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Mariah Perez
Dr. Luongo
EE204 Unit Plan
28 April 2017
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Mariah Perez
Professor Luongo
EE204
28 April 2017

Teacher Candidates Name: Mariah Perez

Subject/Content Area: Narrative writing

Grade Level: 5th grade

Lesson Title: Personal Narratives

New Jersey Student Learning Standards:

NJSLSA.W3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
NJSLSA.W4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W.5.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
A. Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences
and events or show the responses of characters to situations.
C. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
D. Use concrete words and phrases and sensory details to convey experiences and events
precisely.
E. Provide a conclusion that follows from the narrated experiences or events.

Learning Objectives:
Students will be able to distinguish the different parts of a narrative.
Students will be able to use a graphic organizer for narrative writing.

Instructional Resources & Materials:

Narrative writing examples
Students writing journals
Short powerpoint
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Narrative writing graphic organizer, Sandwich Diagram for each student.

Personal Narrative rubric for each student.

Instructional Strategies and Learning Tasks (Procedures):

Anticipatory Set-- Introduction
The teacher will introduce the lesson to the students by having the word Narrative
enlarged on the screen.
In the students notebooks, they will be asked to brainstorm what they believe a narrative
is.
After about 5 minutes, we will go over the answers as a class and write them on large
chart paper for the whole class to see. (This can be done on the carpet or at the desks.)
After completing this, the students will be asked to brainstorm different types of
narratives. The teacher will go over the answers as a class. (These answers can be posted
on chart paper as well.)
Procedure
After going over different types of narratives, the students will be asked to create their
own personal narratives. They may choose a topic of their choice.
The teacher will pass out the sandwich diagram and explain it to the students.
Explain what each part of the sandwich diagram means and that the students will be
writing their narrative on that as a draft.
After writing the drafts, the students will turn to their partner and they will read aloud
their narratives to one another.
The students will have a chance to hear any feedback from another person. They may
offer advice and changes if necessary.
The students will take the drafts home and type them. They will be asked to bring them
back the next day and hang them on the bulletin board for the topic.

Closure-- Review
Once students have met with their partners and revised their drafts, they will meet with
the teacher one by one.
The students may ask any questions they may have.
The teacher may add suggestions and comments just like the peer editor did, as well as
ask the students questions to add more to their narrative.
Some comments/ questions to state during a revision conference may include:
1. What other words can we use to describe __?
2. What else can the author write to make that point in the story?
3. Where in the story can the reader see some character traits of __?
4. What descriptions of your setting create a mood in the story?
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5. After listening to your fable being read aloud (teacher reads, student listens) what
did you notice?

Differentiation and planned universal supports:

There will be a list of the written instructions if needed.
A student may be able to change his/her seat depending on where they learn and can
concentrate best.
Allow extra time to complete assignment if necessary.

Language Function students will develop. Additional language demands and language
supports:
Academic language will be used to encourage the students to think on a higher level.
They will be able to use dictionaries to help them create a larger vocabulary.

Types of Student Assessment:

a. Informal:
Students will be asked to brainstorm what they think the word Narrative means.
Students will be asked to brainstorm the different types of narratives they believe are out
there.
b. Formal:
Students will create their own personal narrative on the topic of their choosing.
The students will be graded on their writing; and the inclusions of a beginning,
middle, and end. (Grammar and punctuation is important as well!)
c. Modifications to Assessments:
If a student needs extra time, he/she will receive extra time.
If a students reading/writing level is not up to par with the other students, the assignment
and test given will be given at a lower standard per the student.

Evaluation Criteria:
The students will be evaluated on their writing of their narratives.
There will be a rubric that the students must follow while creating their narratives.

Relevant Theories and Best Practices:

Lesson Timeline:
30-50 minutes
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References:
"English Language Arts Standards." English Language Arts Standards | Common Core State
Standards Initiative. Web. 17 Feb. 2017.

"Thesis Graphic Organizer." Thesis Graphic Organizer. Web. 17 Feb. 2017.

