ELEM Senior 1 & 2 Six Step Lesson Plan Template

July 2013

Lesson Plan Directions: Respond to the prompts below by typing your responses within the brackets
following each prompt. Do not delete or alter the prompts.

This is my Lesson# 1
Name: Mary Harrison

3 (Circle one)
Date to be Taught: 9-20-13

Story Elements-Wrapping It Up
Grade Level: [1st] Subject/Content Area(s): [ELA] Students: [This lesson will be taught to 1st grade students in a whole group setting. There are 22 students in the classroom. Thirteen are male, and nine are female. There are four identified EC learners with IEPs and one first grade repeater. Ethnicity Percentage African American 100 % Academic Breakdown Exceptional Children ] NCSCOS Goal(s): [Key Ideas and Details] NCSCOS Standards(s): [RL.1.3 Describe characters, settings, and major events in a story, using key details] Content: [Characters, Character Traits, Setting, Problem and Solution Figuring out who the characters and the main characters in a story are important. How does the reader tell the difference between characters and main characters? Being able to figure out how to tell characters and main characters apart is important for the reader to understand. Also picking out character traits will help the reader understand the character better and decide how they will be throughout the book. Students should identify the setting of the book to understand where the story takes place. Using specific locations when stating the setting is important because it will allow the reader to have a visual of where the story is taking place. Identifying the problem in the story is important so students understand there is usually a conflict to be solved. The solution allows the reader to see how the problem was fixed. Students should understand that the story has a problem within it and that it will be solved. If students are able to pick this out they will better understand the story and its purpose.] Lesson Objective: [Students will complete a story taco of all the story elements with 100 % accuracy.] Academic Language: Vocabulary or key phrases associated with content [character, character traits, setting, problem, solution] language functions [identify, analyze, interpret, evaluate] syntax [sentences, t-chart, graphic organizer] discourse [Think-Pair-Share, dialogue] Percentage 18%

Language Objective: [After reading the story, students will discuss who the characters and traits, the setting, and the problem and solution within a Think-Pair-Share to discuss their thoughts with a partner before sharing with the class. Teacher will monitor students to make sure they are using correct use of academic vocabulary.] Differentiation:

Content [simplified definitions for vocabulary]

ELEM Senior 1 & 2 Six Step Lesson Plan Template

July 2013

Process [leveled passages] Product [visuals for modified assignments] Learning Environment [groups determined by reading level]

List of Materials: [cut out pictures for GP, tree maps, glue, construction paper, character cut out, problem and solution bubble, plates, crayons] Visuals Used: [Smartboard, graphic organizers (tree map, story taco)] Classroom Management Strategy: [I will use the strategies to direct attention to me such as One, two, three, eyes on me and When I say Cheetah students respond with pride to get their attention. I will also use strategies of choosing students partners so there is no confusion on that. Classroom dojo is a system my school uses to maintain student behavior where the students can earn points based on their behavior. The star system is also in place, all expected. Students also have the opportunity to move their star up to recognize good behavior. There are consequences if stars get below a one.] ECU Co-Teaching Strategy (If applicable): [n/a] Assessment Strategy: [checklist evaluated after completion of independent practice] Procedures: 1. Focus and Review: [I am going to give them a real life scenario of an example of me in a story. I will say, Boys and girls, I really need to tell you about what happened to me. I was at home and realized I could not find my book I need to read to you to you today. I was so worried and upset. I was looking for it all morning at home and finally just came to school. I was so happy and excited when I found out I had left it here at school!. Who were the characters, setting, character traits, problem and solution in my story I just told you? Statement of Objective: [Today students you will be picking out the story elements in a book.] Teacher Input: [What are characters? (people or animals in the story) What is the difference between characters and main characters? (Characters not on every page, Main characters are on every page) What does setting mean? (Where the story takes place) What is the problem and solution in a story? (Problem- what the character wants to change, fix or figure out. Solution- how they change, fix, or figure out the problem) We are going to be focusing on story elements again today. We are going to make a tree map of the story elements. . I am going to read you a book called The Ugly Duckling. I want you to pay close attention who the characters are in the story and how they act, our setting, and the problem and solution in the story. (Read book- stop to ask higher order thinking questions throughout) Who were our characters (baby ducks, Mrs. Goose, Mrs. Hen, Mrs. Turkey, swans) Turn to your partner talk to each other about the story elements. Who were the main characters? (Ugly duckling, Mrs. Duck) Where did this story take place? (Pond) What was the problem in the story? (The ugly duckling got made fun of because he was smaller and did not look like the rest of the ducks) What was the solution to the problem? (He turned into a beautiful swan). We are going to write these on our tree map that is on the Smartboard.]

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Guided Practice: [Students you will now work with partners. I am going to give you and your partner four pictures or words of a character, a character trait, a setting, a problem, and a solution. I will give you each a tree map and you and your partner will glue them under the correct branch on your tree map. Do not take cut outs out of your bag until I instruct you to do so. (Pass out materials to each group)]

ELEM Senior 1 & 2 Six Step Lesson Plan Template

July 2013

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Independent Practice: [Now we will be working independently. We will be making a story taco. I am going to give you a paper plate, a brown piece of construction paper (characters), a green piece of construction (setting), a yellow piece of construction paper (problem), and white piece of construction paper (solution). The construction paper will be labeled, you must write the correct answers for the story elements. (Modification- students with IEPs will have cut outs of the words for the characters, problem, solution, character trait, and setting. They will have to glue them in the correct spot).] Closure: [We have been working on story elements. Raise your hand and tell me what story element describes the people or animals in the story (characters). Raise your hand tell me what story element tells you where the story takes place (setting). What story elements tell you what is wrong in the story and how we can solve it (problem and solution). What are character traits? (Words that describe how a character is). Very good.]

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