Your Name: Matthias Stevens Date of Lesson: 2/14-2/17 Grade/Subject: 6th-E/LA

1. Purpose of the lesson: (Lesson Target, Expected outcomes, students will be able to)
Objective(s): I can list and label the elements of a short story.
I can examine a story to determine its plot and transfer that knowledge to a visual aid.
Standards: RL.6.3, SL.6.1.B
2. Anticipatory Set: (Setting them up for learning , priming the pump, hooking their curiosity)
Students will be introduced to the elements of a short story through comparing the diagram to a roller
coaster ride. Students will first be asked how many of them have ridden a roller coaster and then asked
to describe what it's like. This will help students remember the elements better and help draw them into
the lesson.
3. How does the lesson link to prior knowledge/experiences: (explain, give examples etc.)
At this point in their education, students have read a variety of books from a variety of genres, and
although they may not be aware of it, they all followed the elements of a short story taught in this lesson.
Teaching students the elements will allow them to connect what they are already read/seeing in their
books. We will also be applying these elements to our class novel, The Giver.
4. Of what use is this knowledge: (Building towards a final results, how this knowledge useful in the real
world, etc.)
Students ability to identify and label the elements of a short story will be transferable to any nonfiction
reading they may do in the future. Students need to be able to understand how a story builds and
develops. This ability will improve their narrative writing skills. Students will also be able to better
comprehend text as they gain a better understanding of how stories work.
5. What 3 questions will be asked to determine if students are learning? Include one What if.
1. What is the conflict/problem found in the novel The Giver?
2. What if my story doesnt give me a specific time/place?
3. What is the falling action in the story The Three Little Pigs?
6. What learning strategy will be incorporated during the learning process: (lecture, pair/share, groups,
competition etc)
Several learning strategies will be used throughout the unit to help students be able to learn and apply
the content. Students will participate in a lecture like setting where the elements of a short story are
compared to riding a roller coaster and students draw the diagram/take notes. Simple childrens stories
will be used as mentor texts to help scaffold students ability to identify the elements in an actual story.
Partner work will also be used when memorizing the elements and filling out a plot diagram for the first
time without the teacher.
7. How will the students learning be assessed: (ticket out the door, tell me one fact, miniwhite boards...)
For formative assessment, the teacher will check for understanding throughout the unit by asking
students how much time they need for certain tasks. The teacher will also have students write down a
specific part of the story relating to the plot diagram and turn it in at the end of days two and three.
Formative assessment will also occur while students are practicing labeling the story elements. The
teacher will draw names at random to get a feel for the classes ability at that task. Finally, the teacher
will walk around the room while students are working to check their progress and comprehension.
 Students first attempts to map out a storys elements will be collected for review by the classroom
teacher.
Summative assessment will come in the form of a pre/post-test. At the end of the unit students will be
given a paper test on which they are expected to label the elements of a short story and fill in the details
based off of our class novel The Giver.

List the steps in how you will present the material, practice and finish the lesson.
I. Day One
A. Intro
 1. Ask how many students have ridden a roller coaster?
2. Have students explain/describe what it is like to ride a roller coaster.
B. Body
1. Draw and explain plot diagram on the board.
a) Relate to a roller coaster ride.
b) Students should be filling in on their notes.
2. Begin looking at the story Little Red Riding Hood and using it to fill in the plot diagram.
a) Start with the exposition and draw names to have Students help fill in the exposition.
b) Do the same with the Problem/Conflict and then jump to the resolution (drawing arrow).
c) Work backwards from the resolution to fill in the rest of the plot diagram.
C. Conclusion
1. Erase the board and have students turn over their notes.
2. Redraw the plot diagram without labels and draw names of students to come and point to the different parts.
II. Day Two
A. Intro
1. Quickly review the elements of a short story with the class using the document camera.
2. Provide students about four minutes to study the labels for the diagram.
a) Model how to study/memorize.
b) Study independently
c) Check students level of confidence (hold up 1, 2, 3, or 4)
B. Body
1. Students will now have the opportunity to cut and paste together excerpts/section summaries from The Giver
into the plot diagram.
a) Partner off with table partners.
(1) One get glue/scissors while other gets papers.
b) Give them time to read and place the sections where they belong, but instruct them to not glue down the pieces
until we go over them as a class.
2. Draw names to have partner groups share where they placed the sections.
a) Show on board And make sure everyone understands why they are right.
b) Then have them glue down the papers.
C. Conclusion
1. Have students turn in their partner plot diagrams.
2. Hand out a small piece of paper to each student.
a) Have them write the problem/conflict in The Giver using a complete sentence on the paper piece.
b) Have the put their names on the back and then turn them in.
III. Day Three
A. Intro
1. Quickly review the elements of a short story with the class using the document camera.
2. Provide students about four minutes to study the labels for the diagram.
a) Remind how to study/memorize.
b) Partner off using their clock partners.
c) Check students level of confidence (hold up 1, 2, 3, or 4)
B. Body
1. Students will use the story The Three Little Pigs to fill out their plot diagrams.
a) Hand students a copy of the blank diagram and of the story (They should not write on the story.).
b) Teacher asks: What if my story doesnt give a specific time/place?
c) Give students time to fill out and work on independently.
2. Draw names to fill in the story as a class.
a) Students should make any corrections as needed.
b) It should be turned in to the teacher to be looked at.
C. Close
1. Hand out a small piece of paper to each student.
 2. Have them write the Falling action in the story the Three Little Pigs using a complete sentence on the piece of
paper.
3. Have them put their names on the back and then turn them in.
IV. Day Four
A. Intro
1. Tell students that they will be taking a test over all they are learned this past week on the elements of a short
story.
2. Explain to students you expectations for the test.
B. Body
1. Hand students a copy of the test.
2. On the test they should be labeling the different parts of the diagram and then filling in details based on the
short story they are given.
C. Close
1. Students are to turn in their tests when they are done.
2. After turning in their tests they are to read till the end of the hour.