Lesson Plan # 5
Academic Subject: SC English 4 Date Lesson Will Be Taught: 10/6/2021
Standard(s)
NILS, Essential Elements, Next
Generation, Social/Emotional
CC.K-12.W.R.3 Text Types
and Purposes: Write
narratives to develop real
or imagined experiences or
events using effective
technique, well-chosen
details, and well-structured
event sequences
CCSS.ELA-LITERACY.RL.11-
12.10
By the end of grade 12,
read and comprehend
literature, including stories,
dramas, and poems, at the
high end of the grades 11-
CCR text complexity band
independently and
proficiently.
Instructional Planning
Learning Goal
Target skill
Students will demonstrate
knowledge of in-depth writing
instruction through practice of
description language, dialogue
writing, character development,
and conflict and conclusions and
applying it in their narrative
writing assignment.
Students will complete a reading
guide to the novel The
Absolutely True Diary of a Part-
time Indian
Class Period/Time: 1B; 90 minutes
Lesson Objective(s)
#1: Students will type practice
sentences of descriptive
language through a Nearpod
activity on descriptive language
in 2 out of 2 given opportunities.
(AH, NC, JD, CH, KW, TG, JN, JK,
SH)
#2: Students will write their
answer to the written
comprehension questions for
Chapters 21-22 of the novel,
The Absolutely True Diary of a
Part-Time Indian (AH, NC, JD,
CH, KW, TG, JN, JK, SH)
#3 Students will complete a
multiple choice and short
answer quiz on Google Forms
over chapters 11-20 with 13/15
correct. (AH, NC, JD, CH, KW, TG,
JN, JK, SH)
Assessment
How will you know students have met the lesson objective?
#1: The formative assessment in this lesson will be
looking for understanding of descriptive language in the
practice opportunities in the Nearpod lesson of
descriptive language. I will be looking at the written
practice examples of where the students will be
practicing rewriting sentences that are not descriptive
and rewriting them to be more descriptive using the
knowledge from the lesson. An example of a sentence
that does pass the objective would be rewriting the
sentence, “The sky is black” and the rewritten sentence
being, “The sky is as dark as a hole”, or sentences of that
nature. I am looking for understanding so I can determine
how much practice we will need for the next lesson.
#2: The reading guide questions will be a summative
assessment of completion after the novel is completed.
#3: The formative assessment of the quiz of chapters 11-
20 is more of a learning check, it will be taken for a grade,
and looking for overall comprehension of the book. There
was a quiz review on Monday that incorporates some of
the exact questions off the quiz. I will know if the
students met the objective if all students complete 11/12
or 12/12 of the questions correctly. If the students do not
meet the objective, I will make sure for the upcoming
 chapters to have more in-depth comprehension check
questions while reading and allow for more
understanding to demonstrate comprehension and
knowledge of the chapters prior to the next quiz.

Connection to Learners with IEPs

List each student (bolded initials) with an IEP in the lesson. Include connections to the IEP (e.g. goals, accommodations, AT, information from PLAAFP). Include learner assets (e.g. knowledge of
learner, strengths, supports needed).
JD: JD will read a passage and answer comprehension questions with 80% accuracy; (accommodations)-> JD benefits from having written responses typed out
- JD is great with participation in discussions of the book during planned stops and learning checks
- JD will benefit from typing his responses in nearpod
- JD needs frequent checks for understanding and positive reinforcement; the planned stops of the audiobook will benefit checks for understanding and
the nearpod activities will help keep him engaged
JN: JN will continue to improve daily living skills through reading and comprehension practice through SC English 3 and 4; JN will continue to write proper
sentence structure when writing formal papers in her academic classes
- Stays on task and follows prompts when given during reading the novel
- Demonstrates proper sentence structure in reviewing comprehension questions of the novel’s reading guide
- Self-advocates for herself
NC: By February 2022, when given a CWS (correct writing sequence) assessment at the 8 th grade level, NC will receive a score at or above the 77 th percentile
when compared to the national normative sample (score of 70)
- Attentive during lessons and follows prompts given
- Participates in class discussions periodically
- Thorough with written responses
TG: By December 2021, TG will display improved reading skills as evidenced by his reading comprehension related scores for SC English 3 or 4
- Participates in class discussions of the book
- Follows prompts when given
- Eager to learn

Learners’ Prior Knowledge: What knowledge, skills and concepts must students already know to be successful in this lesson? (this should update every few days)
- Ability to write/type with correct sentence structure
- Comprehension skills of grade level texts with checks for understanding assistance
Materials/AT/IT: Label each category.
 - Bellringer/agenda powerpoint
- “Show, Not Tell” descriptive language Nearpod
- Audiobook of the novel The Absolutely True Diary of a Part-time Indian
- Paper copies of the novel The Absolutely True Diary of a Part-time Indian
- Reading guides
- Link to the Google Forms quiz of chapters 11-20
- Powerpoint of dialogue mini lesson (if needed)
Cultural & Linguistic Responsive Considerations: How do you plan to make this lesson culturally/linguistically responsive?
Educate themselves about students’ communities, cultures, and histories; Understand the difference between prejudice, discrimination, racism, and how to
operate at the interpersonal, intergroup, and institutional levels.
The novel allows for the students to educate themselves of other cultures outside their own. The novel gives them another perspective of Native American
culture and gives them a little bit of education and insight of the struggles of fitting into a white culture when they hold racist ideologies toward Native
American culture and helps open their eyes to their own biases and knowledge of other cultures.

