LEA Lesson Plan

The following lesson is divided into two columns. On the left is the lesson itself. Each section starts
with an objective that quickly states what each section involves. On the right is my reflection on each of
the lesson parts. Please take what you need. Make it work for you. Read through the lesson only or get
more information through my personal reflection process.

Alaska Standards and GLEs:

Cultural Standard for the Student:
E. Culturally-knowledgeable students
demonstrate an awareness and appreciation of
the relationships and processes of interaction of
all elements in the world around them. 8.
Identify and appreciate who they are and their
place in the world.
Cultural Standard for the Educator:
A. Culturally-responsive educators incorporate
local ways
of knowing and teaching in their work. 6.
continually involve themselves in learning
about the local culture.
Grade Level Expectations

The LEA lesson plan fulfills this standard by

showing the student that their life experience is
important in the school setting and that I value
and appreciates it too.

The LEA lesson plan fulfills this standard by

allowing the student to be my teacher. By
sharing their stories with me I not only help
them with their language learning but I am also
learning about their lives.

The LEA lesson plan is very versatile in meeting

the standards. It can be used not only the

Strand 3
3. Use narrative writing to develop real or
imagined characters, experiences, or events
using effective narrative techniques (dialogue,
description, elaboration, problem-solution,
figurative language), and clear event
sequences (chronology).
a. Establish a context or situation and introduce
a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue,
description and elaboration, and concrete and
sensory details to describe actions, thoughts,
and feelings and to develop experiences
and events showing the response of characters
to situations or problems.
c. Use transitional words and phrases to signal
event sequences (e.g., later, soon after).
d. Provide a sense of closure (e.g., how a
problem was
solved or how the event ended)
https://education.alaska.gov/akstandards/

standard I have included here but also be

adapted to meet many of the reading and
writing standards.

Lesson Plan
Reflection

Before You start.

Objective:

Think about how you want to

implement this in your setting (group, small

group, or individual). When will you fit this
into your schedule? How much time do you
have? This activity works well with content
subjects as well as Language arts. Think
ahead about possible things to write about so
that you can either help guide the student(s)
to pick a topic or have one ready to start the
lesson if you are choosing. Also decide what
on and how you want to assess the students
writing. Make sure that this is talked about
and modeled during the whole class activity.
This lesson focuses on the LEA as a whole
class activity.
This activity may be used with a whole class, a
small group or individual students. If the activity is
used with the whole class, the teacher needs to
decide what type of experience will be used for the

Over the course of the year and a half that I

have used this in my classroom, I have done both
whole class and individual. What you choose to do
will depend on how you want to use the final
project. When I did LEA with individual students,
my only purpose was to create a practice reading
piece. When I did LEA with the whole class, my
purpose was generally to create the reading
practice piece but also to have the students create
their own written stories. As a whole class, I can
generally do a word list, story and a language
activity well with in a half hour time frame. I block
out another 15 to 20 minutes to do a writing piece.
I do find that if I am working through the lesson
plan for the first time with a group it tends to take
us a bit longer. If we have done it before the
students already know what is coming next and are
thinking ahead, consequently, the lesson seems to
go faster. I do not think I have ever done the whole

activity. The experience needs to be familiar to all

lesson in one day. I have always either split into

of the students participating in the activity,

small units (for example: word list and whole class

preferably a shared experience when all of the

story one day, language activity a second day,

students participated.

rough draft writing piece the third day and final

A good choice for an experience that the whole

writing draft the fourth day). It seems easier to fit

group may do together is a field trip. Not only is it a

LEA into my schedule if I am willing to divide it up

shared experience but it also is something that is

over at least a few days.

very exciting to the students. In the village where

Remember also that what the students find

possibilities are somewhat limited, some

engaging might not be something that seems

suggestions are to arrange for a trip to the store,

engaging to adults. For one of our lessons I choose

tribal council, community hall, post office or even a

to have the students create a story about the

nature walk around the village.

