Chrysanti Chandra

EDU201 Professor Jacqueline Sgobba

Lesson Plan

EDU 201 Lesson Plan

Context

This lesson plan is designed for an English Language Arts (ELA) fifth grade

class and is focused on narratives. Previously, the class has learned about different

text types, including opinion pieces that support a point of view with reasons and

information, and informative/explanatory texts.

Standards:

● Principle #3: The teacher understands how students differ in their approaches

to learning and creates instructional opportunities that are adapted to diverse

learners.

● Principle #8: The teacher understands and uses formal and informal

assessment strategies to evaluate and ensure the continuous intellectual,

social and physical development of the learner.

(Appendix A).

In accordance to the Nevada’s Academic Content Standards for English

Language Arts (5th Grade Writing), the academic standards for the students in this

lesson plan are:

● Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences. CCSS.ELA-

LITERACY.W.5.3.

1
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

○ Orient the reader by establishing a situation and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally.

CCSS.ELA-LITERACY.W.5.3.

○ Use narrative techniques, such as dialogue, description, and pacing, to

develop experiences and events or show the responses of characters

to situations. CCSS.ELA-LITERACY.W.5.3.B

● Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience. CCSS.ELA-

LITERACY.W.5.4.

(Nevada Department of Education).

Objectives

The observable objectives of this lesson, in accordance to Bloom’s taxonomy

for higher order thinking (“Bloom’s Taxonomy for Categorizing Learning Outcomes”),

are written below:

● Students will be able to plan, produce and create their own narratives through

bookmaking. They are able to implement the narrative text features, such as

dialogue, description, sequencing and characterization in their narratives

(application and knowledge level).

○ This objective will help students develop their spatial and linguistic

intelligence (Parkay 307).

● Students will be able to recognize the different text types by identifying

different text features and are able to explain their reasoning to the class

through the NearPod class activity (comprehension and analysis level).

2
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

○ This objective will help students develop their linguistic intelligence

(Parkay 307).

● Students will be able to work with their peers and co-construct a book

together, supporting each other’s ideas and justifying their own to their peers

(evaluation level).

○ This objective will help students develop their interpersonal intelligence

(Parkay 307).

Materials/Equipment

Website used for this Lesson Plan:

● https://www.technokids.com/blog/technology-integration/benefits-bookmaking-

activities/

● https://storylineonline.net/

● Nearpod for Lesson: https://share.nearpod.com/cGzJReGNWfb

Handouts:

● Graphic Organizer:

https://docs.google.com/document/d/1EtbIF213HTDI5eFbVGF4cx0Rz7-

n3n3Rp_jK4AoDSbs/edit?usp=sharing

● Bookmaking template:

https://docs.google.com/document/d/1CVH2nUvcFhGc-

KXK1RR_2rYZA8uZuSSvVPYaKxZwc10/edit?usp=sharing

3
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

Picture Books in the Classroom:

● Hula Hoopin’ Queen

● Rainbow Fish

● Clark the Shark

● Where the Wild Things Are

Classroom Materials:

● Smartboard and/or whiteboard

● Narrative graphic organizer handout

● Bookmaking template

● Pencils

● Erasers

● Colored pencils

Procedures

Introduction The lesson will begin with greetings and a brief casual

(10 minutes) conversation between the teacher and the students, as the students

transition from the previous class or activities. After the brief

conversation to make the students more comfortable in the

classroom, I will begin to recap our previous English lessons that

will relate to today’s lessons. Instead of telling, ask the children

what we did in previous English lessons so they can contribute to

the classroom conversation and be more active in thinking of what

they have learned before. Note the students' answers and remind

them of concepts below that they may not have mentioned.

4
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

Recap of previous lessons:

- Storytelling

- Dialogue

- Story sequencing

Then, ask the students about the picture books that we have read

together as a class (picture books are listed above in the

Materials/Equipment section). Ask them about their favorites, and

why.

Instruction 1 Using the SmartBoard in class, open the nearpod link and go

(30 minutes) through the passages and questions with the students together as a

class. This is to make sure they remember the different text types

we have learned in previous lessons and gauge their understanding

of the narrative text type. It would go something like this:

Teacher: Okay class let’s read this first passage together, any

volunteers to read aloud? *pick a student*

After the student finishes reading aloud, go to the next slide and

read the question “what text type do you think the passage is,

hands up who thinks A. Hands up if you think B. Hands up if you

think C. and hands up if you think D.” If some students put their

hand up for the wrong answer, ask them to elaborate and ask why

they think that’s the correct answer. Discuss the correct answers

together.

