Anda di halaman 1dari 5

Picture This By A.

Second Grade/Language Arts
***this lesson plan template is an altered version of ODEs standard template for Ohio k-12 lesson plans.

Common Core Standards:

Key Ideas and Details RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key detai s in a te!t. RL.2.". #escri$e how characters in a story res%ond to ma&or e'ents and cha enges. Craft and Structure RL.2.(. #escri$e the o'era structure of a story, inc uding descri$ing how the $eginning introduces the story and the ending conc udes the action. Integration of Knowledge and Ideas RL.2.). *se information gained from the i ustrations and words in a %rint or digita te!t to demonstrate understanding of its characters, setting, or % ot.

Lesson Summary: This lesson is designed to build upon knowledge of story elements. Following a refresher lesson as a class, students will create original stories inspired by pictures on Picasa Featured Photos and photos they take themselves with a digital camera. Stories must contain clear characters, setting and plot containing a conflict and a resolution. Following composition, students will cut and paste their stories and illustrations into a book which will be bound for sharing with other classes and for display. As a class, students will read each others compositions and evaluate them for story elements. Estimated Duration: Five ! minute class periods.

Commentary: To begin the lesson, we will do an e"ercise to refresh our memories of previous lessons on story elements. To #hook$ or engage the students % will ask them to summari&e a popular current or favorite movie. % will ask them to tell me who the characters are, where and when the setting takes place and what happens in the movie. 'hat is the conflict to or obstacle to overcome and how does that happen( % will transition the conversation to a popular story, likely a fairy tale, which all students will be familiar with such as )inderella. % will ask students to remember the relevant story elements in that fairy tale while % complete a graphic organi&er on a smart board or chalkboard with their answers. This activity transitions to the main lesson.

Instructional Procedures: (This will be one of the most detailed sections of this assignment). *ay +, As a class, the teacher will begin a refresher lesson on story elements beginning with a popular movie. Students will tell the teacher, with prompting, who the main characters are, where and when the movie takes place and the general plot -conflict and resolution.. The teacher will point out that we /ust discussed elements of a story 0 movies are stories /ust acted out. 1e"t the class will discuss a story familiar to most children, )inderella. As a class we will remember the main story elements and will complete a graphic organi&er as a class. To complete the first part of the lesson the teacher will read aloud a picture book like Three 2illy 3oats 3ruff or The Tale of Peter 4abbit. 'hile the teacher is reading, students will listen for story elements. 'hen a student identifies a story element, they can whisper to a partner what they have identified. )arefully observing the partner conversations will help the teacher assess students comprehension of story elements. Following the reading, students will have a chance to say which elements they defined5 teacher can complete a graphic organi&er for story elements if desired. *ay 6, After assembling as a group, teacher will engage students by asking them to share with the class if they have ever been an author or an illustrator. Point out that we can all be authors and illustrators any time we choose, because we know the important parts of a story and we can create one whenever we wish. 4eview basic story elements. 7"plain to students that today we are going to be authors and illustrators for our own books. After a brief e"planation of the days task, students are broken into small groups of 8 or students each. 7ach group will spend appro"imately 6! minutes walking through parts of the school and playground photographing anything they choose, with a few re9uirements. :ne photo must contain a person;people, one must not have any people, one must be a close<up of a sub/ect, and one must be a distant sub/ect. *ay =, After the teacher has compiled the students photos supplemented with several photos found on Picasa 'eb Featured Photos, students will access a shared file containing everyones pictures. 7ach group of students will select <> pictures of their choosing and print them out in color. They will use these pictures as illustrations for a story they will compose as a group. Students will type their story on 3oogle *ocuments and then share the document with the teacher. 7ach original story must contain specific characters, a clear setting, and plot containing a conflict and a resolution. *ay 8, Students will use their printed te"t and color photo printouts to cut and paste together a short book. The teacher will read each groups #book$ aloud to the class. Following each book, students will identify the story elements in each book as a class and record them on a chart. This may take two lessons to complete depending on class si&e. Pre-Assessment: Prior to the first read<aloud, teacher and students will have a conversation as a group. Teacher will ask students to remember what they have learned about parts of a story while discussing familiar movies and stories. As students recall story elements of a popular fairy tale, instructor can assess their comprehension of character, setting, and plot. Scoring Guidelines: Teacher will use his;her /udgment to determine how well students recall story elements. *uring story composition on *ay =, the teacher will visit with each group of students to speak with them and assess their application of story elements knowledge as they write. Teacher will be able to assess comprehension of elements by how they are applied in each groups original writing. Post-Assessment:

