Here is a sample of a Language Arts Lesson Plan
Story Elements
Sandra Magaña
ETC 447
June 3, 2004
Introduction
Ø
Grade Level: 2
Ø
Subject: Reading
Overview: During this forty-five lesson, students will identify specific story elements. The teacher will begin with the discovery method as students are exposed to the story characters, plot, and setting. Next students will be placed into groups as they complete a story map that will be shared with the entire class. Finally students will be assessed as they complete a story map on their own.
Ø Purpose: Students will be able to identify passages that indicate setting, characters, and plot.
Outcomes
By the end of this lesson, students will be able to:
Ø Understand the narrative elements in a selection
Ø Identify how the narrative elements are related
Ø Identify ways in which narrative elements impact one another
Ø Identify the conflict and its solution (plot) in a work of literature
Ø Complete a story map
Ø Create a Story Map-PowePoint Presentation
Standards
Ø Standard 1: Comprehending Literary Text (Grades 2) Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
& R-F2 Students will analyze selections of fiction, nonfiction and poetry for their literary elements such as character, setting, plot, sequence of events and organization of text
1 PO 1. Identify literary elements across stories, including plots, settings, and characters.
1 PO 2. Describe characters (e.g., traits, roles, similarities) within a literary selection.
1 PO 3. Sequence a series of events in a literary selection.
1 PO 4. Make relevant connections (e.g., relationships, cause/effect, comparisons) between earlier events and later events in text.
1 PO 5. Identify the speaker or narrator in a literary selection.
Resources
Ø “Caps for Sale” story book
Ø “Goldilocks and the Three Bears” story book
Ø Technology: Off-line
ü Story Map Template
ü PowerPoint Program
Ø Technology: On-line
o http://www.english-zone.com/writing/goldi.html
Integration of Technology
Story Map Template: 1storymapform.doc
ü By utilizing the provided template, students will work individually to create a story map for the story “Caps for Sale”
ü Students will choose the correct definition (from the drop-down menus) for each different story elements– characters, setting, conflict, important events, and resolution
ü Students will submit their story map to the teacher
PowerPoint Presentation: story map presentation.ppt
ü The group will be divided in teams of 3 or 4 students
ü Each team will produce a single Story Map - PowerPoint presentation for the story “Goldilocks and the Three Bears”
Requirements:
§ Minimum of 4 slides
ü First Slide: Title page including the students’ names
ü Second Slide: The Characters of the story
ü Third Slide: The Setting of the story
ü Fourth: The Plot of the story
§ Graphics – each slide must include at least one graphic
§ Text (point size of 20 or more)
§ Transitions with sound (2 different transitions)
On-Line: http://www.english-zone.com/writing/goldi.html
Ø Extended activities for “Goldilocks and the Three Bears”
ü Students will utilize the following web site to create their own version of the “Goldilocks and the Three Bears by filling in the requested information.
ü Students will share their stories with the class.
ü Materials: Internet access, printer
Integration of Technology – Learning Objectives:
ü Students will use cooperative learning to increase their story comprehension by completing story map templates
ü Students will use technology to create a hands-on presentation to demonstrate their ability in summarizing a story through the creation of story maps
Materials
Ø Overhead Projector
Ø Paper and pencil
Ø “Story Elements” transparency
Ø Story elements – example passage
Ø A story map template
Ø PowerPoint Program
Ø Computer Projector
Ø Internet access
Ø Printer
Process
Ø Introduce the skill
ü Ask students to think about stories they have read before.
ü Tell students that though all stories are different, every story has three parts: the setting, the characters, and the plot. The plot often contains a conflict or problem. The plot also contains a solution.
ü Explain that these elements work together and they impact one another.
Ø Teach/Model
ü Tell students that knowing how the parts o elements of a story work together helps readers understand the story and the main characters better.
ü Display the “Story Elements” transparency
ü Have volunteers read each definition. Provide examples.
ü Model the skill by reading aloud the example passage and help students identify the setting, characters, and plot.
ü Work with students in completing a story map for the example passage.
Ø Practice
ü Provide each student with a copy of the story “Caps for Sale”
ü Direct students to identify story elements as they read the story
ü Story Map Template:
ü Students will work individually to complete a story map for the story
ü Students will submit their story map to the teacher
Assessment
ü Students will in groups of 2 or 3 students to complete a Story Map PowerPoint Presentation for “Goldilocks and the Three Bears”
Students’ story elements project will be evaluated using the following rubric:
|
|
Complete |
Partial |
|
Title Page |
10 pts. |
5 pts. |
|
Setting (cottage/woods) |
10 pts. |
5 pts. |
|
Characters – all listed (4) |
10 pts. |
5pts. |
|
Plot – (conflict/solution) |
10 pts. |
5 pts. |
Extensions/Modifications
Ø Advanced:
ü Have students rewrite the story as a play and perform it for the rest of the class.
ü Remind them to write lines for the characters, to describe the setting before each new scene, and to focus on the main conflict in the story and how it is resolved.
ü They may use props or create a background for their play.
ü Materials: art and crafts supplies, paper and pencil.