Subject: English Topic : Charlottes Web - Story Elements Grade: 2nd grade Stage 1- Desired Results Established Goals:

English Common Core Standards: CCS 2.RL.1 / 2. RIT. 1: Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. CCS 2.RL.3: Describe how characters in a story respond to major events and challenges CCS 2.RL.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CCS 2.RL.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCS 2.RIT.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area CCS 2.W.3: Write narratives in which they recount a well-elaborated event or short sequence of events. Include details to describe actions, thoughts, and feelings, use temporal words to signal order, and provide a sense of closure. CCS 2.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Understandings: Students will understand that The big idea: What are the elements of a story? Specific Understandings: o Students will come to an understanding that story elements relate the who / what / when/ where / why and how of a story o Students will be able to identify the key vocabulary associated with story elements o Students will come to an understanding that there may be more than one element within each story Misunderstandings: Students may have a misunderstanding that a story must include all story elements to be complete o Students may have a misunderstanding that there is only one of each element i.e. a single main character or setting Essential Questions: How would you describe the relationship between Charlotte and Wilbur? Wilbur and Fern? Wilbur and Mr. Zuckerman? Who are the main characters in the story? Who are the supporting characters? Did Wilbur meet all of the characteristics that Charlotte assigned to him in her web? What happened that made Charlotte change her mind about attending the county fair with Wilbur? How could the story have ended differently? If another character were telling it, would the story have changed? If so, how?

Students will know How to derive the information that helps them chart or map the elements of a story Students will know that Charlottes Web spans multiple characters, settings and conflicts Students will know how charting (or mapping) the course of a story will assist them in organizing themselves for the writing process

Students will be able to Identify and assign story elements as they relate to Charlottes Web by E.B. White Chart the course of story elements as they read through the narrative Plan and write a friendly letter Identify and use the vocabulary that is specific and unique to Charlottes Web and use this vocabulary in their writing.

Performance Tasks:

Stage 2- Assessment Evidence Other Evidence: Students will be asked to write a friendly letter for one of Wilburs friends sharing with them what happened during their journey reading the book. Students will work to identify all story elements as they pertain to Charlottes Web within their letter. At the culmination of this lesson, students will be asked to write a narrative assuming the role of one of the storys characters other than Wilbur and recount the story from that characters perspective. At the culmination of this lesson, students will be asked to read a story of their choice for which they will have to identify the story elements in the form of a book report and present their book to the class at a later date which will be determined.

Students will watch a video informing them of the elements of a story. They will be given two worksheets one which summarizes each element as they proceed through the lesson and a second, which they will fill out as they navigate through the story to extract the appropriate information. Students will be asked to play a game of hangman during which they will use the key words and phrases provided to identify characters within the narrative. They will be asked to choose three characters within the text and briefly describe them in their writing journals. Students will be asked to create a comic strip drawing that will depict and label the settings as they are represented throughout the work.

Stage 3- Learning Plan Learning Activities: What learning experiences and instruction will enable students to achieve the desired results? How will the design W= Help students to know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? H= Hook all students and Hold their interest? E= Equip students, help them Experience the key ideas and Explore the issues? R= Provide opportunities to Rethink and Revise their understandings and work? E= Allow students to Evaluate their work and its implications? T= Be Tailored (personalized) to the different needs, interests, and abilities of learners? O= Be Organized to maximize initial and sustained engagement as well as effective learning?

Learning Plan (W, H) Students will be shown a video trailer to the story elements lesson on Charlottes Web eliciting the questions: Who / What / When / Where / Why / How. (H) Students will read the book Charlottes Web by E.B. White. The reading will be completed prior to the lesson and discussed during instruction. (E1) Students will be shown a video that elaborates on story elements. They will be provided with two worksheets one which will summarize the elements of a story and the second which students will fill in as they elicit the appropriate information from the narrative. (E1) Students will play a game of hangman, online, which will provide key words and phrases to assist them in identifying characters within the book. (R, E2) Students will choose three characters from within the book that are not mentioned in their game of hangman and briefly describe them in their writing journals. The journals will later be collected for assessment purposes. (E2) Students will create a comic strip identifying the different settings from within the work. These drawings should be ordered and labeled correctly. (R,T) Students will be provided with a worksheet identifying the parts of a friendly letter which they will already have learned. Students will be asked to compose a letter to one of Wilburs friends from Ferns farm telling them what they have experienced alongside the characters as they were reading the book and who they have met. (R, E2) Students will be asked to write a letter to one of Wilburs friends from Ferns farm describing who they have encountered on their journey of reading the book and what events they experienced alongside the characters. (O) At the culmination of this lesson, students will be asked to retell the narrative from the perspective of a character other than Wilbur. They will encompass all story elements but relate them from another point of view. (O) Students will be asked to read a story of their choice for which they will identify the story elements and compose a book report. Students will be asked to present their book to the class at a date which will later be determined.