LAE 4335 Sample LIVE Lesson Plan

Grade Level: 10
Unit Big Question: What makes a good story?

Standards: Commented [MS1]: I realize this isn’t the best standard.

We have to review these elements for testing but they
 LAFS.910.RL.4.10: By the end of grade 9, read and comprehend literature, aren’t strictly grade-level.
including stories, dramas, and poems, in the grades 9–10 text complexity
band proficiently, with scaffolding as needed at the high end of the range. By
the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9-10 text complexity band
independently and proficiently.

Objectives:
 Students will review story elements in order to Commented [MS2]: I wanted to review first to
SCAFFOLD: students should know these elements already
o Prepare for standardized testing but I want them to have the names in mind.
o Prepare to identify those elements in stories of their own choosing
o Prepare to eventually write their own stories that include these I have chosen to use this first activity in my AAA.
elements
 Students will identify story elements in stories of their own choosing Commented [MS3]: RELEVANT/DIVERSE: students get
to choose their own examples and apply to various
 Students will begin to brainstorm ideas for key elements of their own stories examples.
Commented [MS4]: ALIGNS with my final assessment:
Materials: students write their own short stories.
 Story elements charts
 Story brainstorming handouts

Activities:
 (5 min.) I will hand out story elements charts. I will put a story plot on the
board and ask students to recall the major elements of a story:
o Exposition
o Rising Action
o Climax
o Falling Action
o Resolution
 (10 min.) I will place students in groups by counting off in 5s. Each group will
choose a story (novel, TV show, film). They will identify the events that
match each element on the story plot.
 (15 min.) I will ask each group to share their example.
 (15 min.) I will hand out story brainstorming handouts. Individually,
students will brainstorm ideas for each section of their own stories.
 (5 min.) I will ask for volunteers to share; they will have to summarize and
explain why one event fits with the element.

Assessment(s): Commented [MS5]: DIVERSE: I wanted to have more

than one assessment to know how well students
 I will know whether students have understood the story elements by their understand these elements.
answers during the review (can they name the elements), by how they apply
the elements to their group examples (e.g., climax of The Outsiders), and by
how they apply the elements to brainstorming their own stories.