SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

Story Elements
Michaela Plute
Reading, writing, speaking, and listening
1st and 2nd
80-90 minutes

CK

1.1.2.D Demonstrate comprehension / understanding before reading, during

reading, and after reading on grade level texts through strategies such as think
aloud, retelling, summarizing, note taking, connecting to prior knowledge,
supporting assertions about text with evidence from text, and non-linguistic
representations.
1.3.2.B Recognize and identify different types of genres such as poetry, drama,
and fiction.
1.3.2.A Read, understand, and respond to works from various genres of literature.
1.3.2.C Identify literary elements (characters, setting, and plot) in selected
readings

1.4.2.AWriteorganized,detaileddescriptivepoemsandstoriesthatincludeliteraryelements

Formal Evaluation
Individual fractured fairy tale
Use the following rubric to grade the fairy tales (separate document)

Informal Evaluation
Participation during teacher reading
Participation during creation of the class fractured fairy tale

Objective
A-B-C-D
Bloom's Taxonomy

The students will be able to:

identify and create BASIC story elements using familiar fairy tales.

utilize technology to effectively create a modified fairy tale.

Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
"Today we will begin a new lesson a fairy tales. Fairy tales is a genre that
involves a story that is make believe. We will look at a few stories that
you are familiar with and review the elements of the stories.

CK

What are elements of a story? Think back to the common things found in
most stories. Can anyone tell us about one element of a story?"
The teacher should probe the children for answers like characters, setting, plot, etc.

Hook/Lead-In/Anticipatory Set
Tell the students : "At the end of this lesson, you will use a website to
develop your very own fairy tale."
As an introductory activity, read one of the fairy tales from the IWB from the
site http://www.readwritethink.org/files/resources/interactives/fairytales/ . If you do
not have access to the technology, read one of the books to the students. Discuss
the elements of the story with the class.

Explicit
Instructions
Big Ideas
Essential
Questions

Big Idea Statement

It is important to include characters, setting, plot, etc. in
a story.
We can use our prior knowledge of how stories work
(parts of a story) to create a new story.
Essential Questions
How can we use our prior knowledge of familiar story to create a new story?
Why are elements of a story important?
When the basic elements of a story are altered, how does this affect our
comprehension of the story?
Why is it important to include characters, setting, plot, etc. in a story?
How do these elements help us interpret the story?
How do we develop into effective writers?
To what extent does the writing process contribute to the quality of
writing?

Key Vocabulary
Plot-storyline. the plan, scheme, or main story of a literary or dramatic work, as a
play, novel, or short story.
Setting- when and where a story takes place.
Character-someone or something represented in a drama, story, etc.
Point of view-the position of the narrator in relation to the story, as indicated by the
narrator's outlook from which the events are depicted and by the attitude toward
the characters.
Problem of the story- the particular situation the character faces in a story.
genre-of or pertaining to a distinctive literary type.

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs

Pre-Assessment of Students

"Today we will begin a new lesson a fairy tales. Fairy tales is a

genre that involves a story that is make believe. We will look at a
few stories that you are familiar with and review the elements of
the stories. What are elements of a story? Think back to the

Accommodations,
Modifications

common things found in most stories.Can anyone tell us about one

element of a story?"
The teacher should probe the children for answers like characters, setting, plot, etc.

Modeling of the Concept

Instructionalstrategiestouseduringthelearning:Scaffolding , Active
Engagement , Modeling , Explicit Instruction , Simulation , Differentiated
Learning , Auditory , Verbal/Linguistic

The students will express their understanding and be actively engaged in the
learning process by writing an authentic story.

Use journals or writing prompts to "Fracture" familiar stories or

stories they have encountered throughout the years. This activity

will allow creativity while addressing prior knowledge of the
elements of a story and past stories read by the students. A
fractured fairy tale is a fairy tale that has been altered. The main
elements of the story (characters, setting, plot, etc) Change to
create a new story. Please see accompanied site on Thinkfinity.
They have a short but effective demo video you can watch that
gives greater detail
Students are able to use their creativity to develop story elements
using familiar stories. The lesson is developed using prior
knowledge of fairy tales. Then the teacher models the
procedure for the students in a group activity. Examples are given
and displayed on the website to ensure student success. The
teacher should facilitate the learning process by asking questions
and reaffirming the elements of a story during the writing process.