Camacho, Amy. "Narrative Writing Rubric." Pinterest. 08 Jan. 2014. Web. 19 Feb. 2017.
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Mariah Perez
Dr. Luongo
EE204
28 April 2017

Teacher Candidates Name: Mariah Perez

Subject/Content Area: Narrative Writing

Grade Level: 5th Grade

Lesson Title: Letter Narratives

New Jersey Student Learning Standards:

NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
NJSLSA.R5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text.
RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to
summarize the text.
RL.5.3. Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.6. Describe how a narrators or speakers point of view influences how events are
described.

Learning Objectives:
Students will be able to write a letter to a character from the short story, If you give a
mouse a cookie by Laura Numeroff.
Students will be able to depict the story, If you give a mouse a cookie apart to see the
different parts of it.

Instructional Resources & Materials:

If you give a mouse a cookie book
Story map worksheet (one per student)
Students journals
Pencils for all students
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Chart paper
Markers
Rubric
Final paper copy of letter (one per student)

Instructional Strategies & Learning Tasks (Procedures):

Anticipatory Set:
The lesson will begin with the teacher reviewing the word narrative with the class.
The teacher will explain to the students that today they will be reading the story, If you
give a mouse a cookie, by Laura Numeroff as a class. (on the carpet)
The teacher will explain to the students that every story has a beginning, middle, end,
characters, setting, problem and solution.
As the teacher reads the story aloud, he or she will stop at certain points to ask the
students questions and to point important parts out. This is to make sure the students are
listening and to inform them to keep certain points in mind.
Procedure:
When the story is finished being read the teacher will ask the students to go back to their
desks.
The teacher will pass out one story map to each student.
As a class, the students will fill out the story map with the teacher. The teacher will write
the answers down on the chart paper posted on the board. The story map includes the
title, characters, setting, problem/ conflict, and the solution to the story.
The teacher will go through each section with the students so they have a better
understanding. This will help them understand the story for the next part of the lesson.
Closure:
Once the story map is completed the teacher will explain to the students that they will be
writing a letter to one of the characters in the story. There are two letter options.
The first letter option will include why the student chose the character to write too, why
he or she likes this character, and what this character could of done differently. The
second letter option will be the students writing as the young boy to the mouse.
The first draft of the letter will be written in the students notebooks. The students will
turn to their partners and read their letters out loud. They will give an suggestions to their
classmates.
The teacher will pass out the paper the students will be writing their final copy on. (one
per student)
When the students finish their letters the teacher will post them on the bulletin board for
everyone to see.

Differentiation and Planned Universal Supports:

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The students will receive written instructions if needed.

The students will have extra time to complete the assignment if needed.
The students will be able to work with others if they need help.
A students will be able to change his or her seat depending on where they learn and
concentrate best.

Language function students will develop. Additional language demands and language
supports:
Academic language will be used to encourage the students to think on a higher level.
The students will have access to dictionaries and thesaurus for their writing.

Types of Student Assessment:

a. Informal:
Students will be asked questions during the class reading to ensure they understand what
is happening in the story.
Students will complete a story map of the story read aloud. This will be completed
independently.
b. Formal:
Students will write a letter based on the story by choosing one of the letter topics.
c. Modifications to Assessments:
If a student needs extra time to complete the assignment, he or she will receive extra
time.
If student writing level is not up to par with his or her classmates, the writing assignment
will be given at a lower level that will fit that students needs.

Evaluation Criteria:
The students will be evaluated by the letter they write.
The students will be evaluated by the story map they complete.

Relevant Theories and Best Practices:

Lesson Timeline:
Two 50 minute class periods.
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References:
"English Language Arts Standards." English Language Arts Standards | Common Core State
Standards Initiative. Web. 4 April. 2017.

Numeroff, Laura Joffe, and Felicia Bond. If You Give a Mouse a Cookie. New York: Laura Geringer
Book, an Imprint of HarperCollins, 2015. Print.

