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					                                                                                Amber Pike
                                                                    Interactive Lesson Plan
                                    Story Elements

Grade Range
2nd -3rd Grade Classrooms

Lesson Time
This lesson will approximately span over the course of two weeks. This much time will
be needed because the students will be involved in the pre-writing, drafting, editing,
conferencing, and publishing stages of creating a story.

Lesson Description
Students will work as a whole class to develop an understanding of story elements with
the use of fairy tales. Fairy tales will be used in aiding the students in stating the main
story elements behind two separate stories that share a common theme. After reviewing
the various elements behind each fairy tale, students will composite their own fairy tale
story using the ReadWriteThink “Fractured Fairy Tales” Program. In doing so, students
will collaborate with the program to identify what they would like to change in the story
they are initially familiar with. Once they have completed identifying these aspects,
students will proceed through the writing process to complete their own story according
to the modifications they have stated through the use of the Fairy Tale Program.

Theory
Preferably students would use fairy tale picture books as models to show the various
ways a familiar story can be represented. Picture books are crucial when examining
literacy pieces in young children, for it encourages them to examine content such as
character development and story setting. By using picture books as models initially,
students will be able to view and read the differences between the story elements within
the two fairy tale stories. The use of picture books also encourages the students to break
out of the mold of how they would otherwise traditionally view the traditional fairy tale.
By using incorporating this interactive tool, students will also be able to easily
manipulate what elements they would like to modify within the story. Thus they will be
able to more easily be able to identify and complete the task of creating their own fairy
tale.

Materials
      Computer
      Website: http://www.readwritethink.org/materials/fairytales/
      Printer
      Strategy Worksheet
      Pencil
      Paper
      Story Rubric
      Fairy Tale Picture Books
           o The True Story of the Three Little Pigs by Jon Scieszka
           o Three Little Cajun Pigs by Mike Artell

Objectives
Students will:
    Listen and identify story elements within fairy tales.
    Create personal modifications using a familiar fairy tale story.
    Use the writing process to write their individualized modifications into a fairy
       tale.
    Demonstrate understanding of each of the five stages of the writing process,
       which are pre-writing, drafting, editing, conferencing, and publishing.

Instruction and Activities
Day One:
   Grand discussion:
      o Ask students their familiarity with the original story of the three little pigs
      o Identify story elements with students using the traditional story of the three
          little pigs (characters, setting, plot, point of view, problem, & solution)
   Hand out Strategy Worksheet
   Discuss with students how they will be recording the different story elements within
   each of the fairytales read aloud.
   Ask and answer any student questions
   Read aloud Three Little Cajun Pigs by Mike Artell
   Students take notes on story elements worksheet
   Discuss comparisons between story elements from the original three little pig story to
   Three Little Cajun Pigs

Day Two:
   Grand discussion:
      o Discuss story elements in yesterdays reading (characters, setting, plot, point of
          view, problem, & solution)
      o Ask students how the story could be different
      o Preview the new three little pigs story with students
      o Ask the students how they think this story will be different
   Read aloud The True Story of the Three Little Pigs by Jon Scieszka
   Students take notes on story elements worksheet
   Discuss comparisons between story elements from the Three Little Cajun Pigs and
   The True Story of the Three Little Pigs

Day Three:
       Give students the option of three stories to choose to make changes to
          o Jack and the Beanstalk
          o Little Red Riding Hood
          o The Princess and The Pea
      Grand Discussion
          o Discuss the use of the third column in their chart.
           o Introduce the students to them creating their own story using new
              characters and different settings, yet having some story elements remain
              the same, such as the plot.
        Students chose story to individualize
       Students’ record changed story elements into the third section of their story
       element chart.

Day Four:
Visit the computer lab
        Instruct students to use the following link:
        http://www.readwritethink.org/materials/fairytales/
        Demonstrate to students how to enter their information into the online program.
        Students click on the story that they chose
        Students fill in the chart using the information they picked previously
        Students print out the final outline of the elements they must follow when creating
        their story.

Day Five:
       Begin the writing process.
       Grand Discussion:
           o Discuss the steps involved in the writing process
           o Remind students to include their new elements to their stories
       Introduce the story rubric students will follow when creating their fairytales
       Students begin pre-writing using an outline on how their story will develop


Closure – Week 2:
After the first week of engaging students in lessons on story elements, the students will
take part in completing a story through remaining four stages of the writing process.
Through observations, teachers will stop to teach mini-lessons based on the needs of the
students in writing workshop. Once students have completed all the stages of writing and
drafting their pieces, the published works will be shared by the students using an author’s
chair. The works will also additionally be posted in the classroom work wall.

Evaluation
Evaluation will be based upon informal and formal assessments. The teacher will use the
writing rubric based on a scale of 1 – 4 (4 = High / 1 = Low) to evaluate student
comprehension of how to use story elements in an individualized story. The teacher will
also informally observe student accomplishments through their accomplished stages of
the writing process along with collective documents that show their progress in
understanding story elements.

Extensions
Students can:
           o Write simulated journals as the characters in the stories
           o Role play using their different elements from the familiar story
        o Draw images to correspond with their writing
        o Create a diagram showing a scene from their story

Web Resources
     For this lesson: ReadWriteThink
     Supplemental Resources:
     1. Story Elements Quiz
     2. Online Short Stories
     3. Keys to Writing Success
     4. Story Mapping for Students

				
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