Teacher: Miss Meisterich Date:

TCNJ Lesson Plan

Title of lesson: Young Arthur and Legends Lesson #1, 2, 3 (4)
Lesson plan note: This plan will be used for multiple lessons. Due to PARCC testing from last week and our
create your own myth project, all classes are at different points, so we are going to be completing everything at
a different time. This plan is a general list of overall unit goals and assessments, but plans will need to be
flexible due to not knowing exactly how much time we will have.

Aim/Focus Question
Write out the Content Objective from the Unit Plan

What are the characteristics of a legend, and how do we see them in Young Arthur?
Learning Objectives (SWBAT) with Standards Codes Corresponding Assessments
Include the content objectives specific to the lesson, skills from the Unit Include the formative assessment or summative
Plan, and standard codes for each objective. assessment that correspond to each objective.
Daily Content Objectives: Corresponding Assessments:
1. SWBAT define legend 1. All activities laid out below
2. SWBAT continue examining differences between a legend and
other traditional stories.
3. SWBAT read the legend and determine which characteristics of a
legend it contains.
4. SWBAT explain the legend of King Arthur
Standards – Cut and paste full standards here.
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and
relevant connections from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.

NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.

RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the
text; provide an objective summary of the text.

NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

W.7.3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.

NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.

NJSLSA.L2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.
Teacher: Miss Meisterich Date:

Beginning (Do Now/Opening/Hook)

Your beginning should engage students in the material for the day and be related to the objectives above. It is good to make your
beginning relevant to the students’ lives and to make an overt connection between the beginning and the Aim/objectives for the day.
Each class will start with 10 minutes of SSR

Do now #1: Talk with a partner about the following question and take bulleted notes on the discussion:
What do you think is a legend? What are the characteristics of one? What legends do you think you know?

Do now #2: Talk with your partner about the following question and take bulleted notes on the discussion:
What is the difference between a myth and a legend?

Do now #3: Respond to the following on a separate sheet of paper:

How does the story “Young Arthur” show the characteristics of a legend?

Do now #4: Respond to the following on a separate sheet of paper:

What is the main conflict in this legend?

Middle – Context/Application (Mini Lesson, Activity, Guided Practice)

1) Balance of instructional time and time for application; 2) Transitions (in italics) when moving to another topic/activity; 3) Clear
instructions for the students (often in a list/outline) that you model activities for the students, when needed; and 4) Questions w/
anticipated answers.
Activity #1 –Anticipation guide. Students will respond to statements if they agree or disagree. They will then defend their
answers.

Activity #2 –Pre-reading from the literature book on page 680 and 681. We will read these aloud together.

Activity #3 –Characteristics of a legend graphic organizer. Similar to Echo, they will be given a graphic organizer and
will fill out the right side of it before they read, which will be the characteristics of a legend.

Activity #4 –Reading of the actual legend. We will read this aloud as a class and stop periodically at the targeted passages
to discuss and summarize what is happening. We will utilize the “say something” method, where we will stop and
students will say their reactions, predictions, questions, etc. about the legend since it is kind of long and confusing, and I
want to ensure students are keeping track of what is happening.

Activity #5 –Guided reading questions (altered from page 88 of teacher guide).

Activity #6 –Complete graphic organizer with examples from the text

Activity #7 –Characterization chart similar to the one we did for Echo

Activity #8 –After reading questions from the literature book on page 687. They will work with their groups. These are
similar to the ones they did for Thank You, M’am

Activity #9 –Chronological order worksheet altered from teachers’ guide on page 83

Activity #10 –Young Arthur Vocabulary practice worksheets from Teachers’ Guide from page 86
End/Conclusion of the Lesson
End each lesson together as a class to sum up the material for the day and bring the class back to the “Learning Objectives” and
“Aim” for the day. (For example, an “exit slip” or another short activity that brings the lesson full circle.)
Exit slips:

Exit slip #1 –What is one characteristic of a myth

Exit slip #2 –How did they know Arthur was destined to be the king?
Teacher: Miss Meisterich Date:

Exit Slip #3 –What is the legend of King Arthur

Exit Slip #4 –What is one example from Young Arthur of a characteristic of a myth

Homework
What is the students’ homework to help them apply the knowledge they have learned from the day’s lesson?
Completion of any class work or extra assigned work.

Materials
List any materials you need for the lesson.
Smart Board
Project guidelines and models
Rubric
Presentation WS