""If You Give A Mouse A Cookie" Story Map." Web. 5 Apr. 2017.
<https://s-media-cache-ak0.pinimg.com/736x/93/79/e9/9379e9ec3c12800eff024ffa2837f23f.jpg>.

Web. 5 Apr. 2017.

<https://ecdn.teacherspayteachers.com/thumbitem/Letter-Writing-Paper-Friendly-Letter/original-5963
90-1.jpg>.
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This is the story map each student will complete after reading the story.
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This is the final copy paper the students will be writing their letters on.
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This is the rubric the students letters will be graded on.

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Mariah Perez
Dr. Luongo
EE204
28 April 2017

Teacher Candidates Name: Mariah Perez

Subject/Content Area: Narrative Writing

Grade Level: 5th Grade

Lesson Title: Historical Biography Report

New Jersey Student Learning Standards:

NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
NJSLSA.R5. Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.

Learning Objectives:
Students will be able to understand what a biography is.
Students will be able to read a sample biography essay on Abraham Lincoln.
Students will be able to write their own biography essay on a person who lived in the
19th Century.

Instructional Resources & Materials:

Abraham Lincoln biography (one per student)
Students Journals
Chart paper
Markers
Rubric
Looseleaf paper for students

Instructional Strategies & Learning Tasks (Procedures):

The lesson will begin with the teacher asking the students if they have ever heard the
word biography.
The teacher will write the word biography on the board or on the piece of chart paper.
The teacher will write words that the students use to describe the word biography.
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When the class is done brainstorming together, the teacher will explain to the students
that they will be reading a biography on Abraham Lincoln as a class. This can be done at
the student's desk where they will each receive a copy.
As the class reads the biography aloud, the teacher will stop at certain points to ask the
students questions and to explain parts they may not understand.
Procedure:
When the reading of the biography is done the teacher will explain to the students that
they will be writing their own biographies. The biography has to be five to six
paragraphs.
The teacher will tell the students they may choose to write the biography on any
historical figure from the 19th century. It can not be on Abraham Lincoln.
The teacher will tell the students that for homework it is their responsibility to go home
and research a person they would like to write their biography about.

Closure:
When the students return to class the next day they will have their person chosen and
their research on their desks.
The teacher will review what a biography is and what it should consist of.
The students will work on writing their first draft in their journals. The students will turn
to their partners and read each other's work. They may add and give any feedback they
believe is necessary.
Once this is completed, the students will raise their hands when they are done with their
drafts. The teacher will give each students pieces of looseleaf paper to write their final
copy on.
When the students finish writing their biographies they will be posted for everyone to see
after being graded according to the rubric.

Differentiation and Planned Universal Supports:

The students will receive written instructions if needed.
The students will have extra time to complete the assignment if needed.
The students will be able to work with others if they need help.
A students will be able to change his or her seat depending on where they learn and
concentrate best.

Language function students will develop. Additional language demands and language
supports:
Academic language will be used to encourage the students to think on a higher level.
The students will have access to dictionaries and thesaurus for their writing.
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Types of Student Assessment:

a. Informal:
Students will brainstorm the word biography as a class.
Students will be asked questions during the reading of the biography on Abraham
Lincoln. This is to help them stay on track and answer any questions they may have.
The students will read each others first drafts to give feedback.
b. Formal:
Students will write a historical biography on the person of their choosing and be graded
according to the rubric.
c. Modifications to Assessments:
If a student needs extra time to complete the assignment, he or she will receive extra
time.
If student writing level is not up to par with his or her classmates, the writing assignment
will be given at a lower level that will fit that students needs.

Evaluation Criteria:
The students will be evaluated on the biography they write.

Relevant Theories and Best Practices:

Lesson Timeline:
Two or three class periods.
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References:
"English Language Arts Standards." English Language Arts Standards | Common Core State
Standards Initiative. Web. 4 April. 2017.

Pascal, Janet B. "Who Was Abraham Lincoln?" Barnes & Noble. 06 June 2007. Web. 16 Apr.
2017.

