrassing and humiliating time. She had sung on stage
a million times, but, for some reason, that night was different. As she gazed out in the
into the crowd, she saw them. They never came, yet there they were. Sarahs breath had
quickened and her heart began to beat a mile a minute. I cant do this, she mumbled as
she fled the stage. And now, exactly a year later, Sarah stood, ready to head out on
stage. She hoped she was ready.Options:
A: Flashback, B: Exposition, C: Foreshadowing, D: Resolution
Robinson Crusoe (paraphrased excerpt) Daniel DefoeBeing the third son of the
family, and not bred to any trade, my head began to be filled very early with rambling
thoughts. My father, who was very ancient, had given me a competent share of learning,
as far as house education a country free school generally go, and designed me for the law,
but I would be satisfied with nothing but going out to sea. My inclination to this led me
so strongly against the will, nay, the commands, of my father, and against all the
entreaties and persuasions of my mother and other friends, that there seemed to be
something fatal in that propension of nature tending directly to the life of misery which
was to befall me.The author uses the reaction of Robinson Crusoes family and friends to
give the reader hints of what may happen in the story.This is known as
________________.ExpositionFlashbackExaggerationForeshadowing
The dark storm clouds rolled across the lake and Rebecca couldnt help but shiver. The
ominous feeling the black clouds gave her made her pull her wool coat closely around
her. She started walking faster and faster, hoping that whatever was coming would pass
quickly and wouldnt hurt too badly.This is an example
of:ForeshadowingExpositionFlashbackDnouement
Closing:
Question: YOUR TURN
Closing activity: write a paragraph / dialogue / character / description / dream / etc. that
you can use in their story. You will have to write a sentence underneath to explain what
they are foreshadowing.
E.g.
"Sandra," said Fred, "I love you to death."
This foreshadows the climax of the plot, where Fred jumps in front of a car to save
Sandra.
Explain more if they are confused, then visit each students and ask if they need help. It
might take longer time because I do not assume everybody understand the lesson.
If I have time, I will review some of the points. But if I do not have a time, I will just
collect the classwork and give it to my cooperating teacher.

Check for understanding: asking question Direct instruction
Write an example of a foreshadowing Independent learning
45 minutes Grade: 7
Resources
45 minutes Grade: 7
Lesson: 9 Fiction skill: Theme

Instructional mode: (Discovery and presentation)
Unit Overview
Fiction skills: Short story writing
Theme

What is theme? The student will . . .
How do you identify theme of a story?
What bible stories do you find most inspiring Understand the meaning of a theme
and what is its theme?
Identify theme in the text
Identify theme in the biblical story
Create theme for their own short story

Beginning the Lesson: prayer (ask students to volunteer)
7 min Opening activity: Think-Pair-share (what is the theme of the Book of Esther?)
Review: asks students generally without picking students.
What is foreshadowing? What are its functions? What are its importance?
5 min
The central idea or insight the entire story reveals. Examples of theme: 1. The deepest
loneliness is sometimes felt when we are among friends.2. Living a simple life leads to
greater personal freedom.
15 min Keep the following guidelines in mind when you want to find and state the theme of
a work:
The theme is not the same thing as the subject.The subject is simply the topic. It can be
stated in a single word, such as loyalty.The theme makes some revelation about the
subject and should be expressed in a sentence: Loyalty to a leader is not always noble.
Identifying theme:
Sometimes, an author will come right out and state the theme of a story.
For example: I looked at all the candy I could buy. I had the dollar, right here in my hand,
45 minutes Grade: 7
but suddenly I didnt feel hungry. I wished that I hadnt stolen the dollar. I wished that I
hadnt taken the money from brothers bank.I dont think I want to buy anything today,
I muttered quickly to the clerk. Then I ran from the store. I had learned something
important -its better to be honest than to have money.
Authors usually tell readers the theme toward the end of a story.
Reading hint: Look at the last page of a story to see if you can find stated theme.
What is the theme of A Boy in the Striped Pajamas? Sometimes though the theme is
not stated. Then you need to make an inference (assumption, find reason or
evidence.)Example: we knew that it was time to set the butterfly free. We had seen it
make its chrysalis and emerge. Then it had flown around in the cage. Trying to stretch its
wings. Although we felt a little sad, we opened the lid to the cage on evening. The
butterfly seemed confused and didnt leave at first. Then, in one burst of zigzag fluttering,
it erupted from the cage and flew all the way to the end of the yard and down the hill by
the school. That was the right thing to do, Aiden said. I know, I answered, even
though I already worried about the butterfly. What would it eat? How would it live?What
clues lead us to the theme? Free, flew, and right thing. Theme: Wild creatures should be
free.
Writers often express theme through what their characters learn.
Does the main character change?Does a character realize something he or she did not
know before?
Again example from The Boy in Striped PAJAMS Conflict helps reveal theme.
What is the conflict, or struggle between opposing forces, that the main character faces?
How is the conflict resolved?Conflictexample: Two friends find a wallet. One friend
wants to return it to the owner; the other wants to keep it.ResolutionThey return the
wallet and share a small reward.Theme: People are often rewarded for making the
right moral decision.
Title gives clues
there is no single way to state the theme.People may express the same theme in different
words.There may be different opinions about what the main theme is.The most
meaningful literary works often have more than one theme.
Now, what stories of Bible do you know and like?
Firstly, share with each other your stories, then choose one of them.
Secondly, share in a group its theme with evidence. (If you do not remember the Bible
verse and chapter, thats okay).
Instructions:
10 min Do not just narrate the story or give a topic. For example: Jesus and Disciple, Prayer,
Love, faith, prodigal son. These are not a theme of a story.
Your theme must be in a sentence.
For example:
Story: David and Goliath
Theme: If God is with us, no one can defeat us.
What do you think the theme of the Bible? What is the Biblical worldview?
Then explain the major two commandments:
Love your God with all your heart and souls.
45 minutes Grade: 7
Love your neighbor as yourself.