recent fire drill that we had had. I choose this topic

If a fieldtrip is not an option, then have the

because it was an experience that the whole class

students brainstorm ideas about a familiar

went through earlier that day and it also fit in with

experience or topic from their everyday lives. The

the skill of sequencing that we had been working

experience needs to be something familiar to

on. I was not expecting the students to be super

everyone participating in the group. If the activity

engaged with it. To my surprise they were very

is being implemented with the whole class as was

enthusiastic about the whole process even though I

done during this project, it might be helpful to

thought the topic was mundane. We even created

brainstorm as a group a broad topic like spring

a book using Adobe Voice.

activities or holiday traditions in order to find a

familiar activity for the whole group. Everyday

What follows is a small example of some of the

school activities are also an option. What did we

suggestions my students came up with when they

do during P.E. today? would work well, especially if

brainstormed things that they might want to talk

a new and fun game had been played. It is

and write about. This list covers some activities

important to keep in mind to pick something that is

throughout the year. If I am searching for an idea

exciting and interesting to the students.

to use I will either pick from this list or have the

Make sure to create and keep a list that may be

students pick from the list. I love to hear about how

used again to help choose a shared experience for

some things are very different than I expect (for

the next time this activity is done (See the list to

example: Halloween trick-or-treating is done in

the right for some of the ideas my own students

large groups in my village. Everyone in the group

came up with). Thought has already been put into

comes into the house, candy is passed out, then the

the brainstorming of various topics, do not waste

group moves to the next house). I have found that

this effort. By creating and keeping a list you are

by listening to the students I learn too; things that I

creating a resource to help next time. Even if you

would never have known otherwise.

do not use something from the list, it will help jog

not only your memory but also the students.
If the activity is being used with an individual it
would be better to ask the student what interesting
or fun thing is happening in their life currently.
Students almost always have something that they
would like to share. If the student cannot think of
something, this is where the brainstormed list
previously talked about may come in handy to have

water skipping,
spring cleaning,
ice fishing,
nature walk around
the village,
basketball
cutting fish,
different ways of
fishing,
drying fish,
hunting,
Fourth of July,
gathering wood,

hunting: bird, seal,

walrus,
boating
wood gathering
wild egg hunting
Easter: family,
church, egg
steams (maqii),
decorating and
Christmas,
egg hunting
Slaviq,
Halloween,
berry picking
Salmon Berry
Festival,

the student look at and pick from.

Step 1: Discussion
Objectives: To have the students talk with
each other to generate ideas. The teacher
acts as a facilitator.
Time: 2 to 3 minutes

After the students discussed among themselves,

After the choice of an experience has been

I had the students tell me about the event without

picked have partners talk to each other and also

writing anything down first. I asked questions of

their partner pairs about it to help stimulate their

the students to show interest and to clarify various

personal knowledge and memories. Each student

points.

should take a turn saying something about the

experience. By talking together the students help

If you are working with an individual, spend a

to give ideas to each other and to think of things

few minutes talking about the event with them.

that they might not have otherwise. The Kagan

Ask clarifying questions. For example, I find that

structures of Think-Pair-Share or Round Robin would

making sure that the students have answered, at

work well for this part of the lesson.

least verbally, who, what, when, why, and how

If you are using small groups to discuss Round

Robin would be a good choice. During Round Robin
each student takes a turn sharing something about
the experience in a given time (such as 30
seconds). Then the next student takes a turn. This
continues until everyone shares or until a specified
time has elapsed (such as 3 minutes). If students
are unfamiliar with discussing with a partner or a
group, this needs to be modeled and practiced.
If you are using partners Think-Pair-Share would
work well. Have the students think silently about

helps them to think through what they want to say.

the part of the story you want them to talk about

then pair with a partner. With the partner they will
take turns discussing their thoughts about the story.
For more information and training opportunities go
to http://www.kaganonline.com/

Step 2: Word List

Objectives: To generate a list of words that
the students might use in the creation of
their story.
Time: 5 minutes
Ask the students what words they think we
might use in the writing of our story. On a big piece
of paper or on an interactive white board write the
words that the students say. Have them raise their
hands and call on them one at a time. Words can
be added throughout the rest of the process.

