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Rationale The lesson plan Identifying and Writing Various Aspects within a Story (fiction) will assist students in learning the meanings of the key vocabulary terms setting, characters, plot, problem, and solution. The teacher will hold discussions about each of the terms, allowing students to interact with their peers and the teacher, while practicing their verbal language. Students will also enter information into their writing journal when prompted by the teacher along with filling in a word web and a Butterfly Chart, both of which include the key vocabulary terms. This lesson plan allows every student, including ELL students, to practice speaking and writing the English language, while working with peers to read and understand key vocabulary terms. LESSON PLAN: Identifying and Writing Various Aspects within a Story (fiction).

STANDARDS:

Common Core State Standards Fiction: Describe characters from a story CCSS RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text (CCSS, 2014). Describe the setting(s) from a story Identify and describe the plot from a story (CCSS RF.2.4) Read with sufficient accuracy and fluency to support comprehension (CCSS, 2014) Vocabulary:

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Classify words into categories Use grade-specific academic vocabularies within context (Arizona Department of Education, 2010). Literary Response (CCSS SL.2.2) Recount or describe key ideas or details from a text read aloud or information presented orally or through other media (CCSS, 2014). Mechanics Students will use mechanics of writing for organization Students will correctly spell words using resources for assistance Students will use periods, exclamation points, question marks, commas, and apostrophes correctly.

THEME: LESSON TOPIC:

Language Arts Reading, Writing Verbal and Written Recognition of Various Aspects within a Story including the setting, characters, plot, problem, and solution.

OBJECTIVES:

Each student will be given a story to read at the appropriate reading level. When reading has been completed each student will:

LANGUAGE:

Determine and define the meaning of the words, setting, main

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character, problem, and solution both written and verbally. CONTENT: Today we will begin by verbally describing the setting, characters, plot, problem, and solution within the story you were assigned. When we have finished with the discussion, we will describe in writing the same key vocabulary words (setting, character, plot, problem, and solution). LEARNING STRATEGIES: Teacher: -Mnemonics: A memory system often involving visualization and/or acronyms (Echevarria, Vogt, & Short, 2008, para. 12).

-The teacher will use visualizations as examples to describe the setting and characters within a story. -The teacher may create or provide acronyms helpful to students -Rehearsal strategies -Graphic organizers for the key vocabulary words will be provided -Directed Reading-Thinking Activity (DRTA). -Students will predict what will happen in the book while receiving verbal cues from the teacher Students: Reading strategies: -Chunking: look at a piece of the word you know, and add it to what you do not know

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-Mouth: ready the mouth to make the first sound -Read-skip-Read: Read a portion of a sentence, skip the unknown portion, read the end of the sentence, and go back to make sense of what was read, reading the entire sentence. -Re-read: Go back and reread for additional help or reminders -Think: Think about the meaning of the story (Moran, personal communication, 2012). Writing Strategies: -Students will think about their sentence before writing -Students will use known sounds and words -Students will reread to think about what to write next -Use spaces between words -Use lower case letters and uppercase letters -Use punctuation at the end of sentences Other Strategies: Cognitive: -Students will take notes about the main vocabulary words -Students will make connections between their life and the story L1 Learners: -L1 Learners will have a translator to work with during the entire lesson, to ensure students understand what is said between teacher and students.

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KEY VOCABULARY:

- Setting The setting is where a story takes place (house, forest, garden). The setting is also a time that the story takes place (in the past, present, future). - Characters The characters the creatures, people, and animals that are common in the story. The characters are often known as the heroes and villains (good guys and bad guys). - Plot The plot is the action or events within a story - Problem The problem, or conflict, is a problem that the characters go through when one character is against another. - Solution The solution, or resolution, is how the problem is fixed. The solution is often found at the end of a story.

MATERIALS:

Student: - Fiction stories at the appropriate reading and grade level for each student - Pencils - Individual journal notebooks Teacher: - Marker - Large Paper - Pre-created examples and definitions for key vocabulary words - Fiction stories for examples and discussions

MOTIVATION:

- Building background will take some time for this lesson, as it will apply each of the five vocabulary words (setting, characters,

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plot, problem, and solution). The teacher and students will hold a discussion and share background information about each vocabulary separately. - Setting: When discussing the setting within a story, the teacher will first explain to the students that a setting is a time or place within a story. Following this, the teacher can hold a classroom discussion and ask students questions including, what setting have you been in today. Following this, the teacher can instruct students to open their writing journal and write five settings they have been in previously (these settings can include any place they have been, but not places they want to go). Students will then write the time they were at the settings (this can include the year, day, or age of the student). The teacher will then use various illustrations and pictures to explain settings to students (the teacher can use personal pictures or can use images from the internet, or different story books). An example picture can be found in appendix A. - Characters: When discussing characters the teacher can begin by asking students what books they have read that involve characters, and to name and describe the characters. Following this the teacher can ask, If your life were a story who would you consider the main characters? (The teacher would need to provide verbal cues to receive answers including family members,