After finishing the Nearpod exercise together (which would take

approximately 30-40 minutes), ask the students what text features

are important in a narrative. Write them down on the SmartBoard or

5
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

whiteboard. The list should have:

- Characters (who are involved in the story?)

- Setting (where is the story placed?)

- Plot (what happened? A story should have a beginning,

middle and end)

- Conflict (What problem arose in the story?)

- Resolution (How was the conflict solved?)

Try to relate back to the narrative structure to the previous picture

books we have read in class together, or relate back to popular

movies (such as Frozen or Moana) that the students can relate

back to. Ask specific questions such as, “what was the plot of

Frozen? Who were the characters?”

Tell the students in pairs, they will be making a short narrative

picture book together. Students are allowed to pick their own

partners and the teacher will help if there are any students that can’t

find partners. If the numbers of students are uneven, one group can

consist of three students.

Activity 1 For the first exercise, the students will be given a graphic organizer

(15 minutes) that will help them outline their narrative. Students are to work

together to create a story that they will later make. Let the students

10-15 minutes (see if any pairs are struggling and help them

accordingly) with their story ideas. Once a pair have finished filling

their graphic organizer, they are to give it to the teacher which will

help them check if their narrative is interesting and appropriate. If

6
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

not, help the students make adjustments.

The graphic organizer can be found here:

https://docs.google.com/document/d/1EtbIF213HTDI5eFbVGF4cx0

Rz7-n3n3Rp_jK4AoDSbs/edit?usp=sharing

Instruction 2 After all the students finish their outlines, the teacher will go through

(10 minutes) the important features of a picture book. Ask the students to start a

class discussion, “What makes a picture book, a picture book?”

Write down the important features on the whiteboard or SmartBoard

so the students can be reminded of them as they go through their

second part of bookmaking. Relate back to the picture books we

have read in class together.

The important features they need to remember are:

- Title

- Name of the authors and illustrators in the front of the page

- Structure

- Dialogue

- Ending

- Back cover (a blurb? Or a short ‘About the Author’ segment)

- Page numbers

If a student asks if they are allowed to start illustrating while writing,

tell them that the process of their own bookmaking should be

between themselves. Remember the most important features first

(such as the writing), and they can add more details (such as

colouring or more illustrations) later on.

7
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

Give the students a pre-made book template and they can work on

their books when they understand it.

Book template can be found here:

https://docs.google.com/document/d/1CVH2nUvcFhGc-

KXK1RR_2rYZA8uZuSSvVPYaKxZwc10/edit?usp=sharing

Activity 2 The bookmaking activity will be the largest portion of the lesson.

(45 minutes) Students will be given ample time to create their books with their

partners and are expected to collaborate with one another.

The teacher will help students who are struggling with working with

their partners, or have trouble dividing the workload. The teacher

should also make sure the students are on the right track, if I see a

group of students with coloring pencils, see if they have finished the

writing and illustrating first, and make sure they have the important

features of a book in their own book. If not, guide them to where

they should be focusing on to help with their time management.

Closure

Once the time is up, the students will have a chance to share their work with

the classmates. It is okay if they have not finished their book, as they will have more

time to work on it in future lessons. Make sure to point out narrative and book

features that were discussed previously when the students are sharing their books.

Such as “Great job Ben and Mia, I could see that you used dialogue in your books!”

After the students finish their sharing, wrap up the lesson with “So class, what did we

learn today? Which part of the lesson did you like the most?” Make notes of the

8
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

narrative and book features the students have learned, and their feedback of the

lesson. Did they enjoy the lesson? What parts did they enjoy the most and why? If

mo

Assessment

Students will be assessed on their class participation, their understanding of

text types, their ability to collaborate and co-construct with their peers, and their

ability to apply text features in their narratives and bookmaking.

Outstanding Satisfactory Need Improving

Text Types The student was The student was The student

able to identify all able to identify struggled in

the different text some text types identifying text

types and and recognize a types and are not

recognize the number of text type able to recognize

different features features. or recall different

of various text text type features.

types.

Grammar The student was The student was The student

able to create clear able to create struggled with their

writing with little to writing with some grammar and

no grammar or grammar or punctuation in their

punctuation punctuation writing.

mistakes. mistakes.

Narrative features The student was The student was The student

able to able to struggled to

9
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

demonstrate their demonstrate some demonstrate the

ability to integrate ability to integrate ability to integrate

narrative features, narrative features, narrative features,

such as dialogue, such as dialogue, such as dialogue,

characters, plot characters, plot characters, plot

and conflict, into and conflict, into and conflict, into

their bookmaking. their bookmaking. their bookmaking.

