Lesson Plan 1 for The Highwayman and The Extraordinary Mark Twain (according to Susy)

Teacher: Eva Krebs

Subject Area: English

Grade Level:  5th grade (10-11 yrs.)

Unit Title: Story Grammar Development

Lesson Title: Break It Down

Performance Objectives:

            Upon completion of this lesson, the student will be able to identify the framework of a story in order to develop awareness on the internal structure of a story. The internal components of a story are: setting statement, event, response, plan, attempt, consequence and reaction.

            By the end of this activity students will be able to:

·         Identify the framework of a story

·         Learn associated vocabulary words

·         Learn vocabulary definition

·         Break down stories into main components

Materials:

• Books- "The Extraordinary Mark Twain (According to Susy)" by Barbara Kerley and "The Highwayman" by Alfred Noyes
• Story Grammar Components: Definition Sheet
• Story Grammar Components: Work Sheet

References:

Kerley, Barbara. (2010). The Extraordinary Mark Twain (according to Susy). New York: Scholastic Press. ISBN 9780545125086

Noyes, Alfred. (1990). The Highwayman. San Diego: Harcourt Brace Jovanovich. ISBN 01524343407

Preparation:

• Present lesson to audience through open discussion on what is a story
• Ask students why are stories important
• Importance of lesson:

◦     Understand story components

◦     Learn to recognize each story component within a story

• Introduce activities to the audience in an orderly fashion

◦     Story grammar introduction using definition sheet

◦     Read story- "The Extraordinary Mark Twain (According to Susy)"

◦     Story break down

◦     Break off into groups of four

◦     Read story- "Highwayman"

◦     Break down the story into grammar components using work sheet

Presentation:

• Introduce the grammar components that underlie a story. Speak clearly and write down all of the definitions in chalkboard.
• Provide students with "Story Grammar Components: Definition Sheet" in order for them to write down the definitions

Application:

• Read "The Extraordinary Mark Twain (According to Susy)" by Barbara Kerley.
• As a whole group, break down the story into grammar components. Write in chalkboard.
• Break off into groups of four and read "Highwayman" by Alfred Noyes
• Break down the story into grammar components. Use "Story Grammar Components: Work Sheet"

Evaluation:

• After all the groups have finished, each group will select a group member to share their answer to a specific story component with the rest of the class.
• All answer will be written in the chalkboard by the selected group members
• Answers will be read at loud to the class
• Votes will be casted for each answer to ensure everybody is understanding the material
• Incorrect answer will be corrected and explained by the teacher

Closure:

• Students will be asked to define vocabulary words and give examples

Assigned Student Work:

• Students will be asked to write a short story that cover all of the story components studied in class.

Next Lesson Topic:

• Once Upon a Time

◦     Apply knowledge acquired today

◦     Creative writing

◦     Group work