SIOP ®​​ Lesson Plan #2

Teacher: Miss Hale Date: 3/11/2018 Grade/Class/Subject: 6th Grade, Language

Arts

Unit/Theme: Narrative (Fiction) Standards: 

CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured event
sequences.

CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context
and introducing a narrator and/or characters; organize
an event sequence that unfolds naturally and logically.

CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses
to convey sequence and signal shifts from one time
frame or setting to another.

Content Objective(s): Language Objective(s):

1. Students will write a first person narrative to
portray a sequence of events according to
context.
2. Students will describe how the plot of a story or
drama unfolds in a sequence of events.
3. Students will write a first person narrative to
portray a sequence of events according to
context.
I can statements for Language Objectives:
● I can describe how the plot of a story unfolds in
an order of events.
● I can summarize orally and in writing a plot
outline using transition words.
● I can write a first person narrative with good
technique, appropriate detailed descriptions
and logical sequences.
● I can organize my writing using transition words
so that the sequence of events occurs naturally
and logically.

KEY VOCABULARY: SUPPLEMENTARY MATERIALS: ​  

● Plot Diagram Graphic Organizer
● prediction (review)
● Geri’s Game
● plot
● exposition ● Plot Diagram Article (definitions and great
● character graphic organizer for beginning to intermediate
● protagonist ELLs)
● antagonist ● Padlet.com
● setting ● R.A.F.T. Assignment
● conflict
● rising action
● climax
● falling actions
● resolution
● theme
● characterization
 ● point of view
● narrative
SIOP FEATURES
PREPARATION SCAFFOLDING GROUP OPTIONS

​Adaptation of content ​Modeling ​Whole class

☐ ​Small groups
​Links to background ​Guided practice

​Links to past learning ​Independent practice ​Partners

​Strategies incorporated ​Comprehensible input ​Independent

INTEGRATION OF PROCESSES APPLICATION ASSESSMENT
☐ ​Reading ☐ ​Hands-on
​Individual

​Writing ​Meaningful ​Group

​Speaking ​Linked to objectives ​Written

​Listening ​Promotes engagement ​Oral

LESSON SEQUENCE: ​     

DAY 1:
1. Introduce students to the purpose of watching Geri’s Game: to learn about plot structure. Prior to starting
the video, review the summary from ​5 Pixar Short Films to Use in Secondary ELA ​that says, “This short
film from Pixar depicts a chess match with a twist between an old man, but his opponent is himself. The
old man switches seats and sides of the table to play both turns, taking a pair of glasses on and off as he
‘changes characters.’ One of the players is clearly better than the other, and even though the old man is
playing against himself, he reacts to each play with shock, terror, excitement, or joy—depending upon
the play.”
2. Write “​plot”​ on the vocabulary board. Explain that plot means the main events of a story in a particular
sequence, meaning order.
3. As a class, watch ​Geri’s Game​.
4. Once the video is over, let students know that as a class, “We will be thinking about the plot, meaning
order of events in the story, character(s), meaning who is in the story, and the setting (where the story
took place.”
5. On the board, project the ​Plot Diagram Graphic Organizer​. Explain to students that this is a way to
organize a plot.
6. Ask students to get their own computers and log-in to their Google Classroom to open their personal Plot
DIagram Graphic Organizer and vocabulary document graphic organizer.
7. Focus students on where is says “​Exposition​.” Write ​exposition​ on the vocabulary board with definition.
8. Explain that exposition means a description. It is meant to understand the background of the story by
explaining characters, settings, and conflict.
9. Focus students on where it says ​protagonist.​ Write protagonist on the vocabulary board with the
definition, the main character of story; the hero. Explain that the story focuses around this good guy.
 They can remember that the protagonist is a good guy because ​protagonist ​has the Greek root “pro-”
which means “for”. So we can think we are rooting “for that character.”
a. Ask students to pair-share with a partner a character who would be a ​protagonist​ and ​why​ they
think that character is a ​protagonist​. Walk around and listen for conversations.
b. Ask class for volunteers to share out the discussion they had about what protagonists they talked
about and why they are a protagonist. Be sure to repeat back what they are saying using specific
language. Example: If someone says Harry Potter, explain, “Yes. Harry Potter is a protagonist
because the stories are all about him and his adventures. Also, he the hero. We are voting ​for
that character​.”
c. Ask students to think about Geri’s Game. Who is the protagonist in that story we watched? Ask
them to make predictions with a partner.
d. Ask class for volunteers to share out the discussion they had about who the protagonist could be
in Geri’s Game and why.
i. Answer, “Geri (who is using the white chess pieces) is the protagonist because he is the
main character and we are hoping he wins the game again. He seems nicer, he seems
like our hero.”
e. On the graphic organizer, ask students to write Geri (White Chess Piece) next to ​protagonist​.
Model where to write it using the Plot Diagram Graphic Organizer projected on the board.
10. Focus students on where it says ​antagonist.​ Write antagonist on the vocabulary board with the
definition, the character who opposes, or goes against, the hero of the story. They can remember that the
antagonist is a bad guy because ​antagonist ​has the Greek root: “ant-” meaning against. So we can think
we are rooting “against that character.”
a. Ask students to pair-share with a partner a character who would be a ​antagonist​ and ​why​ they
think that character is a ​antagonist​. Walk around and listen for conversations.
b. Ask class for volunteers to share out the discussion they had about what ​antagonists​ they talked
about and why they are an ​antagonist​. Be sure to repeat back what they are saying using
specific language. Example: If someone says Voldemort, explain, “Yes. Voldemort is an
antagonist because he is fighting Harry Potter in the books. He is opposing our ​protagonist​,
Harry Potter.”
c. Ask students to think about Geri’s Game. Who is the antagonist in that story we watched?
Answer, “Geri (who is using the black chess pieces) is the ​antagonist ​because he is more mean
again the Geri using the white chess pieces. He is playing against himself, but we know he can
be seen as the ​antagonist​ because he is seen is a bad way.”
d. On the graphic organizer, ask students to write Geri (Black Chess Piece) next to ​antagonist​.
Model where to write it using the Plot Diagram Graphic Organizer projected on the board.
11. Use this time to ask for any clarifying questions.
12. Ask students if anyone knows what​ setting m
​ eans. Write setting on the vocabulary board.
a. Answer: the time and place the story takes place. Explain that time doesn’t have to be a specific
number time (like on a clock). It can be the time day (such as day time, night time, sunset,
sunrise, etc.), seasons, etc. Write the definition for setting on the vocabulary board.
 b. Ask students to hold up a fist of five (one finger if you are lost, 2 fingers if they get it but don’t
have a guess, 3 if they have a guess but are not sure if it’s correct, 4 fingers if they are almost
positive they’ve got it, and five fingers if they are absolutely sure) if they think they know the
setting (time) from video Geri’s Game.
c. Ask students for a fist of five (one finger if you are lost, 2 fingers if they get it but don’t have a
guess, 3 if they have a guess but are not sure if it’s correct, 4 fingers if they are almost positive
they’ve got it, and five fingers if they are absolutely sure) if they think they remember the setting
(place) for the video, Geri’s Game.
d. Project the video at 1:13 and press pause. Allow students time to look at that scene from that
point in the video.
e. Ask students to pair-share their thoughts with a partner what they think the setting is for time and
place and why. Walk around and listen to discussions.
i. For setting (time), they should discuss the daytime; the leaves changing colors, so it is
Fall/ Autumn; the tables around an open area, so it can be in a park.
f. Ask class for volunteers, “Who wants to volunteer what you and your partner discussed as a
guess for the setting (time and place)?” Ask students answer the question in a full sentence using
the sentence stem, “The setting takes place….”
i. Answer: The setting takes place in the day time during the season, Fall, at the park.”
g. On the graphic organizer, ask students to write next to Setting (time): Daytime/ Fall/ Autumn.
Model where to write it on the graphic organizer.
h. On the graphic organizer, ask students to write next to Setting (place): Park. Model where to write
it on the graphic organizer.
13. As a class, watch ​Geri’s Game​ again. This time, ask students to focus on the order of the story.
14. Ask students, “Who remembers what happened ​first ​in the story? When you answer, please start your
sentence with the word ​first​, so you understand the order of the event. For example, ‘First, Geri…’”
a. Answer: “First, Geri set out all of his chess pieces at a table in the park.”
b. Ask students for a thumbs up or thumbs down on whether or not they agree with the answer
above.
c. Repeat back, “Yes! ​First​, Geri set out all of his chess pieces.” Exaggerate the word “first” to show
importance to that word starting the sentence.
d. On the graphic organizer, model writing the sentence. Ask students to write the sentence in the
same place on their graphic organizer.
e. Explain that by writing the word “first” they are using a transition word. A transition word is used at
the beginning of a sentence. In this case, this transition word helps us with the sequence,
meaning the order, of the story.
f. Direct students to the poster in the class that holds many other transition words for sequencing.
Introduce those words to the students (second, third, next, then, finally, last, etc.)
15. Ask students, “Who remembers what happened ​next ​in the story? When you answer, please start your
sentence with the word ​next​, so you understand the order of the event. For example, ‘Next,…’”
 a. I am looking for an answer like: “Next, nobody is at the park to play chess w/ Geri, so Geri plays
again himself.”
b. Ask students for a thumbs up or thumbs down on whether or not they agree with each guess.
c. If I hear the answer, repeat back, “Yes! ​Next​, nobody is at the park to play chess w/ Geri, so Geri
plays again himself.” Exaggerate the word ​next​ to show importance to that word starting the
sentence.
d. On the graphic organizer, model writing the sentence. Ask students to write the sentence in the
same place on their graphic organizer.
e. Explain that by writing the word ​next ​they are still using a transition word. Repeat that a transition
word is used at the beginning of a sentence. In this case, this transition word helps us with what
happens next in the sequence, meaning the order, of the story.
f. Explain that this moment would also be known as the ​conflict​ of the story. Write conflict on the
vocabulary board with the definition. Explain that a conflict is “primary problem that drives the plot
of the story, often a main goal for the protagonist to achieve or overcome.”
g. Ask students to think about why they think this is the ​conflict​ of Geri’s Game in pair-share. Walk
around and listen to discussions.
h. Ask class for a few volunteers to share out why they think this is the conflict of the story.
i. Answer: “This is the conflict of the story because Geri plays against himself, and we are
voting for the protagonist (Geri with the white chess pieces) to win over the antagonist
(Geri with the black chess pieces).
16. Ask students, “Who remembers what happened ​after ​the conflict​ ​in the story? When you answer, please
start your sentence with the word ​after​, so you understand the order of the event. For example, ‘After,…’”
a. I am looking for an answer like: “After, laughing Geri with the black chess pieces takes all Geri’s
white pieces, and it looks like he’s going to win.”
b. Ask students for a thumbs up or thumbs down on whether or not they agree with each guess.
c. If I hear the answer, repeat back, “Yes! ​After​, laughing Geri with the black chess pieces takes all
Geri’s white pieces, and it looks like he’s going to win.” Exaggerate the word ​after​ to show
importance to that word starting the sentence.
d. On the graphic organizer, model writing the sentence above the rising action. Ask students to
write the sentence in the same place on their graphic organizer.
e. Explain that by writing the word ​after ​they are still using another transition word. Repeat that a
transition word is used at the beginning of a sentence.
f. Explain that this moment would also be known as the ​rising action​ of the story. Write ​rising
action​ on the vocabulary board with the definition. Explain that a ​rising action ​is “all of the
events that lead to the eventual climax (the most exciting part of the story), including character
development and events that create suspense.”
g. Ask students for a fist of five (one finger if you are lost, 2 fingers if they get it but don’t have a
guess, 3 if they have a guess but are not sure if it’s correct, 4 fingers if they are almost positive
they’ve got it, and five fingers if they are absolutely sure) on whether or not they understand
rising action.​ Clarify any questions or concepts that need the be reviewed or explained further.
17. Rewatch Geri’s Game one last time to help students remember what happens from the middle to the
end.
18. Ask students, “Who remembers what happened ​next ​in the story? When you answer, please start your
sentence with the transition word ​then,​ so you understand the order of the event. For example, ‘Then,…’”
a. I am looking for an answer like: “​Then​, Geri fakes a heart attack, flips the board around, and gets
away with his trick.”
b. Ask students for a thumbs up or thumbs down on whether or not they agree with each guess.
c. If I hear the answer, repeat back, “Yes! ​Then​, Geri fakes a heart attack, flips the board around,
and gets away with his trick.” Exaggerate the word ​then​ to show importance to that word starting
the sentence.
d. On the graphic organizer, model writing the sentence over the climax. Ask students to write the
sentence in the same place on their graphic organizer.
e. Ask students to share with a partner why were are beginning the sentence with ​then.​ Walk around
to listen to discussions.
f. Ask a volunteer to share out why they are starting their sentence with ​then​.
i. Answer: By writing the word ​then ​in the beginning of their sentence, they are using a
transition word.
ii. Once I hear the answer, repeat back, “Yes, and a transition word helps us understand
what happens next in the sequence, meaning the order, of the story.”
g. Explain that this moment would also be known as the ​climax​ of the story. Write ​climax ​on the
vocabulary board with the definition. Explain that a ​climax​ is “most exciting point of the story, and
is a turning point for the plot or goals of the main character.”
h. Ask students to think about why they think this is the ​climax​ of Geri’s Game in pair-share. Walk
around and listen to discussions.
i. Ask class for a few volunteers to share out why they think this is the ​climax​ of the story.
i. Answer: This is the climax of the story because Geri (the protagonist) fakes a heart attack.
As an audience, we (as well as Geri, the antagonist) thought something happened to Geri
(the protagonist). We then find out that he used this method as a way to cheat. It’s exciting
because he gets away with his trick!
j. Ask class for a fist of five (one finger if you are lost, 2 fingers if they get it but don’t have a guess,
3 if they have a guess but are not sure if it’s correct, 4 fingers if they are almost positive they’ve
got it, and five fingers if they are absolutely sure) to show their understanding of climax. If there
are 1s and 2s, clarify meaning of climax.
19. Ask students, “Who remembers what happened ​after that ​in the story? When you answer, please start
your sentence with the transition word ​then​, so you understand the order of the event. For example,
‘Next,…’”
a. I am looking for an answer like: “​Next, ​laughing Geri (the antagonist) realizes he’s losing. Geri
(the protagonist) sits back and smiles.”
b. Ask students for a thumbs up or thumbs down on whether or not they agree with each guess.
 c. If I hear the answer, repeat back, “Yes! ​Next, ​laughing Geri (the antagonist) realizes he’s losing.
Geri (the protagonist) sits back and smiles.” Exaggerate the word ​next​ to show importance to that
word starting the sentence.
d. On the graphic organizer, model writing the sentence over the ​falling action​. Ask students to
write the sentence in the same place on their graphic organizer.
e. Ask the whole class to share out why they are starting their sentence with ​next​.
i. Answer: By writing the word ​next ​in the beginning of their sentence, they are using a
transition word.
ii. Once I hear the answer, repeat back, “Yes, it’s a transition word!”
f. Explain that this moment would also be known as the ​falling action​ of the story. Write ​falling
action ​on the vocabulary board with the definition. Explain that a ​falling action​ is “everything that
happens as a result of the climax, including wrapping-up of plot points, questions being
answered, and character development.”
g. Ask class for a fist of five (one finger if you are lost, 2 fingers if they get it but don’t have a guess,
3 if they have a guess but are not sure if it’s correct, 4 fingers if they are almost positive they’ve
got it, and five fingers if they are absolutely sure) to show understanding. If there are 1s and 2s,
clarify meaning for them.
20. Ask students, “Who remembers what happened ​at the end ​of the story? When you answer, please start
your sentence with the transition word ​Finally​, so you understand the order of the event. For example,
‘Finally,…’”
a. I am looking for an answer like: “​Finally​, Geri wins his teeth back from himself (apparently, he lost
them last time he played himself).”
b. Ask students for a thumbs up or thumbs down on whether or not they agree with each guess.
c. If I hear the answer, repeat back, “Yes! ​Finally​, Geri wins his teeth back from himself (apparently,
he lost them last time he played himself).” Exaggerate the word ​finally​ to show importance to that
word starting the sentence.
d. On the graphic organizer, model writing the sentence over the ​resolution​. Ask students to write
the sentence in the same place on their graphic organizer.
e. Ask the whole class to share out why they are starting their sentence with ​finally​.
i. Answer: By writing the word ​finally ​in the beginning of their sentence, they are using a
transition word that shows the last part of the story.
ii. Once I hear the answer, repeat back, “Yes, it’s a transition word that signals the end of our
story!”
f. Explain that this moment would also be known as the ​resolution​ of the story. Write ​resolution ​on
the vocabulary board with the definition. Explain that a ​resolution​ “is not always happy, but it
does complete the story. It can leave a reader with questions, answers, frustration, or
satisfaction.”
i. Ask students to have a thumbs up if this resolution left them with more questions
1. If they have a thumbs up, ask them what questions they have (share with the
class). Clarify (if possible) these questions.
 ii. Ask students to share a thumbs up or thumbs down if they were happy with the resolution
of the story. Pair-share why or why not they think this is a good end to the story. Walk
around to listen to discussions.
21. On the graphic organizer, direct students focus to where it says author’s ​theme​. Write ​theme ​on the
vocabulary board with the definition. Explain that a ​theme​ “the main topic (or topics) at the center of the
story.”
22. Project the website ​A HANDY GUIDE TO THE MOST COMMON THEMES IN LITERATURE
a. On the website, explain to students there are many different types of themes in stories.
i. Examples: Own worst enemy; good vs. evil, love conquers all, death, overcoming the
odds, etc. The options are endless! These are only a few words, but they focus on what
the story is about.
b. In pair-share discussions, ask students to pick their favorite book, movie, or story and share what
they think the theme would be and why. Walk around to listen to discussions and reasonings.
c. Student’s can share out with the class their favorite book, movie, or story, the theme they think it
is trying to portray, and why.
23. Using Padlet.com, ask students to share what they think the theme of Geri’s Game is and why. Project
the Padlet on the board so students can see answers. Students do not need to share their name on their
Padlet discussion.
a. Review the answers and clarify if they address the theme or not. There are many different options
and there are a few write answers. They can choose a theme from the shared website (handy
Guide) or choose a theme they think it could be.
24. On their own graphic organizer, ask them to choose a theme listed from the Padlet on the board they
agree with, and write it in the box that says “authors theme.” Model where they should write their answer.
Each student can choose a different answer for this step.
25. Explain that Geri’s Game is a great example of a story that uses something called ​characterization​.
Write​ characterization ​on the vocabulary board with the definition. Explain that a ​characterization​ is
“the process by which the writer reveals the personality of a character.”
a. In this case, there was no dialogue, or speaking, in this film.
b. Ask students, “Since there is no talking, how were we able to understand the personalities of
these characters?”
i. Answer: We get the personality of the characters through grunting, laughing, gasps, facial
expressions, body language.
26. Although we don’t hear any talking, we are still seeing the story through Geri. This is known as a
narrative​. Write ​narrative​ on the board along with the definition:​ “a story that you write or tell to
someone, usually in great detail.”
27. Tell students that there are two points of view this story can be seen in: Geri (the protagonist, who wears
the glasses) and Geri (the antagonist, who doesn’t wear the glasses). Although he is the same person,
the story portrays him playing against himself in real time. For their assignment, they will need to write a
first-person narrative​. This means, a narrative, a story, told from the first person point of view (through
 the eyes of the character). Let them know they will need to write this first-person narrative using the plot
line they saw in the video and transition words.

DAY 2:
Review yesterday’s lesson.
● Rewatch Geri’s Game and project the plot diagram the class completed.
● Review transition words and how each transition word is meant to organize sequenced events.
● Review key terms such as:
○ plot
○ exposition
○ character
○ protagonist
○ antagonist
○ setting
○ conflict
○ rising action
○ climax
○ falling actions
○ resolution
○ theme
○ characterization
○ point of view
○ narrative
REFLECTIONS: ​     
● The reflection will apply their knowledge of a plot diagram as well as transform their knowledge from their
plot diagram activity into a first person narrative using transitions. This will be a R.A.F.T. assignment
where learners will type in Google Classroom using Google Docs. They can use their plot diagram
activity to help them organize their thoughts to the chain of events. Let students preview the rubric to see
how their work will be graded. I will give them 2 options to choose from (allowing them the choice of more
than one option to increase motivation):
○ Assignment: Rewatch Geri’s Game.
■ Role: Geri (the protagonist, wearing glasses, starts off with the white chess pieces)
■ Audience: Himself
■ Format: Diary Entry
■ Topic: Imagine that you are Geri, the protagonist. Include details of what actually
happened throughout your chess game, and how you felt afterwards. Include how you felt
as each point in the game, what lead you to think about playing your trick, and any
thoughts you may have about winning back your dentures. Use details throughout your
narrative to describe the plot, characters, conflict, theme, and setting.
○ Assignment: Rewatch Geri’s Game.
■ Role: Geri (the antagonist, no glasses, starts off with the black chess pieces)
■ Audience: Himself
■ Format: Diary Entry
■ Topic: Imagine that you are Geri, the antagonist. Include details of what actually happened
throughout your chess game, and how you felt afterwards. Include how you felt as each
point in the game, what you thought happened when the other Geri got sick, and any
thoughts you had about losing your dentures. Use details throughout your narrative to
describe the plot, characters, conflict, theme, and setting.