This was not part of the original LEA plan. It was

something that I did without really thinking about it.
Our language program at our school has an
emphasis on using word walls and visual language.
It worked well and just seemed natural so I kept
doing it. Even more importantly the students used
the word list to look up words for their own writing
and they enjoyed reading through the words,
sometimes even more than the story. They even
made their own I spy game during free time while
perusing the words. One student would say I spy
the word glittery then the other students would
look for it.
After the students start writing on their own and

ask about the spelling of a word that is not on the

list, go ahead and add it now. There have been
times when the students do not seem to use any of
the words from the list but I still do not consider the
list wasted time or space. The students still see,
hear, and say the words. The list is an available
resource for them to use later if they need to.

Step 3: Dictation
Objectives: The students, as a whole class,
will dictate a story line by line to you as you
write it down.
Time: 10 to 15 minutes

I did find that doing LEA with the whole group, I

had to be extra careful to gently lead some of the

The third step would be to have the students

students in the right direction. For students that

dictate a story to you as you write it down on large

struggled a little more I made sure that I did not put

paper or the interactive whiteboard. You do not

them on the spot. I used a couple different

have to be overly worried about correct grammar

methods to make sure that they had the support

usage or sentence structure if your students are at

they needed in telling the next sentence of the

the beginning stages of language learning;

story.

however, do make sure that everything is spelled

For example, in the middle of writing the story, I

correctly. Remember that the purpose for the

might ask the students to Think-Pair-Share again

activity is for the students to use and see the

about the next step in our story before calling on

language that they know. Gentle reminders of

that struggling student to share with the class.

corrections of things that have been worked on in

Asking pointed questions sometimes worked well to

class are permissible if done carefully. You do not

help lead the student to an answer that would be a

want to overcorrect the students into shutting

logical progression of our story. We know that we

down, especially on aspects of the language that

are going outside. What do we always do before we

have not been covered in class yet. This is suppose

go outside in the cold, cold air? Another strategy

to be a fun and engaging activity that not only

would be to get ideas from several students before

exposes the students to the written form of their

letting the struggling student pick one, Lets get

oral language but to get them excited about

some ideas first from different people, then decide

reading and writing.

what we want to say next. Johnny would you be our

Having students names on sticks and pulling them

judge and pick your favorite answer?

one at a time is a good way to make sure that as

many students as possible get a chance to
participate.

Step 3: Model Reading

Objectives: Students hear the story read in a

fluent manner with appropriate expression.

Time: 1 to 2 minutes
After the writing is done, read the story with the
students, pointing to each word as it is read. Make
any corrections that students suggest. The teacher
may also bring the students attention to any
mistakes or corrections that may need to be made.
Reread the story after the corrections are made.

Step 4: Practice Reading

Objectives: Students practice reading for

I do have a couple of students that either do not

fluency and expression.

like to do any group work or are reluctant to

Time: 1 to 2 minutes

participate, even in whole groups. There was even

Next, it is the students turn to read. When

a few mornings recently, because the sun shines

working with the whole class, an excellent option is

well after 11pm now, that all of the students were

to have the students read chorally, this way all the

tired, cranky and didnt want to do any school work.

students get a chance to read and practice the

I had to start the story over three times before

class story without the pressure of being singled out everyone was reading it. Be persistent. Do not give
to read individually. If one or two students are not

up. Rarely does anything work one hundred

reading, gently stop the class, say I need to hear

percent of the time without at least a few bumps

everyone. and start over. This practice is

important.

Step 5: Word List Activities (optional)

Objectives: To give the students extra
practice with the words from the word list
before they start to write their own individual
stories
Time: 5 to 10 minutes
This can be a quick review or a more in-depth
study of some of the words from the word list. This
is the perfect place, if you have a favorite word wall
activity to use it. If you do not I have attached, at

Since I have added this step, I have found that it

is beneficial to my struggling students. They tend
to know fewer of the words than do my top
students. When they are writing their own stories
and referring to our word list I have observed that
they are less likely to stand in front of our list and
struggle to sound out the various words for the
word they want after we do a language activity.

the end a list of various language activities you

could use.
With the help of the students try to pick words
that most of the students are not as familiar with.

