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Brainstorming Lesson Plan

GOALS/ DESIRED RESULTS

In the spaces below, articulate your specific learning goals for your lesson. Through each section, you should be
addressing the question: what do you want students to KNOW and BE ABLE TO DO as a result of this lesson?

1. Philosophy/ Broader Aims

Link your broader philosophy/ rationale for teaching this content area to the learning plan in this specific lesson.
Teaching creative narrative nonfiction is something I truly enjoy and had so much fun putting together
for this lesson. I have a background in editing fiction, so this is my bread and butter. I hope that the
students will use this lesson to comprehend the basics of writing narratives, but also have fun with how
much freedom and choice they are given.
2. Standards *
State adopted student academic content standards and/ or Common Core State Standards that are the target of
student learning (List the number AND text of each standard that is being addressed. If only a portion of a
standard is being addressed, then only list or bold the part or parts that are relevant.)
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences.

3. Learning Objectives *
Learning Objectives associated with the content standards. These should be clear, specific, and measurable.

 Students will be able to brainstorm ideas for the defining moment for their personal narrative
 Students will be able to formulate a theme for their narrative
4. Essential Questions
What provocative, central question will foster inquiry and understanding—and serve as the focus for this lesson?
What big ideas do you want students to understand from this lesson? Lessons within the same unit will typically
have the same Essential Question(s).
The big idea I want students to understand is that creative writing and writing about yourself is just as
important as being able to write an essay. The more genres and mediums students can learn to express
themselves in, the more flexible they will be to ANY writing task they may encounter in their life.

ASSESSMENT
In this section, articulate the task or evidence through which students will demonstrate the desired
understandings. In other words, how will you know students “got it” by the end of the lesson?

5. Assessments *
Informal and formal assessments used to monitor student learning, including type(s) of assessment, both
formative and summative, and what is being assessed
 (F): Students will begin class with a bellringer on peardeck to which they will respond listing a
variety of places they have been, wish to go, or would never go to. This is an exercise meant to
get their brains working in reflecting their experiences and events that have happened.
 (F) We then will move onto Padlet, where I have five questions regarding the COVID-19
pandemic and how they have felt/changed/reacted to it. Students will prompted to answer their
questions from their own point of view, as well as acknowledge any thoughts their classmates
may have that they agree with or wish to comment on. Again, this serves to help them think
about significant life experiences that may affect them deeper than they think at first glance.
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 (F) Students will then embark on a free write. I have given them three reflective prompts they
can choose from, regarding another experience or event that has shaped them. They will write
without worrying about grammatical conventions to get ideas out on a page. Many may choose
to use this free write as the basis for their last lesson of the day.
 (F) Finally, the students will work on a Narrative Selection; a worksheet in which they will
again free write about THE defining moment they will be writing their narrative on. Then, they
will be asked to define the theme statement or lesson from that moment.

LEARNING PLAN
In this section, articulate the materials/ resources necessary to implement the lesson and the step-by-step
sequence of the lesson.

6. Instructional Resources and Materials *

Instructional resources and materials (including technology) used to engage students in learning.
 Internet connection
 Google Classroom/Google Slides
 Padlet
 Peardeck

8. Adaptations and Extensions*

Provide a list of vocabulary terms for ELL students.

*Mr. McCaffrey is our co-teacher for this class and will be provided with the power point, google
slides, and agenda for this class. He has access to the IEPs and will make modifications where he
sees fit. He may also work one on one with those students in a break out room. Most notably, he will
do so during independent practice for Checkpoint 2, but as a small group with his students.

9. References *
List citations for materials used.
 Google slide notes
 Handout on Narrative Selection
10. Alignment
Reflect on how the lesson goals, assessment, and learning plan are aligned. How does the learning plan provide
students with opportunities to meet the lesson goals? How do assessments enable students to demonstrate that
they have met the lesson goals?
This lesson is meant to have a variety of opportunities for the students to choose from when picking
their defining moment to write on. Half of my students were unsure what they were going to write
about for the next assignment, so I put together several activities and prompts that is meant to
support them in thinking about their life events and how it has affected them. The variety should
allow for them to not only have options, but to stay focused and engaged during the rather long class
time.