COEPD LESSON PLAN TEMPLATE

Teacher Candidate:
Brittany Dotson
Content Area: Specific Lesson Topic: Length (timing) of Lesson:
English Language Arts Flash Fiction Exploration and 50 minutes
Discovery
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.27
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation (e.g., MLA
or APA).

ELA.8.30
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others’ ideas and expressing ideas clearly.

 Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion.
 Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as
needed.
 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence,
observations, and ideas.
 Acknowledge new information expressed by others and, when warranted, qualify or justify views in light of the evidence presented.

Learning Objective(s) a.k.a. SWBAT(s):

- Students will be able to gather relevant information via the internet on Flash Fiction.
- Students will be able to demonstrate knowledge of Flash Fiction characteristics.
- Students will be able to engage in whole group and small group discussion on the characteristics of Flash Fiction.
Formative Assessment:
- Ticket-out-the-door: At the end of class, students will be given a sticky note. On this sticky note, they will be instructed to write down four
characteristics of Flash Fiction and their name and stick them to the door of the classroom as they exit.
 PREPARATION
Materials/Resources:
- Pencils
- Lined notebook paper
- Internet access
- One of the following: a mobile computer lab, individual student iPads, or access to the school computer lab
- Sticky notes
- Smart board
- Students’ Individual Journals
- Large-printed handout of activating activity (if needed)
- Flash Fiction Magazine, 22 Aug. 2018, flashfictionmagazine.com/
- 100 Word Story, www.100wordstory.org/
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time - Students will be welcomed into class and 1. Do you believe this - If a student is visually
Introduction 10 instructed to take out their class journals sentence is a complete impaired, they will be
minutes and copy down the sentence on the board. story? able to sit at the front
The sentence on the board should be 2. What does it need in order of the class. Also,
prepared before they arrive in class and for you to consider it a ensure that the print
say: “For Sale: baby shoes, never worn.” complete story? on the board is either
- They will be asked to respond to the 3. What is missing here? large enough for
following question and write their 4. If you think it is a complete them, or offer a large-
responses in their journals: “Is this a story, why? print handout of the
story? Why or why not?” 5. How is this different than sentence for them.
- After students are given approximately other stories we know? - If a student is
five minutes to write down their response physically impaired,
to the activating question, they will be they will be able to
asked to share their responses with the respond to their
 class using the cold-call method if not journal verbally or
student offers a response. via typing, whichever
is best suited for
them.
Core Instruction Time - Students will be divided into small groups 1. What was one piece of - If a student is visually
of no more than four. In these groups they Flash Fiction you enjoyed? impaired, the font on
30 will be instructed to use the technology 2. Why did you enjoy it? the device used for
minutes available – either student iPads, a mobile 3. What made it an effective discovery will be
computer lab, or the actual computer lab – piece of Flash Fiction? increased.
to explore the topic of Flash Fiction via 4. What are characteristics of - If a student is hearing
the internet. They will be given the follow Flash Fiction? impaired, the
web addresses as places to start: 5. What do you think are instructor should use
flashfictionmagazine.com/and some of the challenges of the proper amplifying
www.100wordstory.org/ writing Flash Fiction? equipment.
- Students will be given approximately 6. What sort of things would - If a student is an
fifteen minutes in their small groups to you have to consider when English Language
discover what they can about Flash writing a piece like this? Learner, they will be
Fiction. 7. How important is the placed will a peer
- During their exploration time, students audience? assistance who will
will be asked to make at least three notes help them navigate
in their journals about characteristics of and explore verbally.
Flash Fiction.
- The instructor should be available for
assistance, guidance, and facilitation when
necessary. Ensure that students stay on
task and are finding at least one piece of
Flash Fiction to share with the class and at
least three characteristics for their journal.
- After the fifteen-minute exploration
period, students will be brought back
together for a whole-group discussion.
- During this discussion, students will be
asked to share their findings. The
 instructor should write down notes from
the discussion for the class to see on the
board.
- Each group will be asked to share.
Closure Time - For the closing of class, students will be 1. Did you find anything - If a student is
asked to return to their original seats if exceptionally interesting physically impaired,
10 they had moved. you’d like to share? they will be able to
minutes - The instructor will pass out a sticky note 2. Do you have any ideas for relay their sticky note
to each student. your personal pieces? answers to an
- Students will then be instructed to write 3. Is there anything else about instructor verbally.
down four characteristics of Flash Fiction Flash Fictions you’d like to - If a student is
on their sticky notes. know? physically or visually
- The instructor will tell students to be impaired, the
brainstorming ideas for the following day, physical layout of the
as they will be drafting one then. classroom will leave
- Upon exiting the class, students will place wide and open
their sticky notes with their answers and walkways.
names on the door of the classroom.
Contingency - If the technology in the above plans does 1. What are the characteristics - If a student is visually
not work, students will be a part of a of Flash Fiction? impaired, they will be
whole group lecture style wherein the 2. Do you think Flash Fiction able to sit at the front
instructor relays the logistics and is an effective storytelling of the classroom.
characteristics to students. technique? Ensure that what is
- After the lecture occurs, students will be written on the board
asked to get into groups and brainstorm a from the lecture is
loose outline for a Flash Fiction piece. written large and
They will collaborate and relay their idea legibly.
for a piece via oral presentation
 COEPD LESSON PLAN TEMPLATE
Teacher Candidate:
Brittany Dotson
Content Area: Specific Lesson Topic: Length (timing) of Lesson:
English Language Arts Flash Fiction Drafting 50 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.22
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.

 Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
 Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
 Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show
the relationships among experiences and events.
 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
 Provide a conclusion that follows from and reflects on the narrated experiences or events.

ELA.8.37
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

1. Use punctuation (comma, ellipsis, or dash) to indicate a pause or break.

2. Use an ellipsis to indicate an omission.
3. Spell correctly.

Learning Objective(s) a.k.a. SWBAT(s):

- Students will be able to develop a zero draft of a Flash Fiction.
- Students will be able to spell correctly, punctuate, and adhere to conventions of sentence level writing within their piece of Flash Fiction.
- Students will be able to use narrative techniques effectively within their piece of Flash Fiction
Formative Assessment:
- Students will submit notes they use during the drafting process: any doodles, sketches, brainstorms, lists, songs used for inspiration, etc. will be
stapled together and turned into the instructor.

PREPARATION
Materials/Resources:
- Pencils
- Lined notebook paper
- Stapler
- Smart board
- Students’ Individual Journals
- Sticky note
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time - Students will be welcomed into class and 1. What is a bucket list? - If a student is
Introduction 10 given a sticky note upon entry. 2. What kind of items did you mentally impaired,
minute - Once everyone is in class, students will be choose to include on your their bucket list will
s asked to make a five-item bucket list in their bucket list? be able to be
student journals. They will be given five shortened to one to
minutes to do this. two items.
- Once the five minutes are up, students will - If a student is an
then be asked to choose one hot item from English language
their bucket list and write that on their learner/a culturally
sticky note. They will put their sticky notes diverse student,
on the front wall of the classroom. Their additional knowledge
names are not required. may be required in
the explanation of a
bucket list.
 - The instructor will then ask for students to - If a student is
share. If no one shares, ask at least three physically impaired,
students via the cold-call method. they will be able to
- After a brief discussion, students will be relay their bucket list
asked to randomly choose a sticky note orally and an aide or
from the wall. This will is the student’s peer mentor will be
theme/topic/starting idea for their Flash able to write it for
Fiction. them.
Core Instruction Time - The core of the instruction will be spent on 1. What direction do you - If a student is
30 students drafting their pieces of Flash want to take your Flash physically disabled,
minute Fiction. Fiction? they will be able to
s - After students get their sticky note 2. Is there any way I can type their piece of
containing an anonymous peer’s bucket list assist you in furthering Flash Fiction.
item, they will be allowed to work your piece? - If a student is
individually or in small groups, whichever mentally impaired,
is preferred. the notes, doodles,
- During this time, students will be lists, and inspirations
encouraged to listen to music, doodle, for their Flash Fiction
collaborate with one another, and move will be accepted as a
about the room at this stage of drafting. final draft.
- The instructor will be available for - If a student is an
facilitation and guidance at this time. English language
- Students will need to keep their piece below learner, they will be
five hundred words. The instructor should partnered with a peer
remind them periodically of this, although if assistant to help them
students go over by fewer than one hundred however necessary.
words, that will be fine.
- Students will keep the notes they use during
this drafting process: any doodles, sketches,
brainstorms, lists, songs used for
inspiration, etc. will be stapled together and
turned into the instructor at the conclusion
of class.
 Closure Time - At the closure of class, students will be 1. Does the Writer’s Tea - If a student is
10 asked to staple any doodles, sketches, make sense? physically impaired,
minute brainstorms, lists, songs used for their peer assistant or
s inspiration, etc. together and turn them into aide can gather and
the instructor. staple their papers for
- The instructor will then inform students that them.
the following day will be an informal - If a student is visually
Writer’s Tea wherein students get to share impaired, the
their pieces of Flash Fiction. The instructor walkways in the
should emphasize that it is not important for classroom must be
students to make their piece perfect for this kept wide and clear.
sharing, but to get it complete and make
something they are proud of.
Contingency - If the above lesson plan does not take as 1. Is what you’re saying - If a student is
long as planned, students will be able to constructive, helpful, and mentally impaired,
collaborate in a mini-workshop with the concise? they will be placed in
remainder of class time. 2. Do the instructions for the a group with their
- In the mini-workshop, students will get into mini-workshop make peer assistant during
groups of three and swap their pieces in a sense? the mini-workshop.
circular fashion, reading silently and
making three positive comments and two
constructive pieces of advice.
 COEPD LESSON PLAN TEMPLATE
Teacher Candidate:
Brittany Dotson
Content Area: Specific Lesson Topic: Length (timing) of Lesson:
English Language Arts Writer’s Tea 50 minutes
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.8.33
Present claims and findings, emphasizing significant points in a focused, coherent manner with relevant evidence, sound, valid reasoning, and well-
chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

