Nikki Levine Name: Creating a Prairie Story Grade Level/Subject: 3rd Grade- Language Arts/Science Prerequisite Knowledge: Students

will be familiar with the characteristics of prairies, including the physical make-up and the animals that live there. Approximate Time: 2 30-minute periods Student Objectives: Students will: 1. Write their own stories using readwritethink.orgs stapleless book application. 2. Demonstrate their knowledge of story sequence through the creation of a cohesive beginning, middle, and end for their story along the topic of prairies. Content Standards: ILS 3.B.1a: Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events). ILS 3.B.2a: Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting). Materials/Resources: 1. Large sheet butcher paper 2. Blank construction/computer paper for each student 3. Markers 4. Computers (computer lab, if possible) 5. Concept Web Generator on teach-nology.com (http://www.teachnology.com/web_tools/graphic_org/concept_web/) 6. Stapleless Book page on readwritethink.org (http://www.readwritethink.org/classroom-resources/studentinteractives/stapleless-book-30010.html) Implementation: 1. Place a large sheet of blank butcher paper at the front of the room, or any location that is visible to students. 2. Begin a discussion on the elements of a prairie that have been discussed in class, as well as any facts that students have learned throughout the unit.

3. Record student ideas in an organized list on the paper. 4. Provide each student with a sheet of construction paper and markers. 5. Instruct students to select a topic from the class-generated list. 6. Students will create an organized web on teach-nology.coms Concept Web Generator. This will be a web of facts, details, and possible story ideas about their chosen topic. 7. Prompt students with the questions, Which characters or elements would you like to include in your story? and What do you still need to find out to produce a well-written story? 8. Using their web, students will create a story on readwritethink.orgs Stapleless Book Application 9. Prompt students to have a defined sequence of events in their story, including a clear beginning, middle, and end. 10. Upon completion of their stories, provide students with the opportunity to add pictures to their story to graphically represent their prairie details. Closing the Lesson: Allow for time during class for students to share their stories with their classmates. Have students explain how they chose their particular topic for their unit, and what research they conducted to gather information. Assessment: Evaluate student work by checking for the presence of a beginning, middle, and end to the story. Assess based on the use of complete sentences, proper grammar, and creativity. Monitor how students explain their work to their classmates. Explanation on Literacy This lesson is a great example of the use of literacy because students are able to present the knowledge that they have gained on the unit of prairies, as well as given a chance to demonstrate their ability to create a story with a clear sequence of events. Using this technology application is a stimulating and interactive way for students to creatively present their own ideas, as well as an opportunity to practice their story developing skills. At the end of the lesson, a teacher could provide students with the time to present their stories to the rest of the class, which would give the children a chance to see all of the ideas that their peers had, and the various way to create a story on the topic of prairies. Lesson Adjustment for ELLs In order to alter this lesson to accommodate for ELL students, the

teacher should allow students to write the stapleless book in the language that they are more comfortable using, but to include illustrations with their sentences. Creating illustrations to go along with their sentences will enable ELL students to visualize what they would like to say, as well as help their peers who do not speak their native language to get a feel for the story they are telling. Having their illustrations as a frame of reference will help these students to later translate their sentences from their L1 (native language) to their L2 (the language they are learning). WIDA Standards for ELL Accommodation Grade Level Cluster: Grade 3-5 Framework: Formative ELP Standard: 2- Language of Language Arts Language Domain: Writing Standards: Level 1 (Entering): Respond to illustrated events using words or phrases based on models. Level 2 (Beginning): List illustrated events using phrases or short sentences based on models. Level 3 (Developing): Depict a series of illustrated events using related sentences in narrative form based on models. Level 4 (Expanding): Sequence a series of illustrated events using paragraph transitions in narrative form based on models. Level 5 (Bridging): Produce grade-level narrative stories or reports.