** I changed up the worksheet the 3rd time I taught this lesson, because I wanted to add a 'solution' at the bottom and a line dividing the space for the student to write the original setting and problem and the new setting, leading to the new problem.
Underlined words should emphasized and put on my Reading & Writing word wall for later reference. I pull off words for each lesson, helping students understand the vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words)
Engage the students
Recounting fables and folktales and examining the features in these stories allows students to share the common ideas that these present. (RL.2.2) Through this extensive discussion of cultural stories, students gain literary knowledge as well as familiarity with various text structures and elements. Since the themes and ideas from these fables recur over and over again in other stories, movies and text, this rich content knowledge from the classics should be presented and shared as part of a student's education so that the ideas and concepts become part of their general knowledge.
As we examine the story elements that make up literature, students are discovering that stories have structure. In the beginning, characters and setting are introduced and at the end, the events are concluded. (RL.2.5). Students begin to be experts in 'content literacy', understanding how stories are structured, as well as close readers who enjoy the story, but also analyze how the elements work to form good literature.
Model the skill
** You'll notice on the revised-setting/problem chart, I put both settings and problems on the chart. I felt it was helpful to reinforce to the kids later when they could see the original setting and original problem as well as the revised setting and problem.
Explain the task
For each lesson that we use grouping or iPads, I take the time to review these rules. As a class, we developed these rules at the beginning of the year. Although the kids know them well, it's important for them to hear them again. I want them to respect each other and learn to collaborate effectively, as well as be responsible of rthe technology that we are using.
Monitor students working
This is one group's completed worksheet.
Discuss and reflect
This is an opportunity to lead the students to see multiple examples of story structure interaction. You can be the model to give the overview of...."I see that the setting of the story changed to this. So, it makes sense that the problem changed because of that. The new problem is....."
Scaffolding and Special Education-This lesson could be scaffolded up or down, depending on student ability.
I would suggest using mixed groups so that those who struggle academically could verbally express ideas instead of having to write. The models from higher students would be excellent for all of the participants in the group.