Beruflich Dokumente
Kultur Dokumente
Curricular assessment: Write in their journal the 2 characteristics of the character, setting, or event.
Language objective: Discuss with a partner sitting across from them the characters in the story, the setting, and the plot for 2 minutes.
Language assessment: The teacher will walk from group to group and listen to the discussions of the students.
Vocabulary terms and definitions:
Setting- the place or type of surroundings where something is positioned or where an event takes place
Plot-describes the events that make up a story or the main part of the story
Character-Any person, animal or figure represented in a literary work
Narrative-anything told or recounted in the form of a casual linked set of events, whether its true or fictitious.
Materials:
Whiteboard, expo markers, James and the Giant Peach book, paper and pencils
Accommodations: None
Management
Behavioral Expectations: Students should raise Transitions: Tip toe back to seats as a mouse, count Fast Finishers:
their hands if they have a comment or question, down Read their own book and find the characters, plot,
listen when the story is being told, participate in and setting.
the making of the story
Attention Signal (Regain Student Focus): 1, 2, 3 Material Management: Have one student from Grouping: Groups based on color of shirt.
eyes on me1, 2 eyes on you each table get paper, have the student that gets a
prop put it back in its correct spot.
Time Sequence of Lesson Materials
10 Orientation (Anticipatory Set, Attention Grabber, Gain Attention, Hook): Have Jenga pieces with the parts of The Three Little Pigs Labeled Jenga
minutes story labeled on them (i.e., plot, characters, setting) and examples of each part of the story such as; the brick house, the straw pieces, sticks
house, the stick house for the setting, names of different characters (big bad wolf, pig 1, pig 2, pig 3), and the main ideas of the with student
plot (building the houses, blowing houses down, brick house stands strong). Pick one student at a time and have them choose a names
block, then use it to start building our story tower. These represent the building blocks of a story.
2 Accessing Prior Knowledge: What are the three foundational pieces for a story? (plot, setting, characters) When the
minutes three little pigs built their houses was this part of the setting, plot, or characters? Why?
2 Check for understanding: Have the students describe in their own words what a plot, character, and setting are to the partner
minutes on their left.
3 Closure/Summary: Video
minutes
10 Independent practice: Have the students write their own one paragraph story that includes 2 characters, a setting and a plot. Paper, pencil
minutes Have them highlight each part of the story. Then share their story with a group of 4 wearing the same color as them.
To be collected: Collect each students paragraph highlighted with the characters, setting, and plot.
Reflection: