Name:

Stacy Richman

Date: 11/06/2014

Southwestern College-Educator Preparation Program

Unit Template with Lesson Plan format
Directions: Use the following template for unit and lesson planning.

Unit Title: Story Parts

Grade level(s) 2nd

Goals: In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state
standards for other disciplines.
Standards include:
For math useDomain:

Code:

Cluster:
Standard:
For ELA useStrand: Key Ideas and Details

Code: RL.2.3
RL.2.1

Boxed Sub-heading:
Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
For all other subjects useStandard:

Code:

What will student know, understand, be able to do as a result of this unit?

Know (nouns)
Definition
List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Student will be able to identify the parts of a story.

Student will understand Character, Plot, Setting, and Conflict.

Define character, plot, setting, and conflict.

Be Able to Do (Verbs)
List the verbs that are key learning targets, then
determine the cognitive demand level (Blooms) with
verbs in context by placing a checkmark in the
appropriate square:

Level I

Level II

Level III

Level IV

Level V

Knowledge/
Remembering
Memorize facts,
definitions, &
formulas

Comprehension/
Understanding
Perform
Procedures

Application
Demonstrate
understanding

Analysis
Conjecture,
Generalize,
Prove

Synthesis/Evaluate/
Create; Solve nonroutine problems;
make connections

character, plot, setting, conflict definition

x

identify these aspects

fill out worksheets.

This standard means a student will know and be able to do(use your own student friendly words)

Identify parts of a story.

Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject areas and units.-This unit wont end
the learning on this question.

Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.

If I asked you for who was in your book, what would you say?
Now if I asked you for the characters what would you say?

Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned
and how students will attain the learning goals.

(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?)
Students need to know how to identify parts of a story. It will help them with reading comprehension as well as being able to write a story in the future.

Data analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs?
When will these differences be addressed (small group differentiation during core, Tier II-supplemental intervention, Tier III-intensive
intervention)?
Data type:
Analysis details:

Assessment: (How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the
student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Preassessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar
learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task,
performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress
through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the
objectives.
Performance Task(s):
Through what authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances of understanding be judged?

Other Evidence:

Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired
results?
How will student reflect upon and self-assess their learning?

Formative1. Oral observation through class discussion.

2. Worksheets that have been filled out.
3.
Summative1. Test on unit
2.

Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This
may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or
needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.
Promethean board. Reading workbook. Worksheets that coincide with workbook story.

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.
Session
1
2
3
4
cont

Instruction and Learning Experience

Discuss definitions
Read story and identify as class
Read story and fill out worksheets to identify in small groups
Read story and fill out worksheets to identify individually
Take test

Lesson 1
Lesson title: Story Parts
Objective (s): Students will be able to define aspects of a story. They will know the definitions to character, plot, setting, and
conflict as they pertain to reading.
Assessment: Oral assessment. Class discussion will take place where the teacher will model a chart of these aspects and the class
will help teacher fill it in.
Meeting the needs of various learners/accommodations:
Stories will be played on Promethean Board. This is loud and visual with words being highlighted as they are spoken. The model
will also be done on the Promethean Board so that everyone can see it. The model will remain up in order to use it as a guide for
other work.
Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: For todays story we are going to identify the aspects of a story.
Instruction: Explain what each aspect is: Character, Setting, Plot, and Conflict. Tell students to listen to the story and look for
these things.
Practice: After story do a Chart on the board with the class helping to fill it out. Explain aspects again as needed for reminder.
Closing; Think about the stories that you read at home. Try to figure out these aspects in your stories.
After Assessment:

Lesson 2
Lesson title: Story Parts
Objective (s): Students will be able to define aspects of a story. They will know the definitions to character, plot, setting, and
conflict as they pertain to reading.
Assessment: Worksheet should look the same as the boar to show that they are paying attention.
Meeting the needs of various learners/accommodations:
Stories will be played on Promethean Board. This is loud and visual with words being highlighted as they are spoken. The model
will also be done on the Promethean Board so that everyone can see it. The model will remain up in order to use it as a guide for
other work.

Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: For todays story we are going to identify the aspects of a story.
Instruction: Explain what each aspect is: Character, Setting, Plot, and Conflict. Tell students to listen to the story and look for
these things. 15 min
Practice: After story do a Chart on the board with the class helping to fill it out. Explain aspects again as needed for reminder. 15
min
Closing; Think about the stories that you read at home. Try to figure out these aspects in your stories.
After Assessment:

Lesson 3
Lesson title: Story Parts
Objective (s): Students will be able to define aspects of a story. They will know the definitions to character, plot, setting, and
conflict as they pertain to reading. 10 min
Assessment: Worksheet done in small groups. 15 min
Meeting the needs of various learners/accommodations:
Stories will be played on Promethean Board. This is loud and visual with words being highlighted as they are spoken. The model
will also be done on the Promethean Board so that everyone can see it. The model will remain up in order to use it as a guide for
other work.

Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: We are going to find our aspects again.
Instruction: Have the class listen to the story on the Promethean Board. Afterwards they are work in small groups with their
books and fill in an aspect chart as a group on our story. 10 min
Practice: Filling out the worksheet. 15 min
Closing; Remember that this week we are looking for our aspects.
After Assessment:

Lesson 4

Lesson title: Story Parts

Objective (s): Students will be able to define aspects of a story. They will know the definitions to character, plot, setting, and
conflict as they pertain to reading.
Assessment: Worksheet will be filled out individually.
Meeting the needs of various learners/accommodations:
Stories will be played on Promethean Board. This is loud and visual with words being highlighted as they are spoken. The model
will also be done on the Promethean Board so that everyone can see it. The model will remain up in order to use it as a guide for
other work.

Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: Today you are going to find the aspects on your own.
Instruction: Listen to the story on the promethean board. Explain that they are going to be filling out a worksheet just like
yesterday but by themselves. 10 min
Practice: Hand out worksheets. They are encouraged to use their books to fill them out. 15 min
Closing; Go over worksheets together to see how they did. 15 min
After Assessment:

Lesson 5
Lesson title: Story Parts

Objective (s): Students will be able to define aspects of a story. They will know the definitions to character, plot, setting, and
conflict as they pertain to reading.
Assessment: Test will be taken to show comprehension.
Meeting the needs of various learners/accommodations:
Stories will be played on Promethean Board. This is loud and visual with words being highlighted as they are spoken. The model
will also be done on the Promethean Board so that everyone can see it. The model will remain up in order to use it as a guide for
other work.
If needed an oral test can be given.

Instructional Plan- after detailing each plan component, indicate the approximate time allocated to carry out that part.
Opening: Remind students about the definitions of each aspect. 5min
Instruction: Explain that today is the same as yesterday, except that you wont be looking over the chart as a class afterwards. 5
min
Practice: Listen to story on Promethean board. Hand out worksheets and ask students to use the story in the book to fill them
out. 25 min
Closing; Have students hand in papers.
After Assessment: