Purpose:
· What is a story plot?
· What is a character?
Key Terms:
· Main Character: the person who the story is centered around.
· Setting: the time and place where the events unfold
· Problem: The obstacle the main character must overcome and resolve
· Rising action: Builds the conflict and develops the characters
· Climax: Shows the highest point of the story
· Falling Action: Sequence of events following the climax
· Denouement: Resolves the story and ties up all the loose ends
Skills:
· Reading Comprehension
· Developing plot
· Recognizing the main character
· Reading aloud
New York City Performance Standards:
E1a: The student reads at least twenty-five books or book equivalents each year.
Performance Indicators:
· Maintain an annotated list of works read.
· Generate a reading log or journal.
· Participate in formal and informal book talks
E1c: The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work.
Performance Indicators:
· Restates or summarizes information.
· Relates new information to prior knowledge and experience; extends ideas.
· Makes connections to related topics or information.
Objectives: The Students Will Demonstrate his/her ability to:
· analyze the plot of a story
· solve the corresponding story plot map
Pre-Assessment: The students have been previously assessed and have mastered the set-up of a book and what the key concepts of a book are, such as the title and author.
Lesson Presentation:
A. Set Induction: When the students enter the classroom, a “Do Now” will written on the board. This will remind students to get out their literature books, and have them activate their prior knowledge. The students will be asked to define different literary terms that have been previously taught before. The terms are: author, illustrator, cover, and dedication page. These terms will apply to the lesson that is being taught to the students on this day.
B. Procedure:
· After the students are done applying their prior knowledge of book terms from the “Don Now”, we will go over them as a whole class together.
· We will have a grand conversation before being called over to the rug.
· After we correctly identify and discuss the terms, the teacher will call the students to rug area. The students will be called by what tables the sitting at. This is to prevent all the students from running to the rug area at once resulting in the teacher losing control of the classroom.
· After the students are quietly sitting on the rug, the teacher will begin with introducing the story.
· The teacher will do a picture walk with the students and show them the pages of the book. This will provide the students with a chance to visualize what is happening in the book before it is read.
· Following the picture walk, the teacher will ask students for predictions of what is going to happen in the book. The predictions that the students make will be written down on the chart paper.
· Succeeding the predictions, the teacher will read the story of Mike Mulligan and his Steam Shovel. The story will be read slowly so the students can follow and understand what is happening during the story.
· Following the reading of the story the students and teacher will participate in a grand conversation about what they liked about the book and who was their favorite character.
· After the grand conversation, they will analyze the story and see if the predictions made prior to the reading were correct. After the predictions the students will then take out their story maps, and the teacher will make a big one on the poster board. A mini-lesson will follow.
· The teacher will define each part of the story plot map. The students will copy down the definitions and recite them to the teacher to demonstrate comprehension.
· After the definitions are made, as a group the teacher and students will go through the book again and fill in the map. They will begin with the setting, continue up through the climax, and finish at the denouement. The setting and denouement will be written in black. The blue marker will be used to write the problem, rising, and falling action. The red marker will be used for the climax, because it is the most important. The contrasting colors will help students remember the different parts.
· When the story map is fully completed and correct it will be hung in the classroom on the clothesline, to be displayed throughout the year.
C. Closure: After the story plot map has been hung and displayed, the students will be asked to return to their seats. They will be dismissed in the same way they were brought here, by what table they sit at. This will keep order for the students and continue to keep the teacher in control of the class. When the students are seated quietly at their seat, the follow up activity/homework will be handed out.
Materials:
· White Poster board, with blue lines horizontally across the paper.
· Crayola markers: black for setting, and denouement, blue for rising and falling action, and red for climax.
· Mike Mulligan and His Steam Shovel By: Virginia Lee Burton. Published by: Houghton Mifflin Company, 1939. The book has a red cover.
· Circle rug area with the alphabet in the back of the room, for the students to gather on the rug us blue with red letters around the exterior.
· Easel to display the poster board.
· Hand out of story map.
· #2 Pencils.
· Reading chair for the teacher to sit in while, reading the book
Follow-up Activity: The students will be given a worksheet of a blank story plot map. They will be asked to go home and read a short story and fill in the map themselves. This will reinforce what was learned during the mini-lesson of the day, and will also fulfill their daily “at home” reading requirement.
Evaluation/Assessment: The students will be assessed according to the following rubric.
