Running Header: Our Story Lesson Plan

PEPPERDINE UNIVERSITY
Graduate School of Education and Psychology
Dr. Sublette
MATP 610.20
6/21/15
Name: William Roberts
3rd-4th

Grade Level:

LESSON TITLE: OUR STORY.

INTRODUCTION: MT holds up a simple book we have read that has vivid
illustrations. MT then holding that book up asks, remember what we learned about
the different parts of a story, and how there are different people called__________?
The location of the story is the ________? Can anyone tell me the 3 parts to a story?
Now, today we will use that foundation of knowledge to build a story of our own!
Can anyone tell me what a detective does? Thats right, they investigate, looking for
clues and objects to help tell a story. Take a look at the board and you will notice ten
words that may look new to you. Now, the MT is holding up a comic book: colorful
and fun looking to grab attention, showing there is no text, just 5 pages of
illustrations. We are going to utilize our imagination to write a story based on what
we see in the pictures. Now, this lesson gives a lot of freedom to each student, but
there are still some rules we must follow for the assignment. First, write down the
10 words from the board and discuss them amongst your tables for a few minutes.
Then we will write our own stories in the blank dialogue boxes and complete our
own comics! This exercise isnt just for fun! It will also help you become better at
many things, just to name a few, reading body language and people, how to predict
what will come next in stories youll read in the future, and even how to read, write
and communicate better.
Primary Learning Objectives:
a. The students will use previous knowledge and discussion to incorporate
dialogue and the 10 vocabulary words on the board for the characters in their
comics.
b. Assessment: The next day the teacher will have graded the comics for
context, use of vocab words and overall story.
c. The students will use their literary ability to predict future events to make
their own comic with only illustrations to guide them.
d. Assessment: TTW quickly be able to tell whose stories make sense, and
whos do not. Depending on the ratio TT might want to re-evaluate her lesson
plan for flaws or just improvements; or the lesson could be too advanced for
that age group, and need to be tiered down.

Roberts Lesson Plan

e. The students will recall the three components of a story ensuring that their
comic contains a beginning, middle, and an ending. Also compile other
aspects of literature such as the characters, settings, and other important
elements of a proper tale.
f.

Assessment: Just like the assessment for the first objective, the comic has to
be looked at as a whole to judge if it has all components of a story, and TT
must read it to see if directions were fallowed to write a coherent 5 page
comic based on the drawings and other clues.

PURPOSE: Have the students collaborate to have an understanding on how to

complete the assignment and walk them through the different steps of I Do We Do
You Do. This is done through modeling, guided practice and then they work on their
own on independent practice. The students should have a better understanding of
how a story works, and a decent amount of knowledge pertaining to dialogue for
that was one of the main points of the lesson.
CCSS (Common Core State Standard):
a. CA.CC.3.LS.3 Use knowledge of language and its conventions when writing,
speaking, reading or listening.
b. CA.CC.4.LS.3.a: Choose words and phrases to convey ideas precisely.
c. CA.CC.4.RL.7: make connections between the text of a story or drama and a
visual presentation of the text.
d. CA.CC.R.L.4.3 describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text or illustrations.
e. CA.CC.3.WS.2: Write informative/explanatory text to examine a topic and
convey ideas and information clearly
Assessments:
In conclusion of the story the student will have made their own comic book, and this
is something to be very proud of. They will be turned in at the end of the lesson for
the teacher to assess for context, grammar, and the use of the 10 vocabulary
words.
To assess comprehension and how to put together dialogue TTW walk around tables
continuing to ask questions checking for knowledge.
In addition TW have a clipboard with them to take anecdotal notes who is retaining
the information and if there are any major questions or issues to address.
TTW sit with each individual student for a minute or two maximum so they can
share their time equally, administering an informal qualitative assessment.
Student-centered Objective:
Use your vocabulary and decoding skills to attempt to define the words on the
board. You are more than welcome to speak among your table to compare and
contrast answers to examine the best option. Our comics are only illustrated, they
do not have any words, so if you find yourself stuck, please talk within your groups
looking for clues, such as body language and settings, for what topics and words

Roberts Lesson Plan

you think would best make up the dialogue for the characters in our comic. Make
sure to use the 10 vocabulary words throughout.
SUBJECT AREA: English Language Arts, reading and writing
PERSONNEL: Teacher and TA
INSTRUCTIONAL MATERIALS:
1 comic of 5 page length. (Comic must have both dialogue and illustrations).
1 Comic of the same length without text, only drawings for the teacher and
students to complete together in guided practice.
2 different sets (times # of students) of comics that only contain illustrations
with empty dialogue boxes.
Projector with facial expression pictures loaded
Pencils for students
LESSON LENGTH: 45-60 minutes
PREPARATION: Although the teacher will ask many questions assessing a baseline
of knowledge, the students should already have a previous understanding of how a
story works because we covered it yesterday. They already know about the 3
different parts, general flow, and the difference between an author and illustrator.
The teacher will also check for understanding and a baseline knowledge asking the
students all about stories to make sure the lesson is appropriate for their grade
level. TTW ask who knows the 3 main parts of a story. Who can define dialogue?
and the other 10 vocabulary words on the white board? Can someone give us an
example of how that word would be used in a sentence? How that word could be
used in our story?
ANTICIPATORY SET:
Ask: What can you tell me about a story? What does the word dialogue mean?
Ask: Do you know what body language is? Relate to real life. We use it every day,
most of the time without even knowing it. Do you think you can use your detective
skills to read the characters body language and situations to add dialogue, while
at the same time using the 10 vocabulary words on the board?
Explain: How to effectively complete the assignment in the model section.
Ask: Who can tell me what 3 parts make up a story?
Say: If Teacher notices any moments of silence throughout the questions, use
sentence frame or context frame to help students remember.
Transfer: Remind students of previous lessons about the many elements of a story.
The characters, the setting, the context (theme), the 3 parts of a story. In addition
show the students a short comic book to build anticipation for the hook.
Motivation/Hook: Let the students know that they will be making their own comic
book that we will eventually color and laminate! Also, remind them how using their
perceptive skills, explain perception, to be a detective, (an interesting