Today we are going to be looking at the plot in our story. Today we will be discussing the beginning, middle, and end of the story. We'll also be talking about the problem and solution in the story, and sequence the major events in the story. When we discuss the plot we are addressing standards RL1.1, RL1.2, and RL1.3.
For today's lesson you will need the book "Owl Moon" by Jane Yolen. You will also need either the Smartboard lesson called Owl Moon.notebook, or the Promethean Board lesson called Owl Moon.flipchart (depending on which board you have) and the students will need their student work packets from yesterday's lesson.
Once again, I paired my students up with a new partner. I want my students to get used to working with a diverse group of people, so they need to work with each of their classmates. I have some resources for you to creatively group your students. Just click here PartnerPickingCards.pdf, TheGrouperthefastandeasywaytogroupstudents.pdf, and sorting sticks.pdf .
After students were grouped I brought up slide 35 of the Smartboard lesson and said, "Today we are going to be looking at the plot of a story. When we look at the plot we talk about the events that happen in the beginning, middle, and end of the story. When we read a fiction story we learn about the characters and setting. The middle part of the story usually tells us the problem, and the end of the story tells us the solution. Let's take a look at each part of the story and see if we can find the important parts of each section of the story." I read through the first several pages. I said, " Now who can summarize and tell me the important parts of the beginning of the story? " You can see how I have some silly comments when students don't mention anything about the setting in the video Summarizing the Beginning of the Story - Day Five Owl Moon.mp4.Once our class agreed upon the important characteristics of the beginning of the story, we recorded our information in our beginning box of the graphic organizer on the bottom of page 19 of our student packets.
We continued on in the same way with the middle and end of the story. I talked about the characteristics of each part of the story, partners discussed the content, and then we had a class discussion. After discussing, we recorded our information for the middle and ending parts of the story on our graphic organizer on page 19 of our student packet.
I turned to slide 36 on the Smartboard. I said, "I am going to read several pages now. On these pages we are going to hear about the problem in the story. I will give you time to think and then write about what you think the problem is. Then you will write that in the problem box on your student packet." I read, gave students time to think, and then let them record the problem at the top of page 20 on their student packet. Then I said, "Remember the solution is how they solve the problem. I want you to listen carefully so you can determine what the solution may be." Again, I read, gave students some private think time and then let them record the solution on their student packet.
Then I said, "The reason why we made a graphic organizer in the first place was so that we could use it as a tool. Let's read the question at the bottom of page 20 on our student packet." After reading the question, I said, "Use your graphic organizer as a tool. Answer in a complete sentence and use evidence to support your answer." You can see this portion of the lesson in this video Writing About the Problem and the Solution.mp4.
I had to break this part of the lesson up into sections for students to be successful. I knew I couldn't just say, "Sequence the main events in the story." That wouldn't be fair to my students. I said, "It's important that we practice how to sequence the main events in a story. I'm going to read a piece of the story at a time. When I stop reading, you are going to write down what you think the important events is from the part that I just read. Once we have our graphic organizer filled in, you will write a summary of the important events in the story using the temporal words I already have written in the graphic organizer. Let's get started."
I read chunks of the story and then I would stop and say, "Write down what you think was the most important event in this section." Then I would give students time to write the events in their graphic organizers. I have an example of how the student work came out Student Example - Sequencing the Main Events.pdf so you will know which parts of the story to read and where the stopping points are.
My students love tossing the koosh ball and answering questions for a closure. So today was a simple closure. I asked, "What are the three sections we need to look for when we're talking about the plot?" I tossed the koosh ball and had a volunteer answer the question. That person then could toss the ball to anyone else for the next question. Here are the remaining questions I asked: