Blended Learning Lesson Plan

Lesson Title:

Objectives:
Students will be able to use their writing and grammar knowledge to construct a short story about
something that has happened in their lives.

Students will be able to recall the standard story structure of introduction, rising action, climax, falling
action, conclusion

State Standards: ELA.7.C.3.1 Write narratives to develop real or imagined experiences, memories, or
ideas, using effective techniques, relevant descriptive details, and well-structured event sequences.

Context: I am teaching this lesson because not only is writing an important skill, but I also
personally love writing. I believe writing in fiction can help students write nonfiction texts and
essays with more specific language and more clearly thought out grammar and structure. Before
this lesson comes a lesson on author’s purpose, so they’ll be bringing in the knowledge of the
several purposes of writing. After this lesson comes persuasive writing, where students will pick
a topic or subject and write a persuasive piece on it, since here we’re writing to entertain.
Data: Students here will be grouped based on reading comprehension levels. This data will be
gathered over the course of the year based on unit pre tests, post tests, and a myriad of smaller
quizzes in-between.
Materials: School-provided laptops, whiteboard, marker, pencils, lined paper,
Procedures:
Introduction 12 Minutes: Students will be introduced to the activities of this lesson, and be
informed of what they will be doing at each station. The lesson will focus on writing narratives, both
fictious and non fictitious. I will explain what each group will be doing, and map out the classroom on
the white board, as well as have the instructions written on the board in case students forget.

Teacher Directed 12 Minutes: I will explain to students the defining characteristics and structures of a
common narrative, using a story planner diagram as a reference (introduction, rising action, climax, etc).
I will ask them if they know any stories that do not follow this basic structure and ask them to explain
why they don’t.

Collaborative(12 Minutes): Students will discuss what the thinks makes a story a story. Using
these, they will create a diagram comparing what stories are and aren’t. After this, students will use
these terms and key parts to write something in their lives that has the potential to become a “story”. If
they are unable to come up with something within a reasonable amount of time, they are allowed to
either come up with their own or use one from a story they already know.
Independent Digital (12 Minutes): Using a blank google document, students will write a short
narrative about something that happened over the previous summer break, and explain why it was
important to them. They will also explain how they told other about this event to others, if they did so,
and why they think they chose to tell others. Using this knowledge, they will pick an author’s purpose
for their writing.

Closure (12 Minutes): Students will submit a google form explaining what they think the most
important part of a story is, calling back to the teacher led instruction group. Once I have confirmed that
they submitted their writing, they may leave.

Rationale: You must have at least two paragraphs (one for each mandatory piece of
multimedia)
(Google Docs): I use Google Docs for almost all of my writing. It will save student’s
writing in the clound under their google account, and it allows for these document to be
easily shared and commented on. I’d personally give this high marks on the Lori scale,
the only thing it doesn’t truly have is a way to keep students on task, and the same can be
said for the next multimedia use.

(Google Forms): This tool will make it easy for me to gather student’s opinions and look
at them all at the same time, and use those opinions to formulate how the instructions
will continue throughout the year. In this example, the Google Form is an exit ticket, and
once I see that a student has made a submission, I will notify them that they’re free to
move on to their next class.