Differentiation: Students who are on reading level or above will be given the story map blank and be asked to fill in the information. Students who are struggling will be given hints along with each category on the worksheet as to what will be written down. Students who do not speak English, will be able to have a translator help them, or will receive the worksheet in their native language.
Multiple Intelligences:
· Visual/Spatial: Making the poster board
· Intrapersonal: working independently
· Interpersonal: working in a group on the rug
· Verbal/Linguistic: having the story read aloud and following along
Resources:
· Building the Primary Classroom, Bickert, Jablon, Dodge. Published Teaching Strategies Inc. 2004.
· http://taskstream.com
· New York City Performance Standards
· http://www.infoplease.com/cig/writing-well/narrative-building-blocks.html
· http://www.thinkfinity.org/lesson-plan
Reading Comprehension
Needs Improvement-1
Satisfactory-2
Good-3
Mastery-4
Score/ Level
Reading Comprehension
Show no evidence of reading the assigned story. Cannot answer questions about book.
Shows some evidence of reading. Missing key parts of the story. Needs to spend more time reading.
Read through entire passage. Can answer most questions with ease, needs a little help/reminder for other questions.
Read through entire passage. Answers all question thoroughly and with complete thoughts.
Story Plot Map
There is no work shown. All the answers are left blank and cannot express ideas.
Some answers are correct. There are sections missing in the map, or they are not correctly labeled.
Only missing 1 section of the story map. Answer may incorrect or not completed. All other sections show well thought out answers.
All sections of the story map are correctly answered. Proves that the student understands what he/she read and what the different sections are.
Definitions
Definitions are not correctly defined. All are wrong or some are completely left blank.
Some of the definitions are correctly labeled. More than 2 definitions are missing or incorrectly labeled.
1 definition is incorrectly labeled or left blank. All other answers are correct and use complete sentences.
All the definitions are correctly labeled and none are missing. The answers are in complete sentences.
Reading
The reader makes 5 or more mistakes when reading aloud. The reader does not use proper tone and doesn't follow punctuation.
The reader make 3-4 mistakes when reading. Some punctuation is followed, but the tone of the reader is not consistent.
1-2 mistakes are made by the reader. The reader follows most punctuation and keeps a nice and consistent tone.
No mistakes by the reader. All punctuation is followed. The reader has the same tone throughout the passage, and makes eye contact with the audience.
· What is a story plot?
· What is a character?
Key Terms:
· Main Character: the person who the story is centered around.
· Setting: the time and place where the events unfold
· Problem: The obstacle the main character must overcome and resolve
· Rising action: Builds the conflict and develops the characters
· Climax: Shows the highest point of the story
· Falling Action: Sequence of events following the climax
· Denouement: Resolves the story and ties up all the loose ends
Skills:
· Reading Comprehension
· Developing plot
· Recognizing the main character
· Reading aloud
New York City Performance Standards:
E1a: The student reads at least twenty-five books or book equivalents each year.
Performance Indicators:
· Maintain an annotated list of works read.
· Generate a reading log or journal.
· Participate in formal and informal book talks
E1c: The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work.
Performance Indicators:
· Restates or summarizes information.
· Relates new information to prior knowledge and experience; extends ideas.
· Makes connections to related topics or information.
Objectives: The Students Will Demonstrate his/her ability to:
· analyze the plot of a story
· solve the corresponding story plot map
Pre-Assessment: The students have been previously assessed and have mastered the set-up of a book and what the key concepts of a book are, such as the title and author.
Lesson Presentation:
A. Set Induction: When the students enter the classroom, a “Do Now” will written on the board. This will remind students to get out their literature books, and have them activate their prior knowledge. The students will be asked to define different literary terms that have been previously taught before. The terms are: author, illustrator, cover, and dedication page. These terms will apply to the lesson that is being taught to the students on this day.
B. Procedure:
· After the students are done applying their prior knowledge of book terms from the “Don Now”, we will go over them as a whole class together.
· We will have a grand conversation before being called over to the rug.
· After we correctly identify and discuss the terms, the teacher will call the students to rug area. The students will be called by what tables the sitting at. This is to prevent all the students from running to the rug area at once resulting in the teacher losing control of the classroom.
· After the students are quietly sitting on the rug, the teacher will begin with introducing the story.
· The teacher will do a picture walk with the students and show them the pages of the book. This will provide the students with a chance to visualize what is happening in the book before it is read.
· Following the picture walk, the teacher will ask students for predictions of what is going to happen in the book. The predictions that the students make will be written down on the chart paper.
