Lesson: Story Elements
The following is an EATS Lesson Plan: Essential Question, Activating Strategy, Teach, and Summarize. This lesson plan is designed to utilize with a small group, but may be used during whole group instruction.
Essential Question – How can I use story clues to help me identify elements of a story?
To begin, the teacher needs an apron and produces the cook pot and spoon and tells the students they are going to make story stew. Explain that a good story is like stew -- it has lots of ingredients. Reach into the pot and pull out an index card on which you have written "characters." Explain that characters are "Who is the story about?" Mention familiar stories and ask students to tell you who the characters are. Reach into the pot and pull out another index card on which you have written "setting." Explain to students that the setting is "When and where the story happens." Mention familiar stories and ask students to identify the setting. Reach into the pot and produce a final index card on which you have written "plot." Explain that plot is "What happens in the story." Mention familiar stories and ask students to briefly explain the plot. After this introduction, read a story of your choice to the students. (I like to use "Officer Buckle and Gloria" by Peggy Rathmann, but any story with few characters, a well-defined setting, and a simple plot will suffice.) After reading the story, ask the students to identify the characters. Write them on an index or recipe card and drop it into the cook pot. Stir it up. Then ask students to identify the setting and the plot in the same manner. After stirring up the "ingredients," reach into the pot and produce a photocopy of the cover of the story you just read.
- Introduce vocabulary words – goal, cheered, screamed, voice
- Use a cloze style method to introduce vocabulary words to students. Ses if they are able to guess which word goes in the blank.
- Discuss the background of words, usage of words (example - when might someone cheer? where would you see a goal take place?) - use a ball to select peer to share idea/answer question
- Take a picture walk of the story
- Have students share their story predictions
- Teacher read aloud(first reading of story)
- Stop periodically for questioning
- Page 2 – Where did the story take place?, Who are the characters in the story?, Why do you think Kendra wanted the Tigers to win?
- Page 4 – Why did she shout?
- Page 6 – Why do you think Kendra yelled out at the team even though they lost the ball?
- Page 10 – Do you the Tigers are going to win? How do you think Kendra would feel is the team won? How do you think Kendra would feel if the team lost?
- Page 12 – Why did Kendra continue screaming over and over again? How do you think Kendra and her father felt when the Tigers won?
- Page 16 – What caused Kendra to lose her voice
- Complete story elements graphic organizer together as a group. Review what each section of the graphic organizers means (example - characters - people/animals/etc. in the story).
- Use a comprehension question ball (http://www.etacuisenaire.com/catalog/product?deptId=FOURBLOCKS&prodId=61524) to check for student understanding of text. When a question is asked, have students talk to their elbow buddy about the answer. Have students share answers orally.
|Soccer with Dad||