Karenawilliams Follow. "Biography Rubric." LinkedIn SlideShare. 14 Oct. 2012. Web. 16 Apr. 2017.
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This is the rubric the students biographies will be graded on.

Mariah Perez
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Professor Luongo
EE204
28 April 2017

Teacher Candidates Name: Mariah Perez

Subject/Content Area: Narrative writing

Grade Level: 5th grade

Lesson Title: Tall Tales/Fables

New Jersey Student Learning Standards:

NJSLSA.W4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
RL.5.2. Determine the key details in a story, drama or poem to identify the theme and to
summarize the text.
RL.5.3. Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth,
poem).

Learning Objectives:
Students will learn what a Tall Tale/Fable is.
Students will be able to identify the elements of a fable.

Students will be able to apply what they have learned about fables to create their own
original fable.

Instructional Resources & Materials:

PowerPoint presentation entitled, All about Fables.
Student Handout- Graphic Organizer: The Tortoise and the Hare (one per student)

The Tortoise and the Hare interactive story video

Homework assignment- students will create their own original fable while following the

guidelines on the rubric.

Student Journals
Rubric (one per student)
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Chart paper
Markers

Instructional Strategies and Learning Tasks (Procedures):

Anticipatory Set:
I will begin the lesson by introducing the topic of fables by asking the students if they
have ever heard of any fables or knows that they mean.
The teacher will write down the parts of the fable on chart paper.
As a class, we will uncover the definitions of words related to the topic: Fable, theme,
plot, and main idea.
Procedure:
As a class, the fable entitled, The Tortoise and the Hare, will be shown at the carpet
or at the students desks.
After reading the fable, the teacher will pass out the student handout titled, Graphic
Organizer of Fable. This organizer is created to help the students put the main points of
the fable in order to uncover the overall theme.
Students will identify the theme of the fable after completing the graphic organizer.
After the graphic organizer is completed, the teacher will explain to the students that they
will be creating their own original fables.
The students will work on their fables in class by writing them in their journals.
Closure:
When the students come back the following day, they will be able to continue their
writing and proof read each others writing.
Once the students are done proofreading and giving feedback they are able to transfer
their fable onto the final paper.
Differentiation and Planned universal supports:
There will be a list of written instructions if needed.
A student may be able to change his/her seat depending on where they learn and can
concentrate best.
Allow extra time to complete assignment if necessary.

Language Function students will develop. Additional language demands and language
supports:
Academic language will be used to encourage the students to think on a higher level.
Dictionaries and Thesauruses will be provided.

Types of Student Assessment:

a. Informal:
The class will talk about fables together and the different parts of them.
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The students will decipher what each part means.

b. Formal:
The students will write their own original fable.
c. Modifications to Assessments:
If a student needs extra time, he/she will receive extra time.
If a student's writing level is not up to par, the assignment will be given at a lower
standard per the student.

Evaluation Criteria:
The students will be evaluated on their own fables.
The rubric provided is what the fable will be graded on.

Relevant Theories and Best Practices:

Lesson Timeline:
Two class periods.
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References:
"English Language Arts Standards." English Language Arts Standards | Common Core State
Standards Initiative. Web. 17 April. 2017.

Amc. "Collaboration Cuties: Aesop's Fables {Must Read Mentor Text}." Pinterest. 02 June 2013.
Web. 17 Apr. 2017.

Jennifer Evans, Assistant Director ELA Follow. "Narrative Writing Rubric Grade 2 5."LinkedIn
SlideShare. 08 Aug. 2013. Web. 17 Apr. 2017.

Creations, Kim's. "Writers' Workshop: Letter Writing Templates & More-Grade 1 & 2."Pinterest. 02
Jan. 2014. Web. 17 Apr. 2017.

Cellsplicer2008. "Living Books - The Tortoise and the Hare." YouTube. YouTube, 14 Aug. 2009.
Web. 17 Apr. 2017.
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This is the graphic organizer.

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This is the rubric the students will be graded on.

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This is the final paper the students will write their fable on.
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Narrative Writing Unit Rationale

Students should want to learn. This unit plan teaches narrative writing. The lessons that

are taught to them should be interesting. They should be full of hands on activities for the

students to get involved. Hands on activities boosts the students success. (Marincola, 2012)

Keeping the students involved in each lesson will help them achieve a larger understanding of

what is happening. This makes them want to come back to school everyday. Each one of them

wants to learn something new and take that home with them. Each lesson in this unit plan is

designed for the students to be involved. There are many activities in each lesson plan that show

the students exactly what is going to come out of learning this. There are four narratives included

that will broaden the subject to the students.

The first lesson plan is designed to show the students how they can use personal

experiences to enhance their writing. Having the students write personal narratives helps them

connect to their writing more. (International Literacy Association, 2017) To them, they are not

writing about something they find boring or unimportant. They are able to tell their story to

others. From the beginning of the lesson the students are involved. They are able to raise their

hands and talk to one another about ideas they have. They are able to give their ideas to the

teacher about what a narrative is. They all break down the topic together so they are able to

understand it.

For this lesson, the students are able to brainstorm their thoughts. They are able to talk

about something that is important to them and write it down on paper. For some students, this is

therapeutic. (Furnham, 2013) Some students need that time to collect their thoughts and make

sense of the world around them. School may be the only time that can happen for them. A lesson
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like this is perfect for that. The students start off by brainstorming in their journals. They write

down any ideas they come up with. Even questions are written down that they are trying to find

answers too. Each student is given a worksheet with a sandwich graphic organizer. (Inspiration

Software Inc, 2017) According to Inspirational Software Inc, using a graphic organizer is one of

the more effective visual learning strategies. It helps the students structure their thinking. This is

to help the students stay organized. They are able to take all of their brainstorms and place them

in order in the way they want to write them. After all is said and done each student has

completed writing their own story.

The second lesson plan is designed to show the students how they can communicate with

someone in a way other than technology. Each student is able to write their own letter to one

character in the story, If You Give a Mouse a Cookie. Some students may not know the basics

of creating a letter. Starting simple is the best way to help them collect everything together and

understand it. Once they understand the basics they are able to advance in their writing.

For this lesson, the students are able to listen and visualize by listening to the teacher.

The teacher will read the book allowed to the class. This is an example of shared reading. The

students join in with questions or ideas they have about the book. (Reading Rockets, 2017) When

the teacher is reading the book the students will have to listen carefully. If they want, they may

write down any notes or questions about the story. While listening, this gives the students a

chance to visualize what is happening. Each one of them has their own interpretation of the story.

This will easily help them write their letters to one of the characters about why they like them or

what they could have done differently. The students will receive a story map to place the events

of the story in order. Once this is done they will be able to collect everything they have and write
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their letters about one of the two topics. Letter writing is important and is something every

student should know how to create. It is all a basis for writing well thought out papers.

The third lesson is teaching the students how to write a historical report. This is one of

the many narrative writing techniques. Each student is responsible for writing their own

historical biography on a person from the 19th century. Writing a historical biography will

encourage the students to focus on the facts rather than opinion. (Grammar Dictionary, 2017)

The students will work with many research materials they have discovered based on their chosen

person. This will teach the students research skills that will be helpful to them in the future.

For this lesson, the students are using their listening skills to read a biography on

Abraham Lincoln. This will be read as a class. The students will pay attention to each other

reading. They will focus on the structure of the biography and take notes on anything they want

to have to remember. After the class has finished reading the biography, it will be explained that

the students will be creating their own historical biography on a person other than Abraham

Lincoln. The students are responsible to complete the research part at home as their homework

assignment. When the students come back to class the following day they will begin their

biography reports. They will be able to ask each other for help during this process to gain new

ideas. The students will read their papers to another student for positive feedback. It is important

that the students learn how to take criticism. (Hensley, 2017) According to Pat Hensley, the

students will learn how to listen without interrupting, ask to rephrase any writing, and give ideas

for the other persons writing. As they get older they will realize that everyone has different

ideas and it is good to incorporate different ideas into one.

