Direct Instruction Lesson Plan

Teachers: Madison Phipps

Subject: Creative Writing on The Crucible

Standard:
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or
events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences,
events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build
toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the
narrative. (11-12.W.3)
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (11-12.L.1)
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a Observe hyphenation conventions.
b Spell correctly. (11-12.L.2)
Objective (Explicit):
SWBAT practice creative writing by writing a final scene for the Crucible as a group.
SWBAT list the characteristics of creative writing by taking notes on the topic.
SWBAT evaluate their own writing by finding creative elements and explaining how they are used.
Evidence of Mastery/Assessment:
The first assessment would be in written form and also a group assessment. Students will be turning in work where
they have written an Act 5 to The Crucible. They must show knowledge of the play, include dialog, and show
characteristics of creative writing. This will provide application for creative writing characteristics. This will be worth
25 class points. *See attached rubric*
The second assessment will be completed individually. Students will be asked to list characteristics of creative
writing to show understanding of the content being taught at the beginning of the lesson. This will be worth 5 points.
Sub-Objectives:
SWBAT recall past learning on creative writing by answering questions.
SWBAT repeat the characteristics of creative writing.
SWBAT relate the assignment to their own life by self-reflecting with a peer.
Key vocabulary:
Materials:
Characteristics, Creative Writing, Elements, Clarity, Form, PowerPoint with information on characteristics of creative
Emotion, Meaning, Connection, and Language
writing, 3 pieces of paper per student to take notes on,
write Act 5, and reflect on their writing
Opening Statement:
To begin this lesson the teacher will ask students to make a list of all the times they have ever written creative
writing. This can include both inside and outside of a school setting. The teacher will also ask students to make
a list of any skills or topics they remember about creative writing.
After students have made a list the teacher will give some examples of popular creative writing to see if there
were many types that students did not think of or thought to consider creative writing. This would include:
blogging, comic strips, diaries, and song lyrics)

Instructional Input

Teacher Will:

Student Will:

This portion of the lesson will be very short. The

teacher will begin the lesson by reviewing the ending
of The Crucible. The teacher will first ask students to
recall what they remember and then clarifying any
points that needed to be extended upon or were
missing. She will tell the students to write down any
important points they might have forgotten.

Students will be giving input on what they remember from

the ending of the Crucible. They will be writing down any
important details that they did not remember.

Next, the teacher will be going over the 6 main points

to creative writing following along with the
PowerPoint. She will instruct students to be taking
notes on them. The 6 points being taught are: Clarity,
Form, Emotion, Meaning, Connection, and
Language. This should take no more than 10 minutes
of class time.

Students will give thumbs up or down to show their

understanding of the material.

Next, students will be taking notes on the 6 main elements

of creative writing. They should be listening and following
along with the PowerPoint.

At the end of the lesson, the teacher will ask for

simple thumbs up or down to check for
understanding. She will explain that students should
be able to recall the ending of The Crucible and be
able to name and define the 6 main elements of
creative writing.
Co-Teaching Strategy

I am going to use the one teach-one support strategy. This allows me to take on the classroom and best
practice my classroom management, while also having help from my mentor teaching to make sure
everything runs smoothly.

Differentiation Strategy

Guided Practice

The students who need accommodations will be given closed notes where they just need to follow along
and fill in the needed parts.
I do not anticipate any student will need an additional challenge during the instructional input section of
this lesson, because it is just providing new information.

Teacher Will:

Student Will:

The teacher will begin this portion of the lesson by

explaining the assignment. The teacher will tell the
students that they will be using the creative writing
skills they just learned to write an Act 5 to The
Crucible (Which only has 4 Acts). The teacher will
also explain the guidelines for the assignment which
are: begins the story where the final act left off,
minimum of 2 pages, includes dialog, includes stage

The students will listen to the instructions being given on

the assignment.
The students will get into their assigned groups.
The students will begin creating an Act 5 for the play. They
should brainstorm ideas as a group, and plan how they
will go about writing the Act. Only one group member

directions, and includes at least three of the elements

of creative writing. The teacher will also explain that
students will be working in their usual assigned 3-4
person groups.

needs to write down the final paper being turned in, but all
members should be contributing.
Students will check their Act 5 with the teacher before
turning it in, to make sure it is being done correctly.

The teacher will walk around the classroom and

make sure students are on task, completing the
assignment correctly, and answering any questions
that may come up. The teacher will also be checking
each group individually for understanding, but
skimming their Act 5 throughout the class period to
make sure they are completing the assignment
correctly.
Co-Teaching Strategy

I am going to use the one teach-one support strategy. This allows me to take on the classroom and best
practice my classroom management, while also having help from my mentor teaching to make sure
everything runs smoothly.

Differentiation Strategy

Independent Practice

Students who need accommodations, will only be required to include 2 of the elements of creative writing
into their paper. They will also have an extra day to complete the assignment.
Students who need an additional challenge will be asked to include every one of the characters in the play
to their final act, while also incorporating one of the major themes
Students are already placed into groups that are made up of a mix of high and low students. These are
their everyday groups.

Teacher Will:

Student Will:

For the last part of the lesson, the teacher will ask
students to evaluate their groups writing assignment.
She will first ask the students to re-read their Act 5,
then have students return to individual seating.

Students will re-read the Act their group has written. They
will pick out 3 or more elements of creative writing found
in the paper. After that they will explain those elements
and how they are being used in that paper.

Next the teacher will ask students to pick out at least

3 elements of creative writing from their paper. She
will then explain that students must define the
elements and explain how they are being used that
way. This must be in complete sentences, and using
correct grammar. This will be turned in as students
walk out the door, and will be used to gage the
understanding of the 6 elements of creative writing.

Both the Act 5 and this individual assignment will be

turned in at the end of the class.

Co-Teaching Strategy

I am going to use the one teach-one support strategy. This allows me to take on the classroom and best
practice my classroom management, while also having help from my mentor teaching to make sure
everything runs smoothly.

Differentiation Strategy

Students who need accommodations may turn this assignment in the following day, along with only listing
2 elements found in the paper. The students will still expected to write in complete sentences.
Students who need an additional challenge will write on themes they continued on in Act 5, instead of just
the elements.

Closing/Student Reflection/Real-life connections:

For the closing part of this lesson, the teacher will again reference back to the bell work. She will review with
the students why creative writing is so important, and what an impact it has on everyones life. She will also ask
a few individuals to share their independent practice on what elements were included in their Act 5.