LESSON PLAN FORMAT
Name: Lauren Rivet
Date: April 19, 2017
I. LESSON FOUNDATION
Lesson Title: Character Study and Story
Elements Comparison
Lesson Number w/in Unit: 3
Unit Title: Study of Character Elements
Grade Level(s): 3rd Grade Time Allotted: 65 Minutes
Subject Area(s)/Subject
Content Explanation: Language Arts/ Text Features
Standard(s)/Anchors:
-RL.3.9:
Compare and contrast the themes, settings and plots of stories written by the
same author about the same or similar characters (e.g., in books from a
series).
-W.3.3:
Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details and clear event sequences.
Essential
Question(s): What components of a story can we compare? What is the same/ different
about the settings? How are the plots the same/ different? How are the themes
the same/ different?
Instructional
Objective(s): Students will demonstrate their knowledge of character study and story
elements study by creating a story of their own with the essential elements;
characters, setting, plot, tone, and conflict.
Formative
Assessment: This is mainly going to be through questioning when they are filling out
the worksheet as a class.
Summative
Assessment: Their creation of their own story on the IPads.
II. LESSON BODY
INTRODUCTION:
Read aloud
Lilly’s Purple Plastic Purse and Lilly’s Big Day by Kevin Henkes. Encourage
students to discuss Lilly’s character traits in both stories, and have them
help you fill in the Character Analysis chart. This is made to be group work so
that all the students are gaining the same knowledge through the introduction.
TEACHING
PROCEDURES:
1.
Tell students you
would like them to help you compare the different elements of each story, such
as the theme, plot and setting.
3.
Compare and contrast
your findings from each story. For example, you might ask:
·
What is the same
about the stories’ settings? What is different?
·
How are the plots
similar? How is the plot different in each story?
·
How are the themes
the same/different?
4.
At the end of this lesson the teacher will give the students a chance to fill
out their response logs in their journals. The teacher will look at them and
address any questions/ comments/ concerns the next day.
Must include:
*Description of Method(s) Used to Present Subject
Matter – Whole
class reading instruction.
*Guided Practice – Filling out the Story Elements Chart as a
class, identifying the elements that should be included in their story using
the stories read as a class. The comparing and contrasting of the 2 stories is
also done as a whole group.
*Independent Practice –
1.
Have students create
their own creative story about Lilly. (Suggest titles such as Lilly’s
Ballet Debut, Lilly’s First Soccer Game, Lilly’s
Spelling Test, Lilly’s Art Project, Lilly’s Lost
Library Book, Lilly’s Show and Tell Day and so on.)
2.
Before students
begin, discuss Lilly’s character traits (e.g., determined, persistent,
confident, misunderstood, well-meaning, envious, et al.). Talk about problems
that might arise in a variety of settings, and how she might solve them. Ask
students:
·
What would an
appropriate setting be for this story?
·
What problem in the
plot will Lilly overcome?
·
Which other familiar
characters might appear in your story?
3.
Have students write
and illustrate their stories in a rough draft form of still frames and then
allow them to use My Story app
to put their stories into a final draft form.
CLOSURE:
Have
students share their ideas for their stories so far. Have them explain a few
elements to their story with the class so that the teacher can see what they
have completed in the time given. Students will also fill out their response
logs so that they can communicate any questions they might have for the
teacher.
III. LESSON ESSENTIALS
DIFFERENTIATED
LEARNING ACTIVITIES:
In this activity nothing is differentiated because
the material that they are creating is their own versions of this story. Some
students might be differentiated through process of creating their rough drafts
by skipping it and moving to the final draft on the Ipad, however most students
will be able to do it. This is going to be a time that students will be able to
talk quietly so some students might need to go to a different space to work
effectively.
INSTRUCTIONAL
RESOURCES, MATERIALS AND TECHNOLOGY:
Lesson
Plan & Materials: http://www.lakeshorelearning.com/general_content/free_resources/teachers_corner/lessonplan.jsp?lessonplan=characterStudy
App:
App Store – My Story App
LESSON PLAN FORMAT
Name: Lauren Rivet
Date: April 20, 2017
I. LESSON FOUNDATION
Lesson Title: Elements of a Story
Lesson Number w/in Unit: 5
Unit Title: Study of Character Elements
Grade Level(s): 3rd Grade Time
Allotted: 65 Minutes
Subject Area(s)/Subject
Content Explanation: Language Arts/ Text Features
Standard(s)/Anchors:
-CCSS.ELA-LITERACY.RL.3.1- Ask and answer
questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
- CCSS.ELA-LITERACY.RL.3.3- Describe characters in
a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
- CCSS.ELA-LITERACY.RL.3.6- Distinguish their own
point of view from that of the narrator or those of the characters.
Essential
Question(s): What are the main elements to a story? What evidence can we use to
support what the setting, problem and solution are in the story? What
describing words can we use to describe the character in the story?
Instructional
Objective(s): Following the lesson on the elements of the story, students will be able
to identify the five elements of a story directly from text.
Students
will be able to list the five elements. Students will be able to recite them
allowed when asked. Students will be able to differentiate between all the
elements. Students will be able to verbally explain what the characteristics of
each and why we use them.
Formative
Assessment:
Using the discussion technique of “just one more question” during discussion to
allow for more complex and higher level thinking. This assessment will mainly
be verbal as it is participation in the discussion. Also the students will be
assessed on the class discussion while filling in the large pieces of paper
with the information evidence from the story.
Summative
Assessment:
The story pyramid worksheet at the end of the lesson.
II. LESSON BODY
INTRODUCTION:
Allows
students to look at the cover of the book, Where
the Wild Things Are by Maurice Sendak. Give them the chance to ask
questions and make connections. Many students will have read the book before so
don’t allow them to share the storyline/ main events. Talk about the genre of
the story and what that means for the storyline and characters.
TEACHING
PROCEDURES:
1. Read the book to the class.
Ask students to keep in mind the setting, characters, events, problem/conflict,
and solution.
2. The teacher will hand out
post it notes so that students can write down their questions throughout the
reading. The teacher has previously taught the students that their questions
should start with What
if…?; Suppose we knew…?; What would change if…? Suppose we knew…? Students
will write the questions on post it notes to be collated and saved for follow
up visits as they read.
3. After we are finished
reading the book, ask the class if it was a "good story," an
"interesting story," a "well-written story." I would then
explain
that we will now look at the elements or parts of
what makes up a good story. This is the time that the teacher will collect post
its and share with the class. Names will be written on the post its so the
teacher can assess questions but will not share who created the question with
the class.
4. We would then take Several
large sheets of paper each labeled: Characters, Setting, Problem, Events,
Solution. I would start with the large sheet of paper with the word
"SETTING" on it. I would explain to the class that he setting is
where and when the story takes place. I would then ask the students to tell the
setting of the book. For each response I would have them refer back to the book
by saying "how does it tell us that?" and help the students remember
a passage or a phrase. Write down what the students give you for the setting.
Repeat the process for "CHARACTERS," "PROBLEM,"
"EVENTS" and "SOLUTION."
5. I would then split the
class into groups of three. In their groups they would have to complete the following
worksheet. After they complete the worksheet and write their name on it, they
are to turn it in for a grade of completion and understanding. The point of the
worksheet is to see if they understand what the elements of a story are and
where to find them within a story. (See worksheet attached)
6. The class will be instructed to return to
their seats for the final activity. As a class, they are going to create a
fictional story, teacher included. Each person is going to begin a story by
writing only one complete sentence. (For instance: Once upon a time on a very
dark and stormy night, all the lights blew out in Peter's house.) Wait until
each student has completed his/her sentence then the teacher will say,
"Everyone pass your paper to the right." The person to the right of
you will read the sentence before them and proceed to write the next sentence.
Continue passing the papers to the right, having them add only one new sentence
each time they receive a paper. The more sentences in the story, the longer
writing time is needed. Continue this process until each person receives
her/his initial paper with her/his beginning sentence.
Once each person has received his/her initial paper,
s/he should read the story and write one concluding sentence. Each person will
then read his/her story aloud to the class.
Must include:
*Description of Method(s) Used to Present Subject
Matter –
Whole class reading and pairs of student’s instruction.
*Guided Practice – Filling out the large pieces of paper about
the story elements, using evidence to support answers from the story.
*Independent Practice – The story pyramid that is
created by students at the end of the lesson.
CLOSURE: The closure of this lesson
is the students sharing the stories that they have all created together as a
class. Allowing the students to have a fun, creative aspect of the lesson.
III. LESSON ESSENTIALS
DIFFERENTIATED
LEARNING ACTIVITIES: For this lesson I wouldn’t have much modified in the process or product
because the work that they are doing independently can be assisted with verbal
ques. The groups would be paired fairly random since they are such big groups
and several kids are in each. If a student has a hard time sitting on the rug
then I might have them sit in a chair during the direct instruction/ discussion
part of the lesson.
INSTRUCTIONAL
RESOURCES, MATERIALS AND TECHNOLOGY:
· Where the Wild Things Are by Maurice Sendak
· Large post it note (whole
class)
· Small post it notes
· Worksheets
· Lined paper
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