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The fourth and final lesson shows the students that they have a creative side. This lesson

focuses on fables. Fables are creative pieces of writing that have a moral at the end of the story.

(Zae, 2016) Creating fables should be a fun lesson for the students. They should enjoy the

process of creating a piece of writing that is theirs. Their thoughts and emotions are written down

when they are able to create a piece of their own work. This entire lesson is formed to get the

creative side out of each student. Each student has a different personality and that will reflect

through their writing.

For this lesson, each student will create their own original fable. The beginning of the

lesson will begin with the teacher discussing the word fable with the students. There is a

chance that the students have not heard the word fable and do not know what it means. The

students have read the stories that are fables but do not know the correct term for them. There is

a short presentation for the students about fables. It discusses the main parts of writing a fable

and why they are important. At the end of the powerpoint the class will watch a fable called,

The Tortoise and the Hare in video form. The students will receive the actual copy of the fable

to follow through with. The fable in video form is more interactive for the students. They will

enjoy it more than just reading it together. What the students visualize comes to life. It is a great

tool to use to encourage the students to be creative when writing their own fables. (Zae, 2016)

The students will be given a graphic organizer to uncover the different parts of the fable. They

will use this as an outline for their own work. The students will create their own fables at the end

of this lesson.

All four lesson plans are created to focus on the needs of the students and what they are

encouraged to learn. Narrative writing is a basis for all types of writing. (Tompkins, 2010) It
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shows the different parts that are needed to create a story. There is setting, plot, characters,

conflict, resolution and climax. All of these are important in writing. Those are the aspects that

take people in and make them interested to keep reading. The students are taught these basics

from an early age to enhance their writing as they advance in school. (Tompkins, 2010) These

aspects keep the writing in order. There is a flow of events that make sense. All the events lead

up to one another. If a piece of writing has no structure then the reader will not want to keep

reading. That is why an important part of this unit is having the students read each others work.

They may find things that the teacher may overlook because he or she is mainly focused on

structure. The students take ideas from one another to create something they are proud of. It is a

helpful resource for them to get feedback so they can correct their mistakes and become better

writers.

Narrative writing is the basis for writing well thought out essays. If there is no structure

then the essay will not be in order. There should be more of a focus on the details in the story as

well as the beginning, middle, and end. These are vital parts of narrative writing. Each lesson

plan looks at a different type of narrative writing instead of looking deeper into what it exactly is.

From experience, having the students create different types of narratives helps them understand

what it is. They would understand more when there is more explaining of the components of a

narrative instead of the different types of narratives. The components are more vital. They are

found in every essay. If the students know how to structure, then their writing will progress over

time.
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References:

Furnham, Adrian. "Writing as Therapy." Psychology Today. Sussex Publishers, 29 Aug. 2013. Web.

25 Apr. 2017.

"Implementing the Writing Process - ReadWriteThink." Readwritethink.org. International Literacy

Association, Web. 25 Apr. 2017.

"Teaching and Learning with Graphic Organizers." How to Use Graphic Organizers for Teaching

Writing, Learning, and Understanding across the Curriculum. Inspiration Software Inc, Web. 25 Apr.

2017.

"Grammar Style and Usage." English Grammar Rules & Usage. LoveToKnow, Web. 25 Apr. 2017.

Marincola, Elizabeth. "Hands-on Learning Boosts Success in the Classroom and Beyond." The

Huffington Post. TheHuffingtonPost.com, 07 Sept. 2012. Web. 25 Apr. 2017.

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"Shared Reading." Reading Rockets. 13 Apr. 2017. Web. 25 Apr. 2017.

Hensley, Pat. "Teaching Students to Accept Criticism." Teaching. Teaching Monster, Web. 25 Apr.

2017.

Tompkins, G.E. "Writing Genres." Education.com. 20 July 2010. Web. 25 Apr. 2017.

Zae, Brittany. "What Is a Fable? Lesson Plan." Teacher.org. Web. 25 Apr. 2017.