Class: 8th grade English Language Arts

Unit: One: Who are We?

Objectives: Students will recall prior knowledge.
Students will become comfortable with elements of narrative writing.
Students will become comfortable with the idea of story mapping
Standards: Standard: 2. Reading for All Purposes
C. Use Integration of Knowledge and Ideas to:
ii. Use graphic organizers and note-taking formats while reading to map relationships among
implied or explicit ideas or viewpoints
Standard: 3. Writing and Composition
1. Stylistic devices and descriptive details in literary and narrative texts are organized for a
variety of audiences and purposes and evaluated for quality.
vi. Integrate the use of organizing techniques that break up sequential presentation of chronology
in a story (use of foreshadowing; starting in the middle of the action, then filling in background
information using flashbacks)
ix. Use mentor text/authors to help craft appropriate technique
Materials: provided graphic organizer (print on both sides), smartboard, laptops, Feast by
Disney- Short Animated movie (https://www.youtube.com/watch?v=x7ARYCDna3E)
Duration: 80 minutes (60 minutes of instruction, 20 of free reading time)
Anticipatory Set:
Have students watch the short film Feast. Be sure to tell them to take extra care to pay attention,
because you will be discussing what happens afterwards.
(6 minutes)
Once the video is over, ask student volunteers to retell what happened. Write these on the board
in a chronological way. Make sure that you have students correct you if you write it incorrectly.
(4 minutes)
At this point, ask if students have anything else that they would like to add to the story. If not,
ask if anyone knows what you have just done by writing the story on the board. You are looking
for the word narrative
If no one offers this information, give him or her the word. Then write the literary terms:
Rising action
Climax
Falling action
Resolution
Ask a student volunteer if they can offer the definition to any of these terms. Try to keep them
engaged with this, ask them to look at the words to see if that gives any indication of what they
mean. If students do not offer this information, offer it to them. Write this on the board.
(4 minutes)
At this point, ask students to come to the board and label on the story where each of the literary
terms would go. Have several student volunteers come up at a time, so that they do not feel

pressured. Wait until the student volunteers have sat back down, and then ask the class is they
agree or disagree with the placement of the literary terms. If they agree, ask why. How do they
know? If they disagree, ask why? Ask where they believe the terms should go. If changes are
made, ask for a volunteer to come write them again.
(4 minutes)
At this point, ask students what they like about stories. (Write these on the board too)
Ask what they think the purposes of stories are.
Ask what makes a good story.
Then ask if they would like to write their own stories.
(4 minutes)
Note to self: I fear that this might have run on too long, but I think that students will really
enjoy getting to see a short film and putting their new skills to work.
Teaching:
Input:
At this time, explain to students that narratives are stories that usually follow a specific
development. Often times, writers deviate from the original development, but the basic structure
is present. Explain that the four literary terms discussed earlier are vital to the original structure
of a story. We all saw how easy it was to identify these portions of a story, and writing a narrative
is something we can master together as well.
(2 minutes)
At this point, have a copy of the graphic organizer brought up on the smartboard. Explain that
together, they would be defining each portion of the plot diagram, filling out the provided
example, and then working independently.
(1 minute)
Modeling:
Working on the graphic organizer on the smartboard, define each literary element. This should be
done quickly, but make sure that your students have enough time to copy the definition down.
Ask them to copy this down
(5 minutes)
At this time, go back through and fill out the plot diagram for the story of the Three Little Pigs. it
is important that you do this on the same slide that has the definitions, so that they can
have a reference.
(4 minutes)
Checking for Understanding:
At this point, change the slide to a blank graphic organizer. Then ask for students to volunteer
definitions and examples for each portion of the graphic organizer for the story Humpty Dumpty.
(4 minutes)
Questioning Strategies:
On a separate piece of paper, have students brainstorm a narrative that they wish they could write

that would change the world for the better. Have them think of their intended audience. How
they would need to shape their story to reach their audience. What the theme or message of the
story would be. It is important to write these questions on the smartboard
(4 minutes)
Guided Practice:
At this time, ask students to fill out the blank side of their graphic organizer for the hypothetical
story they just envisioned. Have them choose each portion carefully. Tell them that you want to
see them focused. It is very important that you are circulating the room at this point. Check
in with students, read over their shoulder. If they are struggling, give them some guidance.
(10 minutes)
Closure: Ask the class to come back together. Ask for student volunteers to offer what the main
theme of their stories were. Offer them praise, and tell them how important that story will be. At
this time, share with your students the importance of narratives. Show that this is a great way for
them to inform others in a non-threatening and entertaining way.
(4 minutes)
Independent Practice: If students did not finish the graphic organizer, have them finish it for
homework. They will turn this is tomorrow as a formative assessment. It is important that you
give this back to them quickly, so they may use it as a reference