EDUC 2220- Educational Technology Lesson Plan

Short story

Ms. Dezerai Harris

5Th grade English

Common Core Standards:

 Key ideas and details : R.L.5.1 – quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from th
R.L.5.2 - analyze literally text development
 Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or
how the speaker in a poem reflects upon a topic
 Summarize the text, incorporating a theme determined from details in
the text
R.L.5.3 -compare and contrast to or more characters, settings, or events in a story
or drama, drawing on specific details in the text
 Craft and structure : R.L.5.5 - explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poe
 Integration of knowledge and ideas : R.L.5.9 - compare and contrast stories in the same genre on their
approaches to similar themes and topics
 Key ideas and details : RI.5.1 – quote accurately from a text when explaining what the text says
explicitly and when drawing references from the
 Craft and structure : RI.5.5 - compare and contrast the overall structure of events, ideas, concepts, or
information in Two or more text.
 Integration of knowledge and ideas : RI.5.9 - integrate information from several texts on the same topic
in order to write or speak about the subject knowledgeably
Lesson Summary:

The intention of this lesson is to construct proficiency in reading and writing capabilities. Exercising the
creativity of creating an original story. Upon arriving to class students are to begin in silent reading, The short
story will be picked from the instructor. After reading about half of the short story students are then to divide
into groups for group discussion about what they are read so far. Once discussion is over as students are then to
create a short story on what they predict will happen and Also create a new kind of ending for the short story
adding or taking away different genres.
Estimated Duration:
Two 55 minute class periods
Commentary:

My approach for the lesson is explore different genres of the writing and reading. I anticipate that the challenge
of this would be shifting or changing from genre to genre and the writing and still making the story make sense
to the reader. To hook or engage my students I will ask for a group discussions before deciding on predictions
on how the story is supposed to end and also inviting a discussion of how we think the story should end.

Instructional Procedures:
Day 1: Upon arriving to class students will engage in a 25 minute silent reading session. The book that they are
reading will come from an app called Storybird, this app allows me to assign a book to my students for them to
read. Today the book will be a short story of about 100 pages. Students are to begin reading until half of the
book, so about page 50. Once done reading up until the halfway mark, students will then be divided into two
groups for a group discussion. This group discussion will last 15 minutes. After the group discussion students
will then be asked to make a class prediction on how the book ends. With these predictions students are to
complete the story one Storybird of how it would end. Students will then be asked to create a new genre for the
short story allowing this to make sense to its reader. This will take up the rest of the 15 minutes for this class.
If students have not finished reading up until page 50 or if they have not finish the remainder of the story
predictions and or genre changes they are to take this work home and finish it to bring in for the next class day.

Day 2:
Upon arriving to your class students well the ass to go over there predictions for the rest of the book and asked
to go over there genre changes. This will last for 15 minutes. Once done students will then continue to silent
read, finish they’re short story. This should take 30 minutes. Once done reading Students will then be asked to
partake in a 10 minute short story quiz focusing on themes, settings, genre of the book while also asking
specific questions two incidents that have happened in the book.

Pre-Assessment:
Prior to short story lesson students are asked if they have ever created a short story. Students are also askedTo
determine which genre goes to which kind of story during a mini blurb of different kinds of stories.

Scoring Guidelines:

This will be Based off of teacher judgment couldn’t understand and what they should and he can
improve on during the lesson.

Post-Assessment:
The post assessment will consist of a short quiz over the short story asking specific questions about details
within the story and asking questions about which genre of the story fits better in
 Scoring Guidelines:
Because this is to gain better understanding of how and where my students are within the class this test
will consist of a scoring base of pass and fail. If majority of the answers are correct then of course the
student will pass if majority of the answers are incorrect in the student will fail I will then take a group
average and compile a data sheet for which section the class needs to work on as a whole and as
individuals. Once this is done I will then break up the class into sections based upon which part they
got wrong you need more help in.

Differentiated Instructional Support

This will be more of a challenge for our accelerated students or a gifted students by incorporating more
chapters into be lesson. Then asking for a full book report consisting of 2 to 3 pages on what the book was
about, what setting the book was in and the genre.

Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: For the students who need an extra bit of help, I would break the students up into small groups to
help them fully understand and formulate what they think is going on.

Extension
http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Language-Art/English-Language-
Arts-Standards/ELA-Learning-Standards-2017.pdf.aspx?lang=en-US
This is the Ohio Learning standards for English language arts. This site is where we as educators get guidance
on how to prepare you for each grade level. If you would like to see further how You will be educated later on
in the year this is the site to go to.

Homework Options and Home Connections

If students had not completed the silent reading from day one, they are to return home and finish up the
reading. Again if they were not able to finish individual predictions, story genre changes then students are to
return home and finish those projects.

Interdisciplinary Connections
This lesson can be integrated into in the contact area of history. The story can be changed drastically to a
historical time. Consisting of specific dates and events that have happened in the past.

Materials and Resources:

 For teachers Storybird teacher account,
iPad,
laptop,
Kahoot account

For students Student story bird account,

iPad and or laptop,
Kahoot account
Access to Internet at home, or access to a nearby library.

Key Vocabulary
Genre, theme, setting, plot

Additional Notes

No notes.