(This can be the most significant theme)
Closing the lesson:

Closing activity: Think- pair- share: what is the theme of your friends story? Read the
story and tell the theme.
Remaining time: Guide them to help developing theme in a story.
10
Group discussion and then share the answer in Frequently visit to low ability students and ask
the class (from the Bible), questions to them. Group with high ability
students and encourage them to help each other.
Resources
https://www.google.co.id/webhp?sourceid=chrome-
instant&rlz=1C1EKKP_enID694ID694&ion=1&espv=2&ie=UTF-
8#q=theme+lesson+plans+in+powerpoint+presentations
Lesson: 10 Peer assess and feedback
Unit Overview
Elements of story Write a short story

What do you think about your story? The student will . . .
What is the best part of your story? - Give feedback and improve their own
What is the worst part of your story? work based on feedback.

- Prayer and Devotion
- Opening activity: share the high and lows of the week.
- Give rubric
45 minutes Grade: 7
- Peer review their story

- Give feedback to their story.
- Do peer review with three including themselves.
Closing the Lesson

- Collect their rough draft
- Remind for the due date

Feedback from friends Peer review
Cooperative learning
Resources

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Jeewan Moktan Unit Title: Short story

Lesson: 1 (Introduction to the subject)

Guiding Questions Objectives (know/understand/do/value)

- Ask them what did they notice or learn?

Closing the Lesson

Formative Assessment Differentiation

Lesson: 2 (Elements of story: Character

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

Formative Assessment Differentiation

Lesson: 3 (Elements of story: Plot)

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

5 min Developing the Lesson

Closing the Lesson

Closing activity: Review and Homework

Formative Assessment Differentiation

Lesson: 4 (Elements of plot: Conflict)

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

10 Developing the Lesson

Activity: Group work

Continue writing a story: what is the main conflict in the story.

Closing the Lesson

Formative Assessment Differentiation

Lesson: 5 (Elements of story: Climax and Resolution)

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

Developing the Lesson

Lesson: what is climax?

- Discuss and share your answer in a group

10 Closing the Lesson

Lesson: 6 Seminar with the teacher (Outside of the classroom)

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

min - What is the worst part of your story?

Closing the Lesson

Formative Assessment Differentiation

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

He may use dialogues, events or supernatural elements (revelation, including

Functions of foreshadowing in the story:

How do we find foreshadowing?

Formative Assessment Differentiation

Leeson: 8 (Continue foreshadowing)

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

Check for understanding:

Formative Assessment Differentiation

Lesson: 9 Fiction skill: Theme

Guiding Questions Objectives (know/understand/do/value)

Identify theme in the biblical story

Create theme for their own short story

Time Instructional Procedures and Strategies

Love your neighbor as yourself.

Closing the lesson:

Lesson: 10 Peer assess and feedback

Guiding Questions Objectives (know/understand/do/value)

Time Instructional Procedures and Strategies

- Peer review their story

Closing the Lesson

Formative Assessment Differentiation

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