ELA.8.38
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Use verbs in the active and passive voice (e.g., emphasizing the actor or the action).
2. Use verbs in the indicative, imperative, interrogative, conditional and subjunctive mood to achieve particular effects (e.g., expressing
uncertainty or describing a state contrary to fact).
3. Recognize and correct inappropriate shifts in verb voice and mood.

Learning Objective(s) a.k.a. SWBAT(s):

- Students will be able to use appropriate eye contact while sharing their piece of Flash Fiction.
- Students will be able to speak appropriately while sharing their piece of Flash Fiction.
- Students will be able to listen and respond constructively to their peers.
Formative Assessment:
- Students will each read their zero draft – or a portion of their zero draft – of their Flash Fiction piece during the Writer’s Tea.

PREPARATION
Materials/Resources:
Materials/Resources:
- Pencils
- Lined notebook paper
- Smart board
 - Students’ Individual Journals
- Sticky notes
- Timer
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary

Procedural Steps Questions Differentiated Instruction

Activating Strategy/ Time - Students will be welcomed into class and 1. Does everyone have their - If a student is
Introduction 5 given a stack of three sticky notes each. journals? mentally impaired, a
minutes - Students will be instructed to spend five peer mentor or aide
minutes writing their favorite part of their may write for them,
day thus far in their journals. or they may relay
their response to the
prompt orally.
Core Instruction Time - Students will divide into small groups of 2. Was it difficult or easier to - If a student is visually
40 four. In their groups, students will be given write something so short? impaired, the
minutes ten minutes each to share their piece of 3. What was the advantage to walkways in the
Flash Fiction or whatever portion of their writing less? classroom will be
piece they are most comfortable sharing. 4. What were disadvantages kept wide and clear
- The instructor will facilitate by keeping to writing less? even during group
track of group timing and ensuring that 5. What pleases you most activities.
everyone is on task. about this draft? - If a student mentally
- Within the small groups, one student will 6. Does your piece fit the impaired, they will be
read their piece of Flash Fiction whereas characteristics of Flash placed in a group for
the students who are not reading will make Fiction we discussed in the Writer’s Tea with
notes of thing they hear that they both like class? their peer mentor.
and think could be improved upon. These
notes will be placed on their sticky notes.
Each student will make two positive
 comments and one well-crafted comment
for improvement.
- Every student will share their piece of
Flash Fiction.
Closure Time - Students will be given five minutes to do a 1. What did you like about - If a student is
5 self-reflection in their journals. The your piece of Flash mentally impaired,
minutes facilitator should encourage them to write Fiction? they will be given
down things they liked and didn’t like 2. What didn’t you like about additional time to
about their own piece of Flash Fiction. your piece of Flash complete their self-
Fiction? reflection outside of
class if needed.
Contingency - If students complete the above Writer’s 1. What was one thing you - If a student is an
Tea before class time is over, they will be enjoyed about your peer’s piece of English Language
given the opportunity to receive more Flash Fiction? learner, they will be
feedback on their pieces of Flash Fiction given the opportunity
by switching up the groups. to choose whether to
participate in the
gathering of
additional or to only
listen to other
students.