Tracy Ivey

TEL 311
September 25, 2015
Components of a Lesson Plan

State Standard/District curriculum: Write narratives to develop real or imagined experiences

or events using effective technique, relevant descriptive details, and wellstructured event
sequences. a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds naturally and
logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses
to convey sequence and signal shifts from one time frame or setting to another. d. Use precise
words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events. e. Provide a conclusion that follows from and reflects on the
narrated experiences or events. (7.W.3)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are
defined in standards 13 above. (7.W.4) a. Produce clear and coherent functional writing (e.g.,
formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures,
invitations, envelopes, maps, captions, diagrams) in which the development and organization are
appropriate to the task, purpose, and audience. (AZ.7.W.4)
Objective: Students will take notes on story elements from an interactive Prezi as well as ask
questions. Then students will use tablets in class to research story elements. In order to show
their level of understanding students will then define the five essential story elements in their
own words. These story elements are plot, setting, characterization, theme, and point of
view. After that students will write a short narrative paper using the previously mentioned story
elements. By the end of class students will switch papers with a partner and then be able to
define as well as recall types of story elements present in narrative writing.
SWBAT take notes through an interactive Prezi on story elements as well as ask questions.
SWBAT use tablets in class to research story elements.
SWBAT demonstrate their knowledge of story elements by define the essential five discussed in
class in their own words.
SWBAT locate and describe story elements used in narrative writing.
SWBAT write a short narrative paper using the five essential story elements.

Set: In order to complete this assignment students will use a tablet during class in order to
research about story elements in narrative writing. Student may also use classroom notes on story
elements that were provided at the beginning of class. Finally the student will be able to
summarize the definitions of story elements in their own words and be willing to share their

Tracy Ivey
TEL 311
September 25, 2015
findings with the entire class. Students will also recognize examples of story elements and be
able to discuss these as a class.
Information: Teacher will provide information on story elements through a Prezi. Class will ask
questions and discuss aloud their experience identifying story elements. Teacher will remind
students that the best way to start writing is to plan the entire paper through pre-writing. The
teacher will also talk about the correct sequence to set up a narrative paper.
Model: Teacher will model the proper way to identify story elements in narrative writing. The
teacher will also demonstrate to students how to include story elements in writing by modeling a
pre-writing technique.
Check for Understanding: The teacher will check students understanding during class at three
main times: after notes are completed, after students have defined story elements in their own
words, and after writing their own narrative paper using story elements. In order to do this the
teacher will ask for a thumbs up, thumbs sideways, or thumbs down. The teacher will then ask
students that they are unsure about and may review notes with the class again. In addition the
teacher will walk around the room to answer questions one on one and assist on locating story
elements in narrative writing.
Guided Practice: Students will research story elements on their own by following in the
teachers footsteps using appropriate research techniques. Students will define story elements in
their own words to make up personal definitions for each word. Students will share their writing
with a class mate and locate story elements.
Closure: At the end of class we will have a quick class discussion on story elements and I will
ask students any challenges they faced in todays activity. As an exit ticket students will write
down an example of their favorite story element (from the in class activity or their favorite book)
on a post it note and stick it on the front dry erase board. I will have provide students with an
example: Theme- Love in Marley and Me
Independent Practice: For homework students will bring in a part of writing from their favorite
book or author. Students will then demonstrate mastery of story elements by labeling or high
lighting at least three story elements.