The group stories will give the teacher an idea of how the class as a whole understands the concepts. %n addition students will complete a short multiple choice 9ui& to determine how well they understand and can recall concepts relating to story elements. The Assessment will be grouped into three sets of -conflict;resolution., and setting. 9uestions for each story element 0 characters, plot

The 9uestions will be based on books we have read in class, and will include a short story to read and identify elements. Scoring Guidelines: %f students score ?!@ or higher in one category -missing one 9uestion., they will be assessed to have mastered the content. Students who miss two 9uestions will be noted to revisit the content in small<group or one<on<one instruction. Students who miss more than two 9uestions in one story element category are assessed to have not mastered the content and will receive individual follow<up to gain a better understanding of the material.

ifferentiated Instructional Su!!ort *escribe how instruction can be differentiated according to learner needs. Students who are struggling with creating the story elements themselves will be scaffolded by other students in their group. %f a student continues to struggle with the content in the post<assessment, they will re<visit the main concepts of story elements during class time and will practice identifying and mastering the basic elements of a story via online software, small<group reading e"ercises and read< alouds. :nce a student can identify the basics in a given te"t, he;she can move on to creating basic short stories, and then creating short stories based on given illustrations.

Students who have already displayed a clear mastery of the content can further their knowledge by describing more details about each of the story elements. For e"ample, in addition to naming the basic story elements a student will also determine the central idea or lesson in a story and e"plain how they know what it is. Also, a student may describe characters in a story in greater detail, describing their feelings and why they behaved the way they did in various parts of the story.

"#tension This is a great website to practice creating a story using elements.

htt%+//www.carnegie i$$ed.cfm

This is a helpful printout that can be sent home with students or used in classtime during individual reading periods to practice story elements concepts. http,;;;reading;printable;8?8! .html(detouredA+

$omewor% &!tions and $ome Connections Students are encouraged to identify story elements when reading at home with family members.

Interdisci!linar' Connections *uring this lesson, students are using their artistic skills to take and select pictures that interest them. The composition of the book would be a great art pro/ect. A4TB Students are using many artistic concepts for the choice of sub/ects they photograph and the layout and design of their book. Social Science;Science Students are using skills necessary for collaboration, listening to others, being aware of fellow students feelings and ideas, listening Students are interacting with sub/ects they photograph and e"ploring the natural world.

(aterials and )esources: For teachers For students *igital )amera, )olor Printer, 2inding machine and plastic binding combs, construction paper, glue sticks, internet capable computers, 3oogle account, flash drive to store photos from cameras )onstruction paper, glue sticks, scissors, digital cameras

*e' +ocabular' Plot, )haracter, Setting, )onflict, 4esolution, Story 7lements )esearch Connections This article details the benefits of cooperative learning and how it enhances student comprehension as well as the classroom environment. )ooperative Cearning C%1D E747, "#am!les of Student Photos "#am!le of Student &riginal Stor' Post-Assessment (Stor' "lements) ,log Post of Stor' with student feedbac%

Link to Presentation 4eferences, :hio State Academic Standards < 4eading;Canguage Arts )ommon )ore Standards < 7nglish Canguage Arts
Lesson , an -ns%iration

Picasa lesson plan inspriation 7ducational 4esource