Lesson Plan Date: October 25, 2011 Hour: 5th Unit: Story Elements Essential Question: What makes a story? Lesson Objective(s): The students will be able to recognize story elements Core Curriculum Standards: Topic/ Anchor Standard Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Grade Level Standard Vocabulary Acquisition and Use 4a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. “I can use context clues to determine the meaning of a word or phrase.” Illinois State Standards: 2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning. Materials: iPads Story Element Strips Story Elements Evaluation: Completion of story element chart iCardSort flashcards- if time allows In Class Assignments: Story element search Story Elements Definitions for each story element Homework Assignments: Read for 20 minutes Tier 2 Affix/Root option due Friday What some students will learn Differentiation Some students will be able to recognize how the development of rising action, climax, falling action, and conclusion impact a piece of literature. Implementation: By giving students pieces of stories they are already familiar with, they will be able to better recognize how each element impacts the story line. What most students will learn Most students will learn the order in which story elements are found. Implementation: Students will have to use higher order thinking in order to ask any questions, this will help them to immediately apply new concepts and knowledge. Students will be able to use context clues to identify the different story elements. Agenda Story Element Search: Students will be given the task for the class period, and will be prompted to come up with all questions they need in order to be successful. Task: You will need to search for different story elements to fully represent the character’s story you receive. Students will know that they will have to work in silence once we begin. o Guide students to ask if they will be working in a group, how many story elements they need to find, will there be strategy planning time, etc. o Strategy time will only allow students 3 minutes to discuss their plan. (time may vary depending on group’s needs) o Prompt students to inquire about appropriate questions. If students do not ask this question I will let them know they can only ask questions that do not have a yes or no response during strategy time. While assembling their story element chart they can only ask yes or no questions.** Using stories read in class (All American Slurp, Adventures of Tom Sawyer, Scout’s Honor, and Eleven) story elements from each will be cut up and placed around the room (5th hour will be in the wrestling gym) After students are in their partnerships, they will receive their first slip containing their story’s characters. (3 minutes will be given to What ALL students should learn All students will become with story elements, and where they can be found in all stories. All students will learn team work skills. Implementation: Students will become familiar with new terminology by placing story elements on the chart and identifying each word on the iPads. While working with a partner, students will have to learn to work together and delegate responsibilities. strategize) o Students will start their search after their strategy time; they will have 10 minutes to search for their elements. (Time may vary depending on group’s needs) o After 10 minutes is up students will have an additional minute to strategize. o 5 minutes will be given to complete the search and begin assembling. Once students feel comfortable they have found each story element belonging to their story, they will receive the story element titles (Green sheets) Some groups may need to search for missing elements while assemblingthis stage is still done in silence- they can ask Brittany and me yes or no questions only. Depending on time the class will either: o Discuss their thinking process for how they were able to succeed o Or head back into the classroom to use iPads to define story elements using iCardSort. Once each group is finished creating definitions I will ask students to volunteer their definitions, sharing the actual definition after hearing student responses.