Guiding the Practice

As an introductory activity, read one of the fairy tales from the IWB from
the
site http://www.readwritethink.org/files/resources/interactives/fairytales/ . If
you do not have access to the technology, read one of the books to the
students. Discuss the elements of the story with the class. Sample
questions:

"What was the setting of the story" Where and when did the story take
place?

"Who were the main characters in the story?"

What was the problem in the story"
What was the solution to the problem?"
What happened at the beginning of the story? Middle? End?"
Now read one of the fractured tales to the class. If you have a whiteboard you may
read it from the board. If you do not, you may want to pass out copies of one of the
fractured fairy tales from the site. Read it to the class. When you finish reading it,
ask the same types of questions you asked above.
Make a Venn Diagram on the board or IWB. Discuss the similarities and differences
in the story.
"How were these two stories alike?"
"How are they different?"
"What changed in the story?"
"Now class, we are going to create a fractured fairy tale together as a
class. We will use the book we just read. We are going to create it using
a program on the Internet. So let's work together to create our very own
fractured fairy tale."

As you work through the templates, encourage students to volunteer to the

story. Answer the questions throughout the template. As you move
through the templates, review the elements of a story. When it is complete,
read through your class fairy tale.

Now the students will be ready to work on their fairy tales with their
partner. Pass out the templates copied so the students can record the
information they put into the computer. Have the students take turns
writing the information on the template and typing it into the computer.
Each group of partners may need at least 10 minutes on the computer. If
you do not have enough computers, you can have students who are waiting
for the computer to start the process at their seats. You can rotate the
students every 10 minutes.

The teacher will facilitate the learning process by walking around and
probing students for the elements of their particular story.

Providing the Independent Practice

The students will need time to write their stories at their seats. "Now that
we have experienced the fractured fairy tale using Thinkfinity, we
are going to take this information that we entered and develop our
stories with our partners. Everyone will use the rubric I gave you
to develop the story. Please make sure you include all of the parts
identified on the rubric."

The teacher will encourage students to form a rough draft of their

writing. "Let's review the elements of a story. " The teacher will repeat
questions asked above in the beginning of the lesson to ensure knowledge
of the elements. The teacher will also stress the importance of the
sequence of the story. What happens in the beginning, middle, and end?

The teacher will facilitate this experience by walking around and making
sure the students are achieving success.

Adaptations/Accommodations for Students with Special Needs

Materials
(reading,
technology,
equipment,
supplies, etc.)

Students may need to be pulled into small groups to further clarify

understanding, or you can assess student learning at another time.
Students who struggle with the writing can develop a story board using
pictures. Encourage students to label the elements of a story on the story
board. If possible, the students can write a sentence for each storyboard
picture.
For students who master the writing process, you can encourage them to
include vocabulary and spelling words used within the curriculum. You
may want the students to create pictures that correlate with the story.
They can do this on paper or use software program such as TuxPaint
at http://www.tuxpaint.org/

Internet access
www.thinkfinity.org
Copies of the fairy tales: Jack and the Beanstalk, Little Red Riding Hood, and The
princess and the Pea.
Paper
Pencil
Computers (stations or a lab)
Printer
Lined Paper to write the fractured fairy tale
or
Copies of the fractured fairy tale template found
at http://www.readwritethink.org/files/resources/interactives/fairytales/
Optional:

interactive whiteboard (IWB)

projector
Construction paper or decorations for the authentic fairy tale
copies of the fractured fairy tale from the website
rubric

Closure

Summary & Review of the Learning

Call the groups back together for discussion. Ask students questions to help them
reflect on their experience. Sample questions:

What are the elements of the story?

What happened when you changed the elements of a story that
you already knew?
Did the plot change?
Did the characters change?
Did the sequence or order of the story changed?
Why did this happen?
What did you learn about stories today?

Homework/Assignments
none
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?