Writing a Lesson Plan
Before beginning, consider the following:
• What prior knowledge must be established?
• What knowledge, experience or skills do you expect students to bring to the lesson?
• Do you need to pre-teach certain concepts or briefly review a skill?
• Do you need to refresh their memory on yesterday’s work?
• What is the rationale for teaching this lesson?
• Is it derived from the curriculum? Pacing calendar? Standards book?
• What do you hope to accomplish by the end of this lesson?
• What demonstrated (or measurable/ observable) skill(s) will be learned?
• Did you use operational terms (think Bloom’s taxonomy)?
• How will you capture the students’ interest?
• What display, object, demonstration, picture, story, background, lead question, introduction, etc. will you use to set the stage for the lesson?
• What do you need to gather, supply, or provide for this lesson?
• Do you need manipulatives, books, demonstration materials, film clips, internet site(s), forms, markers, hi-lighters, slates, map, gummy bears, charts, cards, projector, etc?
• Steps to follow in developing your lesson’s objectives(s)
• Model, sample, demonstration of concept or skill
• Pivotal or key questions that need to be asked (sequential steps) along the way
• Medial summary (to determine if students are ‘getting it’ – early feedback & review)
• Or… restatement of what is learned thus far, paraphrasing, brief practice example
• Further development of the lesson (continuation)
• Review, practice, discussion, enrichment or independent activity
• Final summary, conclusion statement(s), closure
• Determination of lesson mastery (Did students meet the objective? How do you know?)
• Independent practice, homework, basis for tomorrow’s lesson
• Need to teach this information again tomorrow? Review?
• Do you need to review what came before?
• Are the students ready to progress to what comes next?
Bloom's Taxonomy Verbs
Use verbs aligned to Bloom's Taxonomy to create discussion questions and lesson plans that ensure your students' thinking progresses to higher levels.
Quote Classify Interpret
Conclude Make sense of
Give examples Trace
Correlate Point out
Categorize Make up
Compare &Contrast Prioritize
Bloom’s Taxonomy Activities
On the following three pages are 40 specific literature activities listed in rising levels of difficulty, skill
development, and critical thinking. These may be adapted to different types of literature, as well as
providing the teacher with flexible types of activities to match the differing abilities, needs, and
aspirations of students in the modern classroom. Such an overall scope and framework allows the
teacher to plan with assurance that all students are provided with activities designed to develop the full
range of their cognitive abilities.
This level provides the student an opportunity to recall fundamental facts and
information about the story. Success at this level will be evidenced by the student’s
ability to . . .
■ Match character names with pictures of the characters.
■ Identify the main characters in a crossword puzzle.
■ Match statements with the characters who said them.
■ List the main characteristics of one of the main characters in a WANTED
■ Arrange scrambled story pictures in sequential order.
■ Arrange scrambled story sentences in sequential order.
■ Recall details about the setting by creating a picture of where a part of the
story took place.
This level provides the student an opportunity to demonstrate a basic understanding of the
story. Success at this level will be evidenced by the student’s ability to . . .
■ Interpret pictures of scenes from the story.
■ Explain selected ideas or parts from the story in his or her own words.
■ Draw a picture showing what happened before and after a passage or illustration
found in the book.
■ Predict what could happen next in the story before the reading of the entire
book is completed.
■ Construct a pictorial time line which summarizes what happens in the story.
■ Explain how the main character felt at the beginning, middle, and/or end of the
#2004 Activities for Any Literature Unit—Intermediate © Teacher Created Resources, Inc.
Bloom’s Taxonomy Activities
This level provides the student an opportunity to use information from the story in a new
way. Success at this level will be evidenced by the student’s ability to . . .
■ Classify the characters as human, animal, or thing.
■ Transfer a main character to a new setting.
■ Make finger puppets and act out a part of the story.
■ Select a meal that one of the main characters would enjoy eating; plan a menu,
and a method of serving it.
■ Think of a situation that occurred to a character in the story and write about how
he or she would have handled the situation differently.
■ Give examples of people the student knows who have the same problems as the
characters in the story.
This level provides the student an opportunity to take parts of the story and examine these
parts carefully in order to better understand the whole story. Success at this level will be
evidenced by the student’s ability to . . .
■ Identify general characteristics (stated and/or implied) of the main characters.
■ Distinguish what could happen from what couldn’t happen in the story in real
■ Select parts of the story that were funniest, saddest, happiest, and most
■ Differentiate fact from opinion.
■ Compare and/or contrast two of the main characters.
■ Select an action of a main character that was exactly the same as something the
student would have done.
© Teacher Created Resources, Inc. #2004 Activities for Any Literature Unit—Intermediate
Bloom’s Taxonomy Activities
This level provides the student with opportunity to put parts from the story together in a new
way to form a new idea or product. Success at this level will be evidenced by the student’s
ability to . . .
■ Write three new titles for the story that would give a good idea what it is about.
■ Create a poster to advertise the story so people will want to read it.
■ Create a new product related to the story.
■ Restructure the roles of the main characters to create new outcomes in the story.
■ Compose and perform a dialogue or monologue that will communicate the thoughts of
the main characters at a given point in the story.
■ Imagine that he or she is one of the main characters and write a diary account of daily
thoughts and activities.
■ Create an original character and tell how the character would fit into the story.
■ Write the lyrics and music to a song that one of the main characters would sing if
he/she became a rock star—and then perform it.
This level provides the student with an opportunity to form and present an opinion backed
by sound reasoning. Success at this level will be evidenced by the student’s ability to . . .
■ Decide which character in the selection he or she would most like to spend a day
with and why.
■ Judge whether or not a character should have acted in a particular way and why.
■ Decide if the story really could have happened and justify the decision.
■ Consider how this story can help the student in his or her own life.
■ Appraise the value of the story.
■ Compare the story with another one the student has read.
■ Write a recommendation as to why the book (story) should be read or not.