Future Lesson Plan Ideas

Standards Essential Questions Assessments Instructional Strategies Feedback Strategies

Analyze how and why How does behavior of Think-Pair-Share – If you Students will work Students will get
individuals, events, and the characters cause an could change the individually to identify immediate teacher
ideas develop and action or reaction in the beginning or the end of characters, character feedback as the teacher
interact over the course text? the story, what would similarities and rotates to guide and
of a text. you add or change in differences, and events monitor student
the story? What would that took place in the progress during the
you do differently than text through utilizing guided lesson.
the author? their skill of finding
evidence in the text.
Next, students will
come together in
groups to compare and
discuss their answers
(Teach Thought, 2017,
Identifying similarities
and differences).

Read closely to How can I provide the Journal writing – Students will work in Timely feedback in their
determine what the best proof from the text Choose a part of the groups to discuss and writing journals.
text says explicitly and to support meaning of text that you liked best. collaborate their
to make logical the text? What is the author answers to questions
inferences from it; cite trying to say in the text? from a chart.
specific textual Point out other parts in
 Future Lesson Plan Ideas

evidence when writing the text that the author How important is it for
or speaking to support uses to supports your us to use figurative
conclusions drawn from answer. language when we tell a
the text. story to others? How
would our stories make
the listeners feel
without the use of
figurative language?
Students will annotate
parts of the text when
they locate figurative
language and write its
meaning
(TeachThought,
Summarize and
Notetaking, 2017)

Assess how point of How do different points Exit Tickets - What is Students will work in Regular feedback
view, perspective, or of view within the story the writer’s purpose to pairs to read a text to written on their
purpose shapes the create suspense or hide a greater meaning analyze and interpret submitted exit tickets.
content and style of a humor? behind their characters, the author’s purpose of
text. events, in a place in the text (Mansaray,
their stories? What kind 2013).
of effect is this
supposed to create for
the reader?
 Future Lesson Plan Ideas

Read and comprehend What strategies am I Admission Ticket – How K-W-L Chart – Students Poll- Students will
complex literary and using to become an do you rank yourself as will work with a partner answer an online poll at
informational texts independent and a proficient reader? to fill out the chart home on their comfort
independently and proficient reader of What techniques can (Ogle, 1986) level and understanding
proficiently, connecting literary texts? you use to use context of the lesson and topic.
prior knowledge and clues within a text?
experiences to text.

North Carolina Department of Public Instruction. (2012). Instructional support tools for achieving new standards [PDF file]. Retrieved from
https://files.nc.gov/ncdoa/asrc/documents/10202014/Grade%208%20Unpacking.pdf

Mansaray, H. (2013, May 22). Nine Strategies for Reaching All Learners in English Language Arts. Retrieved June 6, 2019, from
https://www.edutopia.org/blog/stw-expanded-learning-time-individualized-learning-hassan-mansaray

32 Research-Based Instructional Strategies -. (2017, November 14). Retrieved June 5, 2019, from https://www.teachthought.com/learning/32-
research-based-instructional-strategies/

K-W-L (Know, Want to Know, Learned). (n.d.). Retrieved June 6, 2019, from http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html