Lesson Plan 2 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: Creative writing

Lesson Title: Once Upon a Time

Performance Objectives:

            Upon completion of this lesson, the student will be able to create a story and apply previously lean material.

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

·         Follow the line of thought

·         Work as a team for a single purpose

·         Create stories

Materials:

• Books-"The Extraordinary Mark Twain (According to Susy)" by Barbara Kerley and "The Highwayman" by Alfred Noyes
• Easel Paper Pad (25" x 30")
• Markers- blue and black
• Color pencils/crayons
• Scissors
• Tape

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:

• Select two students to narrate the stories read in the previous class
• Ask the class to recall the story components learned in the previous lesson
• Select a student to share with the rest of the class their short story (previous lesson's homework) and identify its story components
• Importance of lesson:

◦     Apply previously learn material

◦     Create a story

◦     Follow line of thought

• Introduce activities to the audience in an orderly fashion

◦     Recall "The Highwayman" and "The Extraordinary Mark Twain (According to Susy)"stories

◦     Recall story components

◦     Read student's short story and identify its story components

◦     Class short story

◦     Break off into groups of seven

◦     Write a story that cover all of the story components studied in class

Presentation:

• After student has read their short story, the class will come up with a their own story
• Selected students will write down story in chalkboard and level each section

Application:

• Break off into groups of seven
• Provide each group with materials
• Each group will create a short story, each group member will chose a story component to write about
• The short story will be written in an orderly fashion. Students will write down their part of the story as they chose their story component

◦     Example: June selected "setting statement" therefore she begins the story, Michael chose "event" thus following June's lead he will decide what happens next, and so on

◦     Each member will follow the line of thought of the previous writer in order for the story to flow

• Each story part will be colored a different color in order for students to clearly visualize the story's components

Evaluation:

• Each group will share their story with the rest of the class
• Each group member will read their part of the story and level it for the class

Closure:

• Using the group stories, the class will create a new story

◦     Each group will chose a part of their story, level it and write it down on a piece of easel paper

▪     Example: Group 1 chose "reaction", group 2 "consequence" and so on.

◦     A group member from each group will come up to the front of the class and hold their piece of paper

◦     Students will have to arrange the new story into its components

◦     Selected students will read the new story

Next Lesson Topic:

• End of story grammar development and creative writing lesson