Sequencing The student was The student The student

able to write and attempted to write struggled to write

create a narrative and create a and create a

in chronological narrative in narrative in

order in their chronological order chronological order

bookmaking. in their in their

bookmaking. bookmaking.

Collaboration The student was The student was The student

able to effectively able to effectively struggled to

communicate and communicate and effectively

collaborate with collaborate with communicate and

their peers in their their peers in their collaborate with

bookmaking bookmaking their peers in their

process with little process with some bookmaking

to no assistance assistance from an process.

from an adult. adult.

10
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

11
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

Appendix A: Interstate New Teacher Assessment and Support Consortium

(INTASC)

Model Standards for Beginning Teachers Licensing and Development

Principle #1: The teacher understands the central concepts, tools of inquiry, and the

structures of the discipline(s) he or she teaches and can create learning experiences

that make these aspects of subject matter meaningful for students.

Principle #2: The teacher understands how children learn and develop, and can

provide learning opportunities that support their intellectual, social, and personal

development.

Principle #3: The teacher understands how students differ in their approaches to

learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4: The teacher understands and uses a variety of instructional strategies

to encourage students' development of critical thinking, problem solving, and

performance skills.

Principle #5: The teacher uses an understanding of individual and group motivation

and behavior to create a learning environment that encourages positive social

interaction, active engagement in learning and self-motivation.

12
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media

communication techniques to foster active inquiry, collaboration, and supportive

interaction in the classroom.

Principle #7: The teacher plans instruction based upon knowledge of subject matter,

the community, and curriculum goals.

Principle #8: The teacher understands and uses formal and informal assessment

strategies to evaluate and ensure the continuous intellectual, social and physical

development of the learner.

Principle #9: The teacher is a reflective practitioner who continually evaluates the

effects of his/her choices and actions on others (students, parents, and other

professionals in the learning community) and who actively seeks out opportunities to

grow professionally.

Principle #10: The teacher fosters relationships with school colleagues, parents, and

agencies in the larger community to support students' learning and well-being.

(InTASC).

13
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

Appendix B: Nevada Academic Content Standards for English Language Arts

(based on the Common Core State Standards).

14
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

15
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

(Nevada Department of Education, 37-38).

16
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

Resources

Bloom’s Taxonomy for Categorizing Learning Outcomes. Clemson University, 2016,

https://www.clemson.edu/cecas/about/assessment-and-

planning/assets/blooms-taxonomy.pdf. Accessed 30 Apr. 2021.

Godin, Thelma Lynne. The Hula Hoopin’ Queen. Lee & Low Books, 2013.

Gonzalez, Jennifer. A Step-by-Step Plan for Teaching Narrative. Cult of Pedagogy,

2018, https://www.cultofpedagogy.com/narrative-writing/. Accessed 30 Apr.

2021.

Hale, Bruce. Clark the Shark. HarperCollins, 2013.

Interstate Teacher Assessment and Support Consortium (InTASC). InTASC Model

Core Teaching Standards: A Resource for State Dialogue. Council of Chief

State School Officers, 2011, https://www.ccsso.org/sites/default/files/2017-

11/InTASC_Model_Core_Teaching_Standards_2011.pdf. Accessed 30 Apr.

2021.

Love, Christa. Benefits of bookmaking Activities. TechnoKids, 2017,

https://www.technokids.com/blog/technology-integration/benefits-bookmaking-

activities/. Accessed 30 Apr. 2008.

Nevada Department of Education, Nevada Academic Content Standards for English

Language Arts & Literacy in History/Social Studies, Science and Technical

subjects. Nevada Department of Education, 2010,

https://doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Instruction

al_Support/Nevada_Academic_Standards/K-

12_ELA_Standards_ADA_Accessible.pdf. Accessed 30 Apr. 2021.

Parkay, Forrest W. Becoming A Teacher. 11th ed., Pearson, 2020.

Pfister, Marcus. The Rainbow Fish. North-South Books, 1992.

17
Chrysanti Chandra
EDU201 Professor Jacqueline Sgobba
Lesson Plan

Sendak, Maurice. Where the Wild Things Are. Red Fox, 2000.

Storyline Online, SAG-AFTRA Foundation, 2021, https://storylineonline.net/.

Accessed 30 Apr. 2021.

Te Kete Ipurangi. Planning for my students needs resources: Narrative. New

Zealand Ministry of Education, 2020, https://englishonline.tki.org.nz/English-

Online/Planning-for-my-students-needs/Resources-research-and-professional-

support/Features-of-text-forms/Narrative. Accessed 30 Apr. 2021.

18