Lesson Plan Title: What Goes Into a Story?

Web 2.0 Tool used: Power point/ pages

Grade level: 9

Subject: English

Standards:
CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

Essential question:
1. What are the different aspects that go into a narrative/story?

Objectives:
1. SWBAT identify the different parts of a story.
2. SWBAT write a short story using narrative techniques.

Materials needed for lesson:

Students will need their ELA notebooks. (notebooks will be one inch binders separated
into four sections: classroom notes, free writing/ journal responses, handouts, and
homework.)
Students will need a writing utensil: pen, pencil, marker, etc.
Students will need a classroom set of chromebooks.
Students will need the short story text being used in class
The Tell-Tale Heart by Edgar Allen Poe
Students will need the vocabulary handout that will be used throughout the unit.
Students will need the narrative techniques handout to fill as we read.
I will present the vocabulary terms and Narrative techniques in a power-point
presentation.
I will need a document projector to fill out the story handout with the class.
Instructional Strategy:
1. Before the start of the lesson, I will ask students what they know about writing a
story. I will write their answers on the board and comprise a list of what they know.
2. The lesson will begin with a brief power-point presentation and lecture that will
introduce narrative techniques and the various parts of a story.
3. As I am giving the presentation, students will fill out the vocabulary terms on the
worksheet provided and as a class we will discuss examples for each term from the
students favorite books, comics, or TV shows.
a. Each word will have an audio of the pronunciation and I will read the definition
aloud to the class.
4. Students will be given a free writing activity to get them thinking about writing
narratives.
a. Writing Journal Prompt: Think back to the first time you read/watched your
favorite book, comic, or television series. Write a brief description of the
memory that includes: what made you read/watch it? What happened while you
were reading/watching it? Where were you when you encountered it? What was
it like? How did you feel while reading/watching & why?

Assessments:
The list comprised of the students answers to the question asked before the lesson will
function as a pre-assessment. It will allow me to see what students already know so
that i know what to linger on in the lesson presentation.
Students will also be graded on classroom preparedness and participation.

Reflection:
This lesson is a great way to assess what students know and get them started on what we will
be learning in the unit. The power point is an easy way for me to give them the information
and vocabulary terms they will need during the unit. The storyline and vocabulary worksheets
provide an easy to fill and follow template for students to take notes. If a student does not
understand something we have gone over, looking at their worksheet notes is a quick and easy
way for me to see where they are lacking in their understanding. The Journal prompt is a great
way for students to put what they have learned into practice. It also helps me see where I
should go back and teach a term or concept differently based on student understanding.
Lesson Plan Title: The Tell-Tale Heart (part 1)

Web 2.0 Tool used: Timeline

Grade level: 9

Subject: English

Standards:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

Essential question:
1. What are the key scenes that contribute to the development of the plot?

Objectives:
1. SWBAT analyze and identify sequential scenes in a story.
2. SWBAT interpret the authors tone and the theme of the story.

Materials needed for lesson:

Students will need a writing utensil: pen, pencil, marker, etc.
Students will need a classroom set of chromebooks to work on the timelines.
Students will need the short story text being used in class
The Tell-Tale Heart by Edgar Allen Poe
Students will need the vocabulary handout that will be used throughout the unit.
Students will need the narrative techniques handout to fill as we read.
Smart board to listen to audio version of the text and model how to create the timeline.
I will need a document projector to fill out the story line handout with the class.

Instructional Strategy:
Before we begin reading the story I will go over vocabulary terms from the story that will be
unfamiliar to the students.
We will first listen to the audio version of the first half of the story.
Then we will circle read the story aloud, each student reading a paragraph until we reach the
end of the first section.
I will guide the students through filling out the story timeline worksheet.
Time line activity: Students will use the timeline web 2.0 application to create a timeline of the
important events that they have encountered so far in the story.

Assessments:
Students will be graded on classroom preparedness and participation.
Students will be graded on the notes they are taking within the worksheets pertaining to
the story.
Students will be graded on the finished timeline product.

Reflection:
This lesson will delve into the reading of the story and focus on the narrative techniques. Using
the guided worksheets to take notes, students will pull out the information in the story that
pertains to the terms they learned the previous day: theme, tone, setting, plot, dialogue,
characters, etc. The text will be read aloud and a physical copy will be given as well to adhere
to multiple learning styles. I think the timeline activity is a great way to get students engaged in
chronicling the events in the story. It allows them to pay attention to the details and put those
details into a form they can easily understand and refer back to.
Lesson Plan Title: The Tell-Tale Heart (part 2)

Web 2.0 Tool used: Smart Board activity

Grade level: 9

Subject: English

Standards:
CCSS.ELA-LITERACY.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the
theme.

CCSS.ELA-LITERACY.RL.9-10.5
Analyze how an author's choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery,
tension, or surprise.

Essential question:
1. What choices does an author make that lend to the tone, theme, plot, and setting of a
text?

Objectives:
1. SWBAT interpret the authors tone throughout the text.
2. SWBAT identify aspects of plot, setting, and character development.

