SETON HILL UNIVERSITY

Lesson Plan Template

Name Rachel Satira

Subject ELA

Grade Level 3rd Grade

Date/Duration 2/5/19, 60 minutes

RATIONALE Standards (SAS and PA Keys)

 Standard CC.1.3.3.C: Describe characters in a story and explain how their actions
contribute to the sequence of events.
 Standard CC.1.4.3.N: Establish a situation and introduce a narrator and/or characters.
 Standard CC.1.3.3.G: Explain how specific aspects of a text’s illustrations contribute to
what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a
character or setting).
 Standard CC.1.4.3.C: Develop the topic with facts, definitions, details, and illustrations,
as appropriate.
 Standard CC.1.1.3.E: Read with accuracy and fluency to support comprehension: •
Read on-level text with purpose and understanding. • Read on-level text orally with
accuracy, appropriate rate, and expression on successive readings. • Use context to
confirm or self-correct word recognition and understanding, rereading as necessary.
 Standard CC.1.2.3.C: Explain how a series of events, concepts, or steps in a procedure
is connected within a text, using language that pertains to time, sequence, and
cause/effect.
 Standard - CC.1.4.3.M: Write narratives to develop real or imagined experiences or
events.

Big Idea Statement

 Characters are animals or people in the story.
 We can learn about characters by what they they say and do.
 Setting is where and when the story takes place.
 Plot is something that happens in the story.

Essential Question Statement

 What is the plot of a story?
 How can we know more about characters?
 Why is the setting in a story important?

Objective Statement (Audience, Behavior, Condition, Degree)

 Third grade students will be able to identify and describe characters, settings, and
events in detail, using examples from text and use these identification skills to write
their own story with ninety percent accuracy.
 Identify characters, setting, plot in an informal text.
 Create an original story using a choice of many characters, settings, and plots.
 Recognize characters, setting, and plot in film.

Vocabulary
 Character
 Setting
 Plot
 Element
 Text
 Story
 Article
 Describe
 Pre-Assessment of Students
 Place the character, setting, plot cards on the board and ask students for definition or
examples for each.

Activating Prior Knowledge

 Have students engage in a whole class discussion about stories they have read that have
strong characters, settings, and plots. (Dogman or Spongebob should be common
examples)

Hook/Lead-In/Anticipatory Set
 Use video: https://www.youtube.com/watch?v=dR5KEnykwBw&feature=share
 Use baseball with questions on it to answer character, setting, plot questions. Wherever
thumb is, answer that question. Students must toss the ball back to teacher so teacher
can call on next student. All tosses must be underhand.
 Explain that there are important elements that must be in a story for it to make sense.
 Explain that character, setting, and plot can be seen in many forms of stories (movie or
book).
 Explain our individual and whole class work.

Modeling the Concept

 Read aloud the Caves of Doom article while pausing to think out loud to class.
 Write and share story created with character, setting, and plot cards.

Guiding the Practice

 Pass out StoryWorks Jr. magazine and worksheet.
 Students read StoryWorks Jr. article, Cave of Doom and answer worksheet questions
that relate to explain character, setting, and plot.

Providing Independent Practice

 Pass out writing paper and explain how to create your own story.
 Explain the three color coded buckets for character, setting, and plot.
 Have students pick one card from each bucket and create a story by using great detail
about their chosen character, setting, and plot.
 Those who are finished writing can share story at the end of class.

Closure/Summary/Review of Learning
 Students to share their stories, if completed along with my own story
 Engage in whole class discussion by sharing why it is important to think about
characters, setting, and plot while reading.

TRANSITIONS  Have students who finish their Caves of Doom worksheet come up to exchange their
worksheet for three cards and lined paper. This allows for students to get up and move
before focusing again.
 They also will enjoy picking out cards from the character, setting, and plot bins.

READING MATERIALS,  Cars introduction video

TECHNOLOGY, AND  Character, Setting, Plot Worksheet
SUPPLIES  Character, Setting, Plot Cards
 Lined paper
 Containers to hold cards in
 StoryWorks Jr. magazine
 Pencils
 Ball with questions on it

EVALUATION OF THE Formative Evaluation

LEARNING/MASTERY  Oral responses to ball toss questions
OF THE CONCEPT  Oral responses to end of lesson questions
 Observation of who is on task throughout lesson
 Summative Evaluation
 Collection of original written story
 Collection of Caves of Doom worksheet

INDIVIDUALIZED Accommodations
STUDENT SUPPORTS  Students can work in assigned pairs or by themselves.
 Students can add drawing to text.
 Students can have pre-selected cards to make the decision process quicker.
 Teacher can assist those who need it.

Modifications
 Have students illustrate characters, setting, and plot rather than write their story.

Enrichment
 Have students work independently to come up with their own stories. They are
permitted to write as much as they want.
 Use of SlideShare to create a visual image to go along with their story.

REFLECTION