Teacher Work Sample
Instruction Plan – Lesson Plan Pre-test/“Stages of Plot”
Teacher: Jessica Gress
Date: January 12, 2010
Unit Title: “Into the Elements”
Lesson Topic: Stages of Plot
§ Students will understand the elements of literature (plot, conflict, perspective…etc.) and utilize the definitions and knowledge of the elements when reading short fiction.
§ Students will be able to identify the definition of each stage of plot by writing it in the notes packet.
§ Students will be able to analyze a short story (“The Elevator”) by identifying and explaining the stages of plot in it through writing a short answer explanation for the stages of plot defined in literature book.
§ 8.3.2 Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the plot’s development; and the way in which conflicts are (or are not) addressed and resolved.
II. Anticipatory Set:
§ Students will come into the classroom and pick up a pretest. They will have 10-15 minutes to complete this test.
§ Knowing the conventional progression and development of a story is important to understanding the work as a whole and interpreting its meaning.
IV. Lesson Presentation:
1. Students will talk to the partner in the row across from them and share a brief story. Each person will have a minute and a half to share a story about anything they would like to talk about.
2. After students share story, ask general questions about the stories they shared:
o Did you story have an exposition – a beginning where you explained what is going on around the story, who was involved and where the event is taking place?
o Did you story have rising action – details and information that added to what was about to happen?
o Did you story have a climax – the point where the story reached the height of suspense before anything was resolved?
o Did you story end with falling action+/a resolution – there where the ending was finished and the story was cleared up?
3. Have students raise hand and share if they know definitions of the stages of plot.
4. Pass out Notes Packet
5. Open books to page 26 – Diagram of stages of Plot.
6. Have students draw their own version of a plot diagram (Rollercoaster, skateboarding park, Basketball shot, mountain, etc…)
7. Students will write definition of each stage in own words on sheet with personal diagram drawing.
V. Monitor/Adjust (Formative Assessment):
1. As a class we will take turns reading (volunteers to read sections at a time) “The Elevator.”
2. Teacher will stop to ask questions that encourage and measure comprehension.
3. Ask for what the definition is and how the literature book’s prescribed sections do or do not fit into the definition of the stages of plot.
1. Finish the story and have some students share reactions to “The Elevator.”
VII. Summative Assessment:
1. Students must justify reasons for why the book is correct in labeling certain sections as the specific stages of plot.
VIII. Extending Learning/Application (Homework):
1. Students will have Autobiography Project paragraphs to complete.
IX. Intervention Instruction:
Enrichment – Students will have to write a falling action/resolution to the short story.
ENL – Story will be presented visually and orally for students. Vocabulary will be discussed as a class.
Special Needs – Students with IEP requirements for testing will be allowed extra time on review questions if needed ; Story will be read out loud to help for comprehension.
X. Technology Inclusion:
1. The projector will be used for opening procedures and diagrams/pictures of plot.