1. Teacher: Claire Lambrecht Course: Literature, Lesson Plan Date: 8/2/06 Rough? Final? Final
Expository Writing
FIVE-STEP LESSON PLAN
LESSON CYLCE: GO PRE-PLANNING: KNOW, SO, SHOW
OBJECTIVE. CONNECTION TO THE (BIG) GOAL.
What will your students be able to do? How does the objective connect to the summer (big) goal?
SWBAT articulate personal experiences. 1. Investment strategy to pull students into the course reading material.
2. Relates to Standard 11.3.3 about historical, cultural, political themes in
a text.
ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
Students will turn in life map with short explanation of events.
KEY POINTS.
What three-five key points will you emphasize?
1. Personal experiences influence the way people look at the world.
2. Literature is not created in a vacuum. Rather, it is a product of personal experience.
OPENING. (10-15 min.) MATERIALS.
How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Journal Entry-Summer (Summer Nights-Grease Soundtrack, Summer of ’69-Bryan Adams) -Notebook or paper
1. What was the most fun or most challenging part of your summer vacation? Provide three -Pencils
supporting sentences.
2. Share out? Anyone have any fun stories to tell?
Opening
1. Literature is the study of life. It is the way that people record history.
2. What people write about is influenced by what they experience: What they see or feel.
(Example: Two people singing the duet from the film Grease were talking about the same
summer, yet they had very different memories of their summer vacation.)
3. In studying literature, it is important to identify the perspective or viewpoint of the author.
Today we are going to identify our own viewpoints by making Life Maps.
INTRODUCTION TO NEW MATERIAL. (10-15 min.)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why We Do a Life Map -Teacher’s Life Map
1. A Life Map is a fun way to track major events in our history. Rather than have you write a
long autobiography, were going to substitute some of that writing with project.
2. The benefit of doing a Life Map is to familiarize ourselves with the idea of perspective and
to better understand what experiences we, as readers, bring to a published work.
Directions
1. First off, think of major events in your life thusfar. Where have you lived? Worked?
Traveled? Who are the major people in your life? What are some of your major
accomplishments? Are you involved in any clubs or activities? When did those begin?
2. Use those ideas to draw a timeline of your life drawing pictures of major events.
Teacher Example
GUIDED PRACTICE. (10 min.)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Class Example -Chalkboard
1. Before we get started on our own, let’s do an example as a class.
2. Superman?

2. INDEPENDENT PRACTICE. (25-35 min.)
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Life Map Time (20-25 min) -Construction paper
1. Take a piece of construction paper and create your life map. -Markers
2. When you have completed your Life Map, flip the paper over and provide a brief
explanation of your Life Map, major events, etc.
Student Sharing (5-10 min)
1. How many of you have lived in more than one house?
2. How many of you have a brother or sister?
3. How many of you have traveled to another country?
4. How many of you play sports?
5. How many of you are in a club?
6. How many of you…
CLOSING. (5 min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress toward) the objective?
As you can see, each one of you has very different experiences from everyone else. Everyone -Classroom Expectations
is bringing a different set of perspectives into this classroom. There are many similarities worksheet
between you, but also many differences. It is important to understand the way in which our -pencils
background affects the way we look at the world.
The same holds true for other people. The way that a book or song is written is influenced by
the people that write that novel or write that song. I could write a great story about December
in Minnesota (cold and snowy), but I would have a hard time explaining what winter is like
here at Campbell High School.
As such, there is something valuable to learned in reading novels, hearing stories, and
listening to music; all of these things give us a feel for what life is like for another person.
CEMENTREINFOR
HOMEWORK (if appropriate). How will students practice what they learned?
1. Go home and listen to some music. Choose a song and try to identify or make an educated guess about the experiences
that may have caused the author to write what he or she did.