Secondary Lesson Plan Template

Topic:
English/ESL 2

Grade Level:
9-12/ELL2

Length of
class:
90 MIN
LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this
lesson)?
Expand upon students literacy skills
Further student understanding of literary elements

LEARNING OBJECTIVES
I can define and discuss what a narrative is
I can cite textual evidence
STANDARDS
Materials
-Video about narrative types
-Graphic organizer for recording type of narrative and sentence
why it is that type
-6 types of narratives
-recordings of narratives on tape
-computers, headphones, splitters
-paper for narrative creation in groups
RESOURCES/MATERIALS NEEDED
-Video about narrative types
-Graphic organizer for recording type of narrative and sentence
why it is that type
-6 types of narratives
-recordings of narratives on tape
-computers, headphones, splitters
-paper for narrative creation in groups
PLAN for LEARNING
LESSON SEQUENCE & PACING
1. 5-10 minutes, generate list of what
makes up a narrative.

ACTIVATE/ENGAGE
1.TW ask students to discuss
in groups what is a narrative.
After a few minutes of
discussion, TW ask students
to call out to form a classgenerated definition, and
then TW ask students if there

2. 5-10 min, song listen/model how to

analyze song

3. 30 min, student groups rotate in

narrative stations

4. 5-10 min Review of activity,

clarification

5. 15 min Student groups create

narratives

is more than one kind of

narrative, and ask them to
talk over kinds of narratives
in the
same table groups. TW then
call students back to a larger
classroom discussion, asking
students to share ideas of
narrative genres.
ACQUIRE/EXPLORE/APPLY
2. TW play a music video
offering an example of
narrative, and then use the
video to broaden/clarify the
definition of narrative.
3. TW divide students into
groups, and explain station
activity. Check for
clarification. SW rotate to
different tables, each for
about 5-10 min., analyzing
different kinds of narratives,
and simultaneously
completing a corresponding
graphic organizer with HOTS
questions regarding
narratives.
4. TW call students back to a
brief larger group discussion
to address HOTS questions,
and build understanding
through student think-pairshare/whole class
conversation.
5. TW explain explicitly how
students will then be
responsible for creating their
own narratives through a
shared writing activity. SW

6. 5-10 min Student presentations

(comprehension check)

pull out a sheet of paper, and

ask students to complete a
sentence based on whether
they are writing a news story, a
poem, etc. After each student
writes a sentence, the student
will then need to fold over the
sentence that they wrote, and
pass paper to table partner.

ASSESS/CLOSURE/BRIDGE
6.Student presentations of
song/narratives