Curriculum Standard
2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of length, difficulty, and complexity.
d. The student will interpret increasingly complex literary text, literary nonfiction, and informational text to compare and contrast information, citing text-based evidence. (DOK 3)
1) Story elements (e.g., setting, characters, character traits, events, resolution, point of view)
Big Idea: Identifying the story elements in a piece of literature (Charlotte's Web) and then move on to different types of literature.
Preparation:
1. Introduce the story elements (settings, characters, character traits, events, resolution, point of view)
2. Relate the story elements to the preciously read Charlotte's Web.
3. Open a class discussion on the story elements and how they relate to Charlotte's Web, if students have questions or are unsure of an element now is they time to clear them up.
4. Have students work in partners to find the story elements of either a short story or a piece of literature they have previously read. (Scaffolding)
5. Move on to discuss different types of literature with the students, the short story the students went over in number 4 and literature works they have previously read. Move on to work on that not all literature will contain every story element.
6. Have students create their own short story that contains at least 4 out of the 6 story elements.
Guidance:
1. Introduce all story elements and connect them to concrete ideas from Charlotte's Web
2. While students are working in partners use teacher observation and assistant to see if students are grasping the concept of story elements
3. Have student questioning during the discussion to ensure students reach and understanding of the story elements before they move on to work alone.
4.Allow students to continually ask questions and offer assistant while the students are writing their own short story.
Application:
1. Introduce all six story elements after the reading of Charlotte's Web
Assessment:
Students will create their own short story that has at least 4 out of the 6 story elements. The teacher will read the students short stories and check for accuracy and understanding.
Subscribe to:
Post Comments (Atom)
I really like the idea of teaching the elements of the story to students. So often it is expected of people to automatically know these elements. One problem that might come up would be not all elements being in every story. Although it is somewhat addresses in your lesson plan, I could see how this would present confusion for students. If a story must have elements to be a story, why are all of the elements in the story not included every time? Perhaps show several examples of books that include all and some of the elements. Giving the students a concrete example could really help with the confusion.
ReplyDelete