Geneva College

Beaver Falls, PA

Lesson Plan Template

Name: Marissa De Ruiter ___________________________Date: April 9th, 2021________

Subject: English_______________________ Grade Level: 10th_________________

I. Topic: Writing Workshop - Narratives

II. PA or Common Core Standards

A. CC.1.3.9-10.D: Determine the point of view of the text and analyze the impact
the point of view has on the meaning of the text.
B. CC.1.3.9-10.E: Analyze how an author’s choices concerning how to structure a
text, order events within it, and manipulate time create an effect.

III. Learning Objectives: Objectives must be written using observable verbs

A. SWBT discuss how they determined the point of view and analyze the impact it
has on both of the narratives they have read this week.
B. SWBT discuss their analysis of both author’s choices on how they structure their
narratives and what effect it gives the reader.

IV. Materials
A. iPad.
B. Notability.
C. The interlopers by Saki.
D. Other narrative (student chosen).
E. Exit ticket (https://docs.google.com/forms/d/1Fl_Cf4vN9ptK-
hLr6dhyE7BphevUbH0kjlhJCrkheVI/edit).

V. Lesson Development
A. Introduction
To start the lesson off, I will first review the elements of a narrative. I will tell my
students to open the presentation of the elements of a narrative or to get out
any notes they have on the elements of a narrative. We will then review the
story arc before we move on.

B. Lesson development (activities, procedures)

 We will discuss as a class what elements we saw in The Interlopers by Saki. We
will refer back to the story arc and how it is used in the short story. As small
groups, they will discuss how Saki used various elements of a narrative before
we discuss it as a whole group. I will then have my students refer to their second
narrative short story they chose to read this week and summarize it for their
small groups. The students will be given time to find what elements of a
narrative their independent reading had. During this time, I will circulate the
room and see how my students are doing. If they need help to find elements in
their independent reading, I will assist as needed. After ten minutes, we will
come back together as a class and discuss what elements they found. We will
talk about which author was more effective and why. Were the elements they
used the same? If they used the same elements, why was the one author more
effective? They will be instructed to go to their Schoology and open up the
Google Forms link to fill out the exit ticket with these questions.

C. Evidence of differentiated instruction (content, process, product, or learning

environment)
Process: Students who need help reading will be given a partner to work with.
The student will be able to work with their partner to find the elements of a
narrative.

D. Closure (summary)
In closure, any remaining time that we have the students will be instructed to
continue to revise their narrative. During these last few minutes, I will
anonymously have students work projected on the board. I will highlight
students’ narratives and what was well done about their use of various
elements.

VI. Assessment/evaluation
The students will be informally assessed on their discussion on their determination and
analysis of the authors point of view and how it effects the story. The students will also
be informally assessed on their discussion of the authors structure of their text and the
effect it gives.

VII. Modifications or accommodations

Students who have a hard time with comprehension and analysis will be given a sheet
with the elements of a narrative with examples. With the sheet with examples it will be
easier for them to find it in their independent story.
 VIII. Self-evaluation
I used small groups for this lesson and it worked out really well. Having my students
discuss their own narratives and share what they read worked well. They were not able
to just sit and passively learn. In the future, I would ask my students if they wanted to
share a short excerpt from their narrative before showing them students examples I
pulled. I think that showing the anonymous student examples intimidated some of the
students and so they did not want to share.

Cooperating Teacher Approval ___________________________________ Date ____________