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friends, acquaintances, teachers, or anyone else who has been in their lives). The teacher can then ask the students, Who would the main character be? (The answer should involve the student). The teacher can finish building background on characters by explaining that characters are the people, animals, creatures, and anything else that is living and is relevant to the story. - Plot: The plot is extremely important in a story, though students may not understand what a plot is. The teacher should begin the discussion on the plot by explaining that the plot is a series of actions and events told in a story from beginning to end. The students must understand that events and actions take place constantly in a story, and that most events and actions are in order. The teacher can then ask for examples of events and actions within a story that was recently read. The teacher can then read a story to the class, and instruct students to organize the events from beginning to end using images and written descriptions. An example can be found in Appendix B. - Problem: The teacher can begin by asking students if they have ever heard the word problem. Following this, the teacher should explain what the word problem means, and instruct students to write three different problems they have encountered at school or at home (this should be written in each students writing journal). The teacher will then ask each student to share at least one

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problem with the class (if students choose not to participate, that is okay. The teacher can explain a problem he or she has had). While students are sharing their problem with the class, the teacher will write brief notes on the blackboard, whiteboard, or Smartboard to help with student memory. Following this, the teacher must explain that the problem, or conflict, is something that one or more of the characters face and must solve or overcome before the story can end. - Solution: The teacher should begin by asking students if they know what a solution to a problem is. Following the responses, the teacher will have the students review the problems they had written in each writing journal (from the previous step) and write in their journal how they fixed or resolved the problem. The students should then share the resolution to the problem that was shared with the class. At the end of this, the teacher should inform students that the solution, also known as the resolution, occurs with the character or characters solve or fix the problem, and no problem still exists. PRESENTATION: Objectives: Language: As a class, we will discuss the key vocabulary words (setting, characters, plot, problem, and solution). While discussing the key vocabulary words we will talk about each students experiences and knowledge with each

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vocabulary word. When the discussion is complete, students will be placed in groups and will read an assigned story as a group. Content: While the class is discussing the key vocabulary words, students will be instructed to write the vocabulary words into a pre-printed word web, which can be found in Appendix C. During group reading, students will be required to continue filling out their word web with new synonyms, definitions, and explanations about each word. Students will also fill out the pre-printed Butterfly Chart which can be found in Appendix D. Comprehensible Input: To ensure students understand what is expected of them, the teacher must use appropriate speech rate, enunciation, and complexity. The teacher must keep in mind that some students may be hesitant to speak during class discussions, while other students will voluntarily involve themselves. Teachers must respect the students who do not want to speak in class discussions. Students who do not speak during class discussions must be given the opportunity to

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point to images provided by the teacher. This will be especially helpful while teaching setting and characters, as the teacher can hang various images on the wall and ask students questions. Example: The teacher can have an image of an ocean, a house, a snowy forest, and a school. The teacher can then ask the student, What setting are you in right now. From here, the student can point to the correct image. The teacher can then ask, Which setting do you think is cold? The student can point to the image that he or she thinks would be cold. The teacher can do the same thing with characters from a story that was read as a class. The teacher can ask the student, Which of these is the main character or, Who do you think the youngest character is in the story. The student can point to the image he or she believes is the correct answer. - The teacher must also ensure that the vocabulary words are written on a background that is large enough for students to easily see and read. This can be done on a word wall, a large piece of paper, or smaller printed notes for each individual

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student. Students should not have to leave their chair and move around the room to see the words or definitions. - The teacher must also speak in a clear voice using appropriate pauses and enunciation. Students must understand what is said, and though repetition may be needed, teachers should always speak in a way every student can understand. - Prior to instructing students on using the word web and butterfly chart, the teacher should demonstrate how to use them. This will ensure students understand what they should be doing, how to fill out the two forms, and what information they should look for. - Any student who does not understand, or needs additional help, should receive that help following the classroom discussions (while students are working in pairs or groups on the remaining portions of the assignment). Strategies: A variety of strategies must be used during the lesson, to ensure every student is on track and understands what the teacher expects of them. Metacognitive: The teacher should use