Template adapted from Echevarria, Vogt, and Short (2008),​ Making Content Comprehensible for English Learners:
The SIOP ®​ ​ Model​.
Lesson Rationale:
This lesson focuses on address the following 6th grade content standards: ​CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences; ​CCSS.ELA-LITERACY.W.6.3.A​ Engage and orient the reader by
establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically; ​CCSS.ELA-LITERACY.W.6.3.C​ Use a variety of transition words, phrases, and clauses to
convey sequence and signal shifts from one time frame or setting to another. ​This ​will support students’
literacy/language development and content knowledge because it focuses on writing fictional narratives, writing
and discussing plot (how a story is organized and sequenced) and allows students to write in an organized
structure using transition words that meets 6th-grade content objectives.​ I designed the lesson so that it
incorporates 6th grade writing, listening, and speaking assessments that address my language objectives for this
lesson. This lesson is meant to be completed over a 2 day period. This is meant to reinforce their R.A.F.T. writing
practice as well as introduce new concepts such as plot diagrams and the five elements of a story. This lesson will
be used to help them understand that every story/ narrative has plot, characters, conflict, theme, and setting. It is
also meant to teach them how transition words can be used to show the sequencing of events throughout a story.
This lesson is an introductory lesson that will open up a project where they write their own fictional first-person
narrative and plot line.