Materials needed for lesson:

Students will need a writing utensil: pen, pencil, marker, etc.
Students will need a classroom set of chromebooks to work on the final assignment.
Students will need the short story text being used in class
The Tell-Tale Heart by Edgar Allen Poe
Students will need the vocabulary handout that will be used throughout the unit.
Students will need the narrative techniques handout to fill as we read.
We will need a Smart board to listen to the audio of the text and to do the sequence of
events activity.
I will need a document projector to fill out the story line handout with the class.
Instructional Strategy:
We will first listen to the audio version of the first half of the story.
Then we will circle read the story aloud, each student reading a paragraph until we reach the
end.
I will guide the students through filling out the story timeline worksheet.
Students will fill out the last two sections of the storyline worksheet on their own, summarizing
the events and decide where the rising action, climax, falling action, and resolution are in the
story.
Smart-Board activity where students have to unscramble the events of the story and put them
in the order they occur.
Vocab matching activity where students have to match the vocabulary terms with the correct
definitions.
Introduction of final writing assignment
a. Student will write their own short story; taking a personal memory and narrating
it as a character, or creating a work of fiction with new characters.
b. To go along with the story, students can create a comic book, graphic, video, or
story board.

Assessments:
Students will be graded on classroom preparedness and participation.
Students will hand in and receive a final grade for the storyline worksheet.
Students will be graded on their participation in the smart board activities.
Students will be graded on their final writing assignment and the visual story aspect.

Reflection:
For this lesson the class will finish reading The Tell-Tale Heart and taking notes on the storys
events. The circle read will ensure that all the students have a chance to read and that none of
them feel left out or put on the spot. The two smart board activities will serve as a quick
review and help students get ready for the final writing assignment and the vocabulary/story
quiz. Before class is over, I will introduce the final writing assignment and project of the unit so
that students can think about what they want to do and plan out their ideas for the next day.
Lesson Plan Title: Writing a Story

Web 2.0 Tool used: StoryBoard/ Canva/ Powtoon

Grade level: 9

Subject: English

Standards:
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.9-10.3.A
Engage and orient the reader by setting out a problem, situation, or observation, establishing
one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.

CCSS.ELA-LITERACY.W.9-10.3.B
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.9-10.3.C
Use a variety of techniques to sequence events so that they build on one another to create a
coherent whole.

CCSS.ELA-LITERACY.W.9-10.3.D
Use precise words and phrases, telling details, and sensory language to convey a vivid picture of
the experiences, events, setting, and/or characters.

CCSS.ELA-LITERACY.W.9-10.3.E
Provide a conclusion that follows from and reflects on what is experienced, observed, or
resolved over the course of the narrative.

Essential question:
How do you write a narrative/story?

Objectives:
SWBAT use narrative techniques in their own writing.
SWBAT create visuals to go along with their writing.
Materials needed for lesson:
Students will need art materials: crayons, markers, construction paper, foam boards,
paint, scissors, etc.
Students will need a classroom set of chromebooks to work on the final assignment.
I will need a document projector to present and go over the requirements of the
assignment.

Instructional Strategy:
1. Students will have the day to plan out and work on their final assignment.
2. Introduction of final writing assignment
c. Student will write their own short story; taking a personal memory and narrating
it as a character, or creating a work of fiction with new characters.
d. To go along with the story, students can create a comic book, graphic, video, or
story board.

Assessments:
Students will be graded on classroom preparedness and participation.
Students will be graded on their final writing assignment and the visual story aspect.

Reflection:
For the final writing assignment, students will focus on taking all we have learned during the
unit and implement it in their own writing. I think this will provide students with a fun way to
be creative and do something outside of the usual five paragraph essay. I also think the in class
work day is important for students who may not have the materials to do the assignment at
home or who need my extra guidance during the planning stages.
Lesson Plan Title: Review

Web 2.0 Tool used: Interactive Powerpoint

Grade level: 9

Subject: English

Standards:
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.

Essential question:
What are the parts of a story?
What are narrative techniques?
What choices does the author make to establish tone and theme?

Objectives:
SWBAT interpret the authors tone throughout the text.
SWBAT identify aspects of plot, setting, and character development.
SWBAT analyze and identify sequential scenes in a story.
SWBAT interpret the authors tone and the theme of the story.

Materials needed for lesson:

Students will need a classroom set of chromebooks to follow along with the interactive
powerpoint and take the embedded quiz.
I will need a smart board to present the interactive powerpoint and show the
percentage of students that get each question right.

Instructional Strategy:
1. Go over returned storyline worksheet
2. Present interactive powerpoint review
3. Have students take the vocabulary and story quiz
Assessments:
Students will be graded on classroom preparedness and participation.
Students will be graded on the quiz for the story and vocabulary.
Students will be graded on their final writing assignment and the visual story aspect.

Reflection:
Going over the Storyline handout will help students understand how they were graded and
where they lacked in some of their answers. This gives them the opportunity to correct their
answers and make sure their study sheet is adequate to prepare them for the quiz. It can also
serve as a reference for their final writing project; they can see the narrative techniques the
author used and try to implement those techniques in their own writing. The Powerpoint will
serve as review for the students before the quiz. We will go over the story and the parts of
creating a narrative before they are presented with the quiz. The power point will also have a
series of practice questions to enable students to see what the quiz will be like.