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metacognitive strategies. The teacher should instruct students to read a story, and while reading that story often stop and ask themselves if they understood what they read, who the characters are, what events have taken place so far, if there is a clear problem, and if they can think of a possible solution. Students who cannot answer these questions should read through the story again, using the Butterfly Chart for assistance. - Cognitive: The teacher will use cognitive strategies during the lesson plan, as students will fill out a word web, a Butterfly Chart, and will take simple notes during the discussions about the key vocabulary words. - Social: Students will also use social strategies during class discussions, group work, and one-onone time with the teacher. Interaction: - Interaction will occur frequently during the lesson, as most of the lesson involves discussions, past experiences, and pair or group reading. Students will have numerous opportunities to share their ideas, suggestions, opinions, and more with

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their peers and their teacher. The findings of the National Literacy Panel on Language Minority Children and Youth (August & Shanahan, 2006) revealed the important relationship between oral proficiency in English and reading and writing proficiency (Echevarria, Vogt, & Short, 2008, para. 11). Students will not only interact, but while they are interacting, they will practice their written skills while writing in their journals and filling out the various worksheets. Feedback: - Feedback will occur throughout the lesson from peers and the teacher during the class discussions, and group work. Students will share their past experiences, ideas, opinions, and comments, and will hear others as well. The teacher will also continue to provide verbal cues, ask questions, and be encouraging. PRACTICE AND APPLICATION: Meaningful Activities: Students will fill out the word web and Butterfly Chart while reading a story out loud in a group setting. (Appendix C and D).

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Students will discuss the various key vocabulary words in association with what they read in the story.

Students will take any additional notes they deem important.

The teacher will work with individual students or groups who need additional assistance. During this time, the teacher will review the key vocabulary words, and read a story with the students while helping them to discover the key vocabulary concepts within the story.

Interaction: Students will read an assigned story in groups of three to five. Each group will include students at various language acquisition and reading levels, which will allow peer involvement and peer assistance. Students will also hold discussions with the teacher in a smaller group, to help the teacher view if the students understand the concepts that have been discussed. Strategies: While students are reading the story, they will use the reading strategies (Chunking, Mouth, Read-Skip-Read, Re-read, and think). While students are writing about the story, they will use

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the writers eye strategy. Practice and Application: Students and teacher will discuss the key vocabulary terms in context, relating the vocabulary to everyday occurrences. Students will describe when they have experienced each of the terms, and what they believe the meanings are. Students will work in groups reading a story and discussing the key vocabulary terms within the story. Every student will fill out a word web and the Butterfly Chart, ensuring they understand each concept learned. Feedback: Students will provide feedback to one another while discussing the vocabulary terms. The teacher will provide feedback as well, in forms of questions and experiences. The teacher will walk around the room discussing each teams story with that team, and will provide feedback in the form of questions, comments, and ideas. Students will answer questions asked by the teacher, and will write any additional information in their writing journal.

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APPENDIX A: (Lesson Plan I) Image of a Setting The teacher can explain the green grass, the palm tree, the stair case, and the ocean water. The teacher can then state where the

setting is (what part of the world).

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APPENDIX B: (Lesson Plan I) - Order of Events

Cut and paste the order of events from beginning to end for Goldilocks and the Three Bears.

[Image: Goldilocks and the Three Bears Order of Events. English for Preschool]

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APPENDIX C: (Lesson Plan I) Word Web

Synonyms Definitions

Synonyms Definitions

Problem

Solution

Vocabulary Words

Definitions

Setting

Characters

Definitions

Synonyms

Descriptions

Plot

Definitions

Synonyms

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APPENDIX D: (Lesson Plan I) Butterfly Chart

Setting Plot

Problem

Characters

Solution

Butterfly Organizer [Reproduced from Dana, 3 Grade Gridiron]

rd

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References: Annenberg Foundation. (2012). Interactive: Elements of a story. Retrieved on April 13, 2012 from: http://www.learner.org/interactives/story/exposition.html Arizona Department of Education (2010). English Language Proficiency (ELP) Standards to 2010 Arizona English Language Arts (ELA) Standards: Common Core State Standards (CCSS). Retrieved April 10, 2012 from http://www.azed.gov/english-languagelearners/files/2012/02/elps-ccs-alignment-stage-ii-12-2-2011-final.pdf Dana, (2012). [Image- Reproduction of Butterfly Book Report] . Retrieved April 18, 2012 from http://www.3rdgradegridiron.com/p/freebies.html Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model (3rd ed.). Boston, MA: Allyn and Bacon. English for Preschool, (2012). [Image: Goldilocks and the Three Bears Order of Events]. Retrieved April 27, 2012 from http://english4preschool.files.wordpress.com/2011/10/colouring-pages-1.pdf