Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Lexi Gezon

Date: 4/14/2020 Subject/ Topic/ Theme: Story Elements and Writing Short Stories Grade: 2nd

I. Objectives
How does this lesson connect to the unit plan? This is the fifth lesson in the “Exploring Literary Genres” unit
This lesson would likely be a two day lesson as students will likely be unable to complete their short stories in one class period
cognitive- physical socio-
Learners will be able to: R U Ap An E development emotiona
C* l

• Recognize story elements in a text R

• Compose a short story using story elements C X
• Read clearly to self and aloud C X
Common Core standards (or GLCEs if not available in Common Core) addressed:

RL 2: Describe how characters in a story respond to major events and challenges

W 3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W 5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

RF 2: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings

SL 2: tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly and in coherent
sentences.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular
learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students should be familiar with common story elements already from reading. This lesson will build
knowledge and skills. on their prior knowledge and give them skills to use story elements in their own stories.

Pre-assessment (for learning)(if applicable): N/A

Outline assessment Formative (for learning): complete story elements graphic organizer
activities
(applicable to this lesson)
Formative (as learning): written short story with evidence of literary elements

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression

Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
reflection modify strategies
Allow students to use a allow students who struggle
What barriers might this different brainstorming chart with fine motor skills to type
lesson present? to plan their short story worksheets/short story

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lesson present?
Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence- optimize challenge, mathematical expressions, and communication- increase medium
What will it take – collaboration, mastery-oriented symbols- clarify & connect of expression
neurodevelopmentally, feedback language Allow students to read their
experientially, Require a minimum number Define story elements well so story, or act it out
emotionally, etc., for your of plot points on the graphic students are able to identify
students to do this lesson? organizer them in text
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Read story over projector and students will be reading their
allow students to choose a allow students to use physical final short stories to friends at
different fiction story to find copy of the book to find story a local nursing home
story features in with their features
table groups

- No Nap by Eve Bunting

Materials-what materials
- story elements graphic organizer
(books, handouts, etc) do
- story planning worksheet
you need for this lesson
- Journals and pencils for each student
and are they ready to use?
- Projector

Students will be at their seats in table groups

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 1. Briefly review the genres we have read so far 1. Listen to and review genres
mins and remind students of what each genre is:
Motivation - fairytale: fiction (not true) and often have
(opening/ imaginary places or characters
introduction/ - nonfiction: a true story about something that has
engagement) actually happened
- Biography: a nonfiction story about a person
Explain that today we will be reading a fiction
story called No Nap, meaning that the things that
happen in the story didn’t actually happen.

5 1. Hand out story elements graphic organizer to 1. fill out the “the story” box in the graphic
mins each student. Explain that we will be using this organizer
worksheet to identify story elements in the story
No Nap by Eve Bunting
- fill out “the story” box together- write the name
of story and author in this box

2. Read No Nap 2. listen to the story No Nap. Fill in graphic

10 - pause after page 1. Allow students to write down organizer while listening
mins characters (Susie and dad) and problem (Susie
does not want to take a nap)
- Read the rest of the story
10 3. After completing the book, have students work 3. complete the graphic organizer in table groups.
mins in their table groups to complete their graphic Add things to the graphic organizer while going
Development organizer. Go over the worksheet together over it together with the teacher
(the largest - plot: include specific events that Susie and her
component or dad did like go for a walk, dance, exercise, etc.
main body of - setting: In Susie’s home during nap time
the lesson)
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 main body of - setting: In Susie’s home during nap time
the lesson) - solution: dad falls asleep and mom comes home
5 4. Hand out printout of The Good Samaritan story
mins (Luke 10: 25-37). In table groups, have students
discuss what story elements are in this story.
- ask “can we find story elements in other Bible
stories?”
- ask “does finding story elements help us
understand the story better?

5 1. Introduce final project. Students will be writing 1. listen to instructions and choose what kind of
mins a nonfiction short story using what they have story to write
learned throughout this unit (correct punctuation,
Closure story elements, etc.) They may choose to write a
(conclusion, fairytale or typical nonfiction story. After
culmination, completing their stories, students will practice
wrap-up)
20 fluency by reading the stories aloud to friends at
mins a nursing home.
** see rubrics for requirements for stories/reading

2. Handout story planning sheet and monitor 2. Begin filling out story planning worksheet and
students’ work. Allow students to begin writing a composing draft of story
draft of their story when ready
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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