Linguistic responsive considerations of the lesson provide for simple language to allow for deeper understanding of the text and mini lesson of narrative
writing. In addition, providing multiple opportunities for comprehension checks throughout the lesson and reading of the novel and providing audio for
printed materials to accommodate for those who need printed materials to be read aloud, such as the novel we are reading, reading aloud the powerpoints,
directions, etc.

Academic Language: List vocabulary & instructional language either foundational or specific to the lesson.
- Descriptive language (specific)
- Reading guide (foundation)
- Nearpod (specific/foundational)
- Google forms (foundational)
- “Showing sentence” (specific)
- “telling sentence” (specific)
- Google Classroom (foundational)
- Bellringer (foundational)
Communication Skill: Choose only one. (retelling a story, explaining a mathematics problem-solving strategy, answering questions,
appropriately expressing frustration, selecting the right sign, requesting assistance, selecting a picture, starting or stopping
communication, and responding to a prompt or cue)
Answering questions
Communication Skill Strategies & Support:
Periodic stops during the audiobook to check for understanding; chapters 11-20 quiz will practice the communication skill of answering questions; the
Nearpod will have questions to be answered which supports this communication skill.
Systematic Instruction --- Scripted/Direct Instruction --- Explicit Instruction --- Guided Inquiry/Problem-Based Learning (PBL) --- Other:
● Learning Tasks (LT)
● Instructional or Engagement Strategies (IS)
● Planned Supports
● Modifications or Accommodations the student
may need relating to the instructional
strategies and learning tasks.
 LT: bellringer
 IS: bellringer, agenda of the lesson
(preview)
 Planned supports: powerpoints pushed
out to the students to follow along if
needed
Accommodations: read aloud of the powerpoint
Instructional Delivery
Highlight pedagogy of instructional delivery:
Opening of the Lesson
● Gain students’ attention (“hook”) Elicit & Monitor Student Responses
● Goal of lesson & its relevance (preview & purpose) ● List OTRs (questions and prompts)
● Review critical prerequisite skills ● Label formative assessments
● Expectations for learning
Hook: Bellringer Prompt: For the bellringer, pull out the place
- The bellringer will be a writing prompt of their thoughts of a quote that you typically use for bellringers and
answer this question: What does this quote
and what they think it means (There is nothing that is good or bad, mean to you? There is nothing that is good
but, thinking makes it so) from Shakespeare. We will share answers or bad, but thinking makes it so.
and discuss
Goal of lesson and its relevance: Prompt: If you look in Google Classroom,
there is a quiz for chapters 11-20. Pull up the
- Agenda of the lesson (preview) forms on your chromebooks and complete
- Quiz -> “The quiz will give me an understanding of your the quiz. Shut your chromebooks when
comprehension of the book so far and what changes I will need to you’re finished so I know you finished
make based on your scores”
- Descriptive language mini lesson -> “We are doing mini lessons on
several important writing techniques that will enhance your
narrative writing assignment. Today, we will be learning about
descriptive language and how to show our readers what we are
writing, instead of telling”
No review is relevant for this lesson

● Learning Tasks (LT)
● Instructional or Engagement Strategies (IS)
● Planned Supports
● Modifications or Accommodations the student
may need relating to the instructional
strategies and learning tasks.
LT
- Complete 11-20 quiz on google
forms
- Participate in the Nearpod
lesson for descriptive language
and complete the independent
portions
- Answer reading guide questions
on the novel read/listened in
class
- Actively learn assignment (IF
NEEDED)
IS
- Nearpod engagement activities
for students to complete after
the lesson; multiple modes of
learning, instructional video,
lecturing, student practice
- Discussion of the novel that will
help answer reading guide
questions for the book of
chapters 21-22, possibly if time
Expectations for learning: “Today, you will complete a quiz for chapters 11-
20, learn about descriptive language and practice, and read chapters 21-22
today and complete the reading guide questions and engage in discussions
about the book”
Body of the Lesson
● Varies based on pedagogy of instructional delivery. Elicit & Monitor Student Responses
● List OTRs (questions and prompts)
● Include potential feedback strategies
(e.g. reinforcements, cues/prompts used
for error correction, instructive feedback)
● Label formative assessments
Explicit instruction/Guided/Direction Instruction Prompt: Go on Google Classroom
and click on the Google Forms link to
Students will complete the quiz on Google Forms prior to the start of the complete the quiz over Chapters 11-
descriptive language nearpod 20 (formative assessment)
Input/Modeling: Nearpod lesson of descriptive language (Show, Not Tell) P: “To create an interesting story,
- Explain what descriptive language is writers need to know how not to tell
- Example of descriptive language the readers about a person, place,
or thing, but SHOW readers what
Guided Practice (Show, Not Tell) they are writing about. This allows
- Show an instructional video for readers to create images in their
- Explain the 6 means writers use to show characters minds and engage more with the
- Guided practice quiz that gives two examples of a telling and story”
showing sentence and the students have to pick which one is which
Q: “Can you picture this cat from
Independent Practice (Show, Not Tell) this sentence, ‘it was an unusual
- Students are given the opportunity to rewrite telling sentences into cat’. No, right, because this is an
showing sentences on their own in the Nearpod example of a “telling sentence”. A
sentence that tells you, doesn’t
show readers what you are talking
about, doesn’t allow the readers to
Guided Instruction of the audiobook, The Absolutely True Diary of a Part- create a vivid image in their head.
 needs to be filled
- Actively learn assignment, if
needed
Planned Supports
- Nearpod supports explicit
instruction needed for all
students on new concepts
- Guided discussion of the book
- Reading guide questions of the
book
Modifications/accommodations
- Read aloud of any reading
passages
- Simple language in the Nearpod
when introducing new concepts
- Audiobook of the novel
- Planned times for discussion to
check for understanding of the
book
time Indian Now, let’s look at this sentence,
‘With yellow eyes glowing red, long,
- Students are prompted to grab their reading guides and a copy of black fur that stood on end, a mouth
the book, if they choose to have it. full of sharp pointed teeth that
- I will pull up the audiobook on the screen for the students to follow emitted a yowl like a tiger, I knew
along that the small animal before me was
- I will review the previous chapter and engage with review questions no ordinary cat”. Could you picture a
- We will read the chapters and have discussions and time to answer more detailed cat? You should, this
the reading guides at planned stops was an example of a “showing
sentence”; a sentence that uses
descriptive language that allows the
We will listen to chapter 23 and do an actively learn assignment if this reader to develop a mental image of
lesson cuts short and we need some time to finish. what you are writing about.
P: Let’s watch this video that
continues to explain how to show,
not tell, what you’re writing.
P: To develop your story, begin by
thinking about the main character.
You want to SHOW the reader what
that character is like. Writers reveal
their characters through 6 means:
what they say, what they think,
what they do, description, what the
other characters say about them,
and how other characters react to
them
Q: Which is a showing sentence?
The pizza was delicious or
mushrooms and pepperoni sausage
formed thick layers on top of
another…
  Mushrooms and pepperoni..
 Yes! This sentence allows
the readers to be involved in
sharing the feelings of a
delicious pizza, allows the
readers to develop a mental
image of how it tastes,
looks, etc.
 EC: Delicious is a word that
can be descriptive, however,
this sentence doesn’t
further explain why it is
delicious. If I can ask, why it
is delicious, it is not
descriptive enough.
Q: Which is a telling sentence? The
sky was black or with the clouds
rolling in, blocking out the light from
the stars, creating an eerie feeling as
the storm creeped in
 The sky was black
 Yes! This sentence does not
allow readers to develop an
image, it just tells them how
to feel.
 EC: Yes, black can describe
how the sky looks, but that
just tells the readers how
the sky looks. This sentence
allows readers to create a
mental image of what the
sky could look like, give
them a feeling of what is
going to happen or what is
 happening.

P: Now, the last two questions at the

end will allow you to practice using
descriptive language. So, the
sentences are telling sentences.
Please change them to showing
sentences.

Some questions that will be asked

during reading the book

Q: How did Christmas go for Junior?

 He didn’t have one, his
father got drunk and left
during Christmas and came
back after new years
 EC: Reread the introduction
of the story to refresh their
minds
Q: So Junior’s father did end up
giving him one thing. What was the
thing that he gave Junior?
 A damp 5 dollar bill
Q: Junior says it is a beautiful and
ugly thing regarding the 5 dollars,
what does he mean by this?
 His dad showed restraint so
he could give his son a gift,
yet his dad is an alcoholic
and must go to such lengths
to keep the 5 dollars
Q: What good things about his own
culture does Junior realize?

● Learning Tasks (LT)
● Instructional or Engagement Strategies (IS)
● Planned Supports
● Modifications or Accommodations the student
may need relating to the instructional
strategies and learning tasks.
No LT
IS
- Review of the lesson
- Preview of Friday’s lesson
No planned supports in this part of the
lesson
No accommodations/modifications
needed at this part of the lesson
 Family and community is
super important; people
make sacrifices for their
family
Closing of the Lesson
● Review Elicit & Monitor Student Responses
● Preview ● List OTRs (questions and prompts with
● Transition desired student responses)
● Label formative assessments
Review: Today, we learned about descriptive language, took a quiz on Prompt: Please put away the
chapters 11-20, and read chapters 21-22. reading guide on the table as well at
the copy of the book. if you grabbed
Preview: Friday, we will learn about dialogue and do more practice with it.
descriptive language and dialogue as well.
Transition: Have a great week! I will see you Friday.
- The bell will dismiss the students