DATE:
12/1/16
LITERATURE
SELECTION:
Beauty and the
Beast by Walt
Disney (1993
version)
GRADE/Acquisition
Level:
LESSON TITLE:
Roll a Story
1st Grade
Expanding
SUBJECT (Content
Area):
English Language
Arts
LESSON
OBJECTIVE:
Given a number
cube, the students
will be able to roll
to create an
original story of
five sentences
using characters,
settings, and
problems from
Disneys Beauty
and the Beast, as
well as draw a
picture that
informs the story.
Collaborative
ELD.PI.1.3.Ex Offer opinions and
negotiate with others in conversations
using an expanded set of learned
phrases (e.g., I think/dont think X. I
agree with X), as well as open responses
in order to gain and/or hold the floor,
elaborate on an idea, and so on.
Productive
ELD.PI.1.10.Ex Write short literary
texts (e.g., a story) and informational
texts (e.g., an informative text on the
life cycle of an insect) collaboratively
with an adult (e.g., joint construction of
texts), with peers, and with increasing
independence.
RATIONALE
Ask students if they know the Opening with a
story of Beauty and the Beast quick discussion
helps the
and display a picture or two
REFLECTION
Most students were
familiar with the story, but
there were a few who did
THROUGH
Now that they know some of
the characters, settings, and
problems that occur
throughout the story, they are
going to create their very own
story.
Pass out Roll A Story
worksheets and number
cubes.
Have the students roll the
number cube and see what
number they get for
character. Repeat this for
setting and problem. The cube
should be rolled 3 times in
total per student.
Ask the students to circle the
character, setting, and
problem that they roll on their
sheet. (For example, 1st roll is
a 3= Gaston, 2nd roll is a 1=
The Town, 3rd roll is a
1=Fights)
When all 3 areas are rolled,
give students their writing
sheet and have them create a
story using the character,
setting, and problem they
rolled.
Have students write 5
students start
thinking about
the parts of
literature we are
going to be
using later in the
lesson. I am
showing the
video of the
story so that
visual and
auditory learners
benefit from the
story being on a
big screen
through a loud
speaker. It is
also important
to refresh
student
knowledge of
the key terms
they have
already learned
before
continuing.
RATIONALE
This activity is
designed to
strengthen
students
writing
because they
must fill in the
missing parts
to the story
they rolled.
Allowing the
students to roll
their story
gives them
ownership
over it and
also allows
creativity
within certain
boundaries.
Highlighting
the words is
important so
that both I and
the student
can keep track
of what still
needs to go
into the story.
Drawing a
picture speaks
REFLECTION
This portion of the lesson
took much longer than I
had anticipated. The
students had a
challenging time
understanding what they
needed to circle on their
Roll A Story worksheets.
Most of them simply
circled the same things I
did instead of rolling their
own. The writing portion
proved even more
challenging because the
students could not wrap
their heads around
creative writing. I should
have prepared them with
a sentence starter and
explained better that the
story could be about
anything. I learned that
they are still too
egocentric to be able to
write about a character
doing things that did not
really happen. They were
able to repeat what I said
or to retell the story, but
only about five students
actually did what they
to the visual
learners and
allows those
that have
difficulty with
words still tell
their story.
RATIONALE
Reflecting on
and sharing
the work that
the students
have done
helps them
take ownership
of their writing.
Giving
feedback using
opinions helps
the students
practice
politeness and
constructive
comments.
They are
graded
primarily on
participation
because this is
a
strengthening
activity, not
something
they should be
penalized for. I
just want to
see that they
practiced their
writing and
speaking skills.
REFLECTION
Unfortunately, I ran out of
time for the last portion of
this lesson. The students
never got to share their
stories with each other,
but I think this would have
added a great deal of
value to the lesson. It
would have helped the
students who did not quite
understand to see a model
of how it could be written
in the future. I was
disappointed that the
lesson ran too long and
was unable to be finished.
Now I know, however,
what I need to do to make
adjustments to this lesson
so that it better meets the
needs of the students.