Assessment Rationale:
After reviewing this lesson, I decided I wanted to change almost all of it! I kept the idea of using Geri’s
Game as a way to introduce plot structure and narratives because I thought this was great motivation for the
students to want to learn about this content. I got rid of the reading of Jack and the Beanstalk because I didn’t think
it was staying true to what I wanted to asses in this lesson. Although I used solely a video (Geri’s Game) instead a
of video and text (Geri’s Game and Jack and the Beanstalk), I think this lesson allows students to understand their
learning objectives cleared and deeper.
This lesson will be used to introduce the idea of plot structure. I want my students to get background
knowledge and have discussions about times in their life they have been exposed to these topics before. I want
them to think about the video and truly understand sequencing of events within plot. It is a complex video
(especially because the protagonist and antagonist is the same character) but it teaches students a ton about
characterization and to understand that these types of details in a story is just as important as dialogue. Since this
video has no dialogue, I thought it would be the perfect way to introduce this concept to them. In later lessons, I
will use reading and dialogue to reinforce these ideas.
Throughout my lesson, use a few informal and formative assessments. These help me understand how
students are comprehending the content as the lesson is going. The informal assessments I ask my learners to
participate in are class share outs, pair-share discussions, and fists of five. After teaching a concept, I can assess
their understanding using fists of five. Fists of five is a way for students to show me their level of understanding. If I
see that many are either close to understanding or understand fully (3, 4, 5), then I am able to move on to the next
topic. If I see some or many are struggling (1 and 2), then I can review, adjust and reteach the concept before
moving on. Also, by asking students to engage in pair-share discussion, I am listening to their application of their
understanding. Can they identify specifics elements within the plot? Can they support the reasoning with
evidence? Can they relate their understanding of this topic to other books/stories/ movies they know? If not, I can
review it as a class and adjust. Finally, when assessing the sequencing of events throughout the plotline, I ask
learners to use transition words (orally and in their graphic organizers). This helps them understand when and how
to use transition words. These informal assessments address the following language objectives: ​I can describe
how the plot of a story unfolds in an order of events​ and​ I can summarize orally and in writing a plot outline using
transition words. ​ It also helps me address the CCSS ELA Literacy Standard ​W.6.3.C.
Another informal assessment is the use of the Padlet. I do not grade their responses; however, I am
observing if they understand the meaning of a theme and how they apply it to Geri’s Game. Since I cannot see
which student supplies which answer on the Padlet, I can view the class as a whole to gage how much I need to
review theme and if it needs an adjustment. I can also see how each student performs individually on this by
viewing the choice they wrote in their graphic organizer. This is not addressing a language objective; however, it
will be a language objective in the next lesson on identifying themes within narratives. Since identifying theme is a
6th grade standard, I am using this informal assessment as a way to see what they already know and how that can
be used in the future towards reading literature.
A formal assessment, that also acts as a formative assessment, is their R.A.F.T. assignment. In their
R.A.F.T. assignment, I ask them to write a first-person narrative (either from the point of view from Geri, the
protagonist, or Geri, the antagonist) and retell the sequence of events using details from the plot. To show they
can write a smooth, sequenced, and detailed narrative, they can use their Plot Graphic Organizer to help them
remember the chain of events. They will also be asked to watch Geri’s Game one last time (at least) and imagine
themselves from the point of view of one of the “Geris”. Before working on their R.A.F.T. assignment, we will go
over the rubric I will be using to grade them so the expectations are clear. I will assess them on if their narrative is
smooth, sequenced, and descriptive. I will also assess their use of transitions. I will give feedback on if they are
repeating the same transition words too often, where they are being used, and how they being used. This final
assessment addresses the language objectives ​I can write a first person narrative with good technique,
appropriate detailed descriptions and logical sequences​ and​ I can organize my writing using transition words so
that the sequence of events occurs naturally and logically.​ It also helps me address the CCSS ELA Literacy
Standards ​W.6.3.A and W.6.3.C.

Technology Rationale:
Throughout the lesson, students will be using the video, Geri’s Game, to understand narratives, plot
diagrams, and the five elements of a story. I use this video to get their buy-in because it’s engaging, comedic,
and my kid’s love Pixar shorts. I assign them this lesson using Google Classroom. On Google Classroom, I give
them access to this video, the plot diagram, the R.A.F.T. Google Doc, and the Padlet. I wanted to this technology
throughout the lesson because this increases their buy-in and easily organizes information. Also, by using
Google Docs, they are able to practice their typing skills. Their Google Docs are shared with me automatically so
it allows me (as well as their classmates) to comment directly on their work to give feedback. My kids want to use
technology in any way they can, so when I give them multiple opportunities to use it, they enjoy it!