COEPD LESSON PLAN TEMPLATE – Short Story Lesson Plans

Teacher Candidate: Allison Butcher

Content Area & Grade: Lesson Topic: Length (timing) of Lesson:

9th Grade English, Language Arts Writing about Social Issues in Short Stories 50 Minutes

INSTRUCTIONAL OUTCOMES
WV Standard/s (daily): https://wvde.us/tree/middlesecondary-learning/english-language-arts/

ELA.9.23
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in Text Types and Purposes.)

Learning Objective/s (SWBATS):

SWBAT identify social issues within short stories.

SWBAT develop an argument that shows how the stories use these social issues.

Formative Assessment:
Post it notes, three full paragraphs

PREPARATION
Materials/Resources:
Large post it board, one large marker for every student, short stories from the week to return to the students, pencils, and paper

INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
 Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time The following should be displayed on the dry erase board Who would like to share their answer Writing the student’s
Introduction or smart TV: “What social issues have these three short from the bell ringer? answers as they say them
5 stories discussed? In what way?” will work well for visual
mins learners.
Write each of the answers that the students give you on
the top of a different piece of poster post it and hang
them around the classroom on different places on the
wall. Make sure race and class are two that the class
mentions. If these are the only two mentioned, then
write them twice and hang them up on the same wall so
that students can easily see what is written on both. If
the classroom walls seem to be too full at the time, then
hang them up in the hallway, ensure that the students
will not talk, and preform the activity mentioned below
when the time comes.

Core Instruction Time Put enough markers for each student at a table in the
center.

Prepare for Activity 10 Give students their short stories back and have them skim What social issues have these short
mins through them and find quotes that relate to the social stories addressed?
issues that they have chosen to hang up around the
classroom.

Post it Activity 7 Tell students to get out of their seats and write either a Getting students out of
mins quote that shows where one of the stories relates to one their seats works well for
of these social issues or explain how the text does in kinesthetic learners.
general. Be prepared to discuss what you have written.
Make sure that what you are writing is not already on the
board. Write one quote or explanation under each social
issue.
 5 Walk around with the students and ask them questions How does this quote show this social Students asking students
mins about certain quotes or explanations on the post its or issue? questions works well for
see if they can further justify what they have written. What questions do you have about extroverted students
Allow the students to ask questions about what other what someone else has written? because it allows them to
people have written. engage with other
classmates and introverted
Writing 18 Have the students write three full paragraphs about how students because it allows
mins these short stories tackled social issues. They can write them to have the
one paragraph about each story or three about one single opportunity to justify their
story. Leave the post it notes on the wall for students to writing in a low-stakes
reference. environment.

Closure Time Tell the students that they can finish their writing as
homework but that they will no longer be able to view
5 the post it notes as reference.
mins
For closure have the students use the popcorn method to What was your favorite short story The popcorn method works
answer what their favorite short story was that we have and why? well for students who may
read in class so far and why. be anxious about
volunteering themselves

Contingency Time If there is extra time, students can continue to work on

their three-paragraph response.

If there is a planned or unplanned interruption, students

should be assigned the entire three paragraphs as
homework, but they can take pictures of the post-it notes
from around the classroom.