The language activity that I like best is Eight

Space Bingo because it is quick easy and the
students love it. Here is how we play:

Ask the students to pick a word that they are not as

With the students, I went through the word list

familiar with. If you have a large class you may

and picked out 16 words. I gave each of them a

want to have partners discuss and choose a word

piece of paper to fold into eight spaces. They then

between them. If you have a small class you might

randomly choose and wrote 8 of the words on their

ask each student to give you two words. Depending

paper, one in each blank. I wrote all 16 words onto

on the activity the goal is to come up with 10 to 16

pieces of paper and placed them in a cup. For the

words. Use these words in any type of word wall

first round I made sure that the students new how

language activity that you prefer to give the

to mark the left hand corner with an x if I called the

students some practice with them before they

word. In order to win a bingo I told them they had

write.

to get one of their four-word rows marked with an x

in every square. I pulled a word and either gave a
definition or a sentence. The students guess what
the word is and I always tell them if it is correct or
not. As this is suppose to be a fun language activity
to practice the words, I want to make sure that they
are matching the correct word with the correct
meaning. After the first round we played again, this
time marking the right hand corner with an o. Two
rounds were all we had time for before we had to
write our own stories.

Step 6: Writing Individual Stories

Objectives: The students now create their
own personal stories about the same
experience as that of the whole class story.
Time: 15 to 20 minutes

This may seem redundant after the whole class has

created a story but each students experience or
emphasis is slightly different. With one of my
groups I have the students work individually on
their stories because of personality clashes but my
other group I have the students partner-write. I

After the students practice reading the next step

would be for them to practice writing their own
stories. Remove the copy of the shared class story
but leave the word list so that the students may
reference it as needed as they write individually.
Words may be added to the word list if the students

have to admit I like doing it both ways. The partner

writing can be challenging to do but the end
product is usually worth it, especially for the
struggling students. The individual stories are great
because you get to see that particular students
experience.

ask for new words to be spelled for them. After

going through the writing process the stories should
be collected and put into a class book to share or
added to a students individual book of their own
stories.

It is important to remove the class story or you

might get 12 copies of the same. I left one of the
stories up a few too many minutes after the
students had started writing, and I was amazed
later how many of the stories started out the exact
same way. Some of the students, even when the
story has been removed, still start out their own
writing in a similar manner but usually the stories
quickly evolve into individual, unique experiences.

Step 7: Finishing Touches: Creating a

Useable Book
Objectives: To create a useable book that the
students can practice fluency and expression.
This also serves as a model for writing.
Laminate the whole class paper or place it in a
project protector (if you created it on an interactive
whiteboard and can print it off) so that it will
withstand the repeated handling of the students.
The story may then be posted on the wall or hole
punched and bound with other student written
stories by using binder rings or string to create a
class big book. Project covers may be used too.

In my own classroom I have put all of our whole

class stories together while their individual,
personally written, stories go together to create
another class book. Make sure to include the word
list in the book also. Students love to read through
these and to play games such as I spy. One
student will say I spy purple and the other
students will have to find the word.
Another finishing touch project idea is to have the
students turn either their whole class story or
individual stories into a digital format using an App
such as Storyboard or Adobe Voice.

Step 8: Assessment
Objectives: To assess the student(s) to
see if the goals of the lesson have been met.
Use checklist, self-reflection, portfolios and/or

In my authentic assessment section I talk about and

have included how I assess my students. If you
have an authentic assessment for writing that

rubrics to assess your students. See the section on

works for you by all means, use it. I find that using

authentic assessment for more information. Also

what works for me is usually the most affective

attached are the template for a Post-It note rubric,

approach.

a simple checklist, and directions for how to print

them.
Final Reflection:
When I first read about LEA, something clicked. I realized what an awesome resource it could be for my
students who struggle with comprehending the world in written form. It was a challenge to fit it into the
schedule the past two years but I believe that it was worth it. Sometimes I would use some writing time
while other times I would use reading. One time I even used P.E time when we could not use the gym. I
usually broke the process into pieces; brainstorming and list making one day, class story another day,
followed by writing on yet another. I plan on continuing the process in my classroom. I do not know
exactly how yet as my teaching assignment will be changing slightly and like many teachers I am

expected to follow certain guidelines that make time precious in the classroom. But I believe that the
effort will be well worth it. I once heard from somewhere, I dont remember unfortunately where, that we
always find time for the things we want to do or feel are important to do. This has stuck with me
throughout the years. With little exception I believe this to be true. I believe that LEA is important to do
for my students. It helps provide a real connection between their world and the written language