· Succeeding the predictions, the teacher will read the story of Mike Mulligan and his Steam Shovel. The story will be read slowly so the students can follow and understand what is happening during the story.
· Following the reading of the story the students and teacher will participate in a grand conversation about what they liked about the book and who was their favorite character.
· After the grand conversation, they will analyze the story and see if the predictions made prior to the reading were correct. After the predictions the students will then take out their story maps, and the teacher will make a big one on the poster board. A mini-lesson will follow.
· The teacher will define each part of the story plot map. The students will copy down the definitions and recite them to the teacher to demonstrate comprehension.
· After the definitions are made, as a group the teacher and students will go through the book again and fill in the map. They will begin with the setting, continue up through the climax, and finish at the denouement. The setting and denouement will be written in black. The blue marker will be used to write the problem, rising, and falling action. The red marker will be used for the climax, because it is the most important. The contrasting colors will help students remember the different parts.
· When the story map is fully completed and correct it will be hung in the classroom on the clothesline, to be displayed throughout the year.
C. Closure: After the story plot map has been hung and displayed, the students will be asked to return to their seats. They will be dismissed in the same way they were brought here, by what table they sit at. This will keep order for the students and continue to keep the teacher in control of the class. When the students are seated quietly at their seat, the follow up activity/homework will be handed out.
Materials:
· White Poster board, with blue lines horizontally across the paper.
· Crayola markers: black for setting, and denouement, blue for rising and falling action, and red for climax.
· Mike Mulligan and His Steam Shovel By: Virginia Lee Burton. Published by: Houghton Mifflin Company, 1939. The book has a red cover.
· Circle rug area with the alphabet in the back of the room, for the students to gather on the rug us blue with red letters around the exterior.
· Easel to display the poster board.
· Hand out of story map.
· #2 Pencils.
· Reading chair for the teacher to sit in while, reading the book
Follow-up Activity: The students will be given a worksheet of a blank story plot map. They will be asked to go home and read a short story and fill in the map themselves. This will reinforce what was learned during the mini-lesson of the day, and will also fulfill their daily “at home” reading requirement.
Evaluation/Assessment: The students will be assessed according to the following rubric.
Differentiation: Students who are on reading level or above will be given the story map blank and be asked to fill in the information. Students who are struggling will be given hints along with each category on the worksheet as to what will be written down. Students who do not speak English, will be able to have a translator help them, or will receive the worksheet in their native language.
Multiple Intelligences:
· Visual/Spatial: Making the poster board
· Intrapersonal: working independently
· Interpersonal: working in a group on the rug
· Verbal/Linguistic: having the story read aloud and following along
Resources:
· Building the Primary Classroom, Bickert, Jablon, Dodge. Published Teaching Strategies Inc. 2004.
· http://taskstream.com
· New York City Performance Standards
· http://www.infoplease.com/cig/writing-well/narrative-building-blocks.html
· http://www.thinkfinity.org/lesson-plan
Reading Comprehension
Needs Improvement-1
Satisfactory-2
Good-3
Mastery-4
Score/ Level
Reading Comprehension
Show no evidence of reading the assigned story. Cannot answer questions about book.
Shows some evidence of reading. Missing key parts of the story. Needs to spend more time reading.
Read through entire passage. Can answer most questions with ease, needs a little help/reminder for other questions.
Read through entire passage. Answers all question thoroughly and with complete thoughts.
Story Plot Map
There is no work shown. All the answers are left blank and cannot express ideas.
Some answers are correct. There are sections missing in the map, or they are not correctly labeled.
Only missing 1 section of the story map. Answer may incorrect or not completed. All other sections show well thought out answers.
All sections of the story map are correctly answered. Proves that the student understands what he/she read and what the different sections are.
Definitions
Definitions are not correctly defined. All are wrong or some are completely left blank.
Some of the definitions are correctly labeled. More than 2 definitions are missing or incorrectly labeled.
1 definition is incorrectly labeled or left blank. All other answers are correct and use complete sentences.
All the definitions are correctly labeled and none are missing. The answers are in complete sentences.
Reading
The reader makes 5 or more mistakes when reading aloud. The reader does not use proper tone and doesn't follow punctuation.
The reader make 3-4 mistakes when reading. Some punctuation is followed, but the tone of the reader is not consistent.
1-2 mistakes are made by the reader. The reader follows most punctuation and keeps a nice and consistent tone.
No mistakes by the reader. All punctuation is followed. The reader has the same tone throughout the passage, and makes eye contact with the audience.
