Lesson: Sequencing to Evaluate Plot

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Lesson Objective

Today’s purpose of learning is to identify the plot as the action or sequence of events in a story and to outline the plot of a story.

Lesson Plan

 

Standard

3.LT-U.3

Purpose of Learning

Today’s purpose of learning is to identify the plot as the action or sequence of events in a story and to outline the plot of a story.

Connection

“Yesterday looked at a story we read to identify the problem and solution in that story.  We learned that the problem is what goes wrong in the story and the solution is how the character(s) fix that problem.  Today we are going to re-visit the same story that we’ve been using all week to learn about another very important element of a story.  This element is the plot!!”

Teach/Model

10     in

T: “The plot of a story is the actions or sequence of events in a story that make it interesting.  Good readers look at plot to help them understand what’s going on in the story. 

*On chart paper make a list of the parts of the plot, have a plot progression template, and identify the different parts of the story.  Every plot has 5 parts:  the exposition (intro of characters and setting), the rising actions (events that lead to the problem), the climax (the “BOOM” moment/turning point; where the problem is identified), the falling action (Steps taken to lead towards a solution), and the resolution (How the problem is solved and how the story ends).

Talk about using transition words and model the transition words:

Post a Chart::  Retell words:  First next, after that, later on, then, finally

T: Thinking back to the story that we read Monday and Tuesday, the teacher will model how to write out a plot sequence using a plot pyramid (top of a star).  Note: “When I was reading this story, I remember that the following events happened in the story...The characters and the setting both fall into the exposition, because we already learned that some of the characters and setting are introduced in the beginning of the story.  We also put introductory events in the exposition…”

  • Refer to the story from yesterday, explaining how all the elements can be found by referring back to the story and filling in a plot pyramid based on each part (mentioned above).
  • Model thinking / Fill out Chart size plot graphic organizer

Active Involvement

5 min

T: Teacher will re-read the story first introduced on Wednesday, while instructing the students to be listening for details from each part of the plot. *Turn and talk, stop and jot, stop and draw for each section.

S: With teacher, fill out individual plot graphic organizer, using all story elements.  Ss will share out ideas when called on by teacher.

Link

1 min

“You’re going to go back to your seats now and get out your independent reading books.  You will have 15 minutes to read from your independent reading book, and then you will fill out a new graphic organizer about a the plot you learned about in this book.  You plot have to go back to the beginning of the book to understand the whole plot from the beginning.  Even though you may have read this story several times, remember that all good readers go BACK to the text to find their answers, and that they re-read things often to really understand them.”

Independent/Centers

30 min

S: Read for 10 min (timed), then fill out plot graphic organizer using independent reading book for 5 min (timed).

 

Whole class introduce:  computer center and leap frog center stations.  What is expected when you are on the computer.  Different things to do, websites to use, generate list for posting. 

Centers (30 min):

Group 1: Teacher re-teaches setting

Group 2: Independent reading (new book; look for the setting here)

Group 3: Buddy reading (high and low together)

Group 4: Computer Center (story elements website)

**Exit slip: Reading or computer logs (different by group)

 

Reading Response (5 min):

“Now that you have learned all the elements of a story (characters, setting, problem/solution, plot), what part do you think you understand the best, and what part do you still need help with?”

Small Group Instruction

See above

Share

S: Bring reading response journal to the carpet.  Teacher will call 3 students to share out what they wrote.

Assessment

Student-completed organizer

Extra Time:

1.Read Bridge to Terabithia

2.Make a plot progression template using pictures

3. Go over morning do now

4. Make vocabulary cards

5.Practice fluency

6. Create a sentence in the class activity ( go around and have each kid say a word see if you can create a sentence as a class.

 

Lesson Resources

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