Name: Helen Vidrine Grade/Subject: 8th Grade English Date: 8/21/22

1. Texas Essential Knowledge and Skills (TEKS): (C2)

8.9 Author’s Purpose

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students will have an understanding of how characters may react based on their own reactions, but through this lesson they will be able
to infer how the author describes these characters and use that to write what happens to them next.

3. SMART Students will read 1 of 4 short stories after which they must write a 2 page paper based on what they infer
Objective(s): (C3) the characters' day after the story ends will be like. The paper will be due 1 week after we read the stories
in class. 

Essential Question:
What is the author’s intention for the ending?

4. Central Focus The focus of this lesson is to get students thinking of intention with writing. How do certain
(C4) descriptors of characters and the story tell you superficial things but also can tell you more
How will this lesson link intrinsic qualities of motivation and direction. How can you show without telling? This will help
with other lessons in the them write their own stories and characters in the future.
unit?

Learning Targets Students will understand how use descriptors to communicate characters’ intentions,
I CAN statements that motivations, and how they would react to other events.
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language
of the discipline that Infer
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. Intentions, motivations, descriptors

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen,
demonstrate and perform. Students will discuss with a group who read the same short story on what they learned of the
characters through the story. They will then each write a paper on what happens next to these
characters based of the author’s intentions for them at the end of the story.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

We will then go over each story using graphic organizers to assign personality traits to each
character.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) I will start the lesson with 3 examples of short sentences and asking the students to deduce what
The resources, might happen in each of the examples.
representations, and
strategies you will Example Sentence: The stranger leapt from out of the shadows and reached into their coat.
provide to help students
understand, use, and
practice the concepts and Vocabulary Strategies - (GO TO Page)
language they need to 1. Use the password game to review vocabulary words from that week.
learn within the
discipline
2. Use a Frayer model to review vocabulary words from that week.
Site the researcher’s
name as you refer to the
strategy.
Discourse strategies - (GO TO Page)
-Write: Write about how you might feel if the events of the story happened to you.

-Talk: Have students form groups and go through each character’s motivations and
intentions for their respective short story.

Syntax - (GO TO Page)

1. Use graphic organizers to assign traits to characters in the stories.

2. Have students write on the board why they assigned certain traits to the characters.

Making Content Comprehensible (R9)

We are going to be using a graphic organizer for each of the characters in the stories to
understand their motives and intentions.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be Have students do a poll on google classroom for what they think will happen after our example
aligned to the TEKS, sentences. Next, we will discuss each sentence and what words stood out to the students, what
and objectives. did it make them feel.

Summative:
Students will write a 2 page paper single spaced 450 word minimum on what the next day looks
like for the characters in their short story.

Assessment of your language demands:

Formative:
This will be a completion grade to see how well students understand an author’s intention.

Summative:
 Students will be graded based off understanding of nuances in the text and how descriptions of
characters were extrapolated to create the narrative for the next day.

8. Hook (C7) Hook activity (make connections to prior learning)

Have students play who am I or what am I based off characters in the short story.

Closure (C7) Closure Activity: (make connections to prior learning)

Have the students do 3 things they learned about writing characters, 2 things they want to know,
and 1 thing they thought about the lesson.

Student Assets (C7)

Personal assets: Everyone views characters initially through the lens of how they view the
world.
Cultural assets: Different traits or descriptions may be perceived differently depending on the
culture.
Community assets: The social cues students have learned in their respective communities will
allow them to interpret how characters’ actions may be perceived in society.
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) Model what inferences I can make from the text.
(C9) Read a short story and give them my thoughts on what the next day looks like.

Be sure to include:
How will students learn
and use academic
language? WE DO –
Discuss the story’s characters and what makes us assign them different attributes.
Talk about the author’s intention with certain language on the story.
Three higher order
thinking questions.

Marzano Strategy
YOU DO –
Groupwork to analyze the different characters in their stories.
They begin brainstorming ideas for the paper they need to write.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Flexible grouping to allow varying levels
of second language learners to participate and have classmates available to support them.

o Gifted / advanced learners: Anchoring Activities to keep them on task and stimulated.

Technology: -(GO TO page)

We will be using google classroom’s poll feature to let the students be anonymous but still
gauge their understanding of concepts.
 Marzano Strategy - (GO TO page)
We will be using a graphic organizer to assign attributes to characters.

Higher Order Thinking Questions (GO TO page)

1. Evaluate what is the characters’ motivation in the story?
2. How can I create the type of character my story needs?
3. How can I apply my knowledge of writing to recognize different archetypes of
characters?

Grouping / Partnering Technique: (Hattie)

I will have the students grouped based off what short story they were assigned.

Potential misconceptions and your plan to address it:

A misconception students may have is not looking beyond the text and needing to dig deeper
onto why the word choice the author used is important. For example why they said “the
character was aghast rather than scared”.

10. Resources and

materials needed (C9)
(How might you differentiate materials and resources for learners with various needs?)
(E7)
Whiteboard, markers, paper, pencils, ipads, google classroom, PDFs of the short stories,
Template for the graphic organizers, vocab word cards, and Frayer model templates.

-Ipads could help for the visually impaired because they can magnify the text and make it darker
for easier viewing.
-The graphic organizers can help those students that are more visual learners, it will help them
better group ideas.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Name the steps
Management Strategies Explain Everything
(CBM5) Stretch it
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Level of Support: Make sure to spend at least 10 minutes with each group to ensure
strategies and planned they are understanding the assignment.
supports, will you employ to
meet the needs of each 2. Input: I may have the students read the stories on their laptops.
student that has identified
special learning needs?
3. Time: I may have the students read the short story outside of class to conserve time in
class.
 Modification(s)- (A change in what is being taught or what is expected from the student):
1. Quantity: Rather than having 4 different stories I may just have the class focus on 1.

2. Difficulty: I may have the students work on a different character in the story for their essays.

3. Participation: I think the students will give a small presentation as groups after their essays.
(E11)

Strategies for ELLs (strategies that support language acquisition)

1. Spend some more time on vocab throughout the lesson.

2. Pair the ELLs with students with more of an advanced grasp of the language, if possible,
some who have language proficiency in the other students’ language as well to bridge the gap.

3. Use visual representations when appropriate to help reinforce concepts.

4. I will make sure to spend extra time visiting with groups that have 1 or more ELLs during
the group time.

5. I will take some more time to call on people after I ask a question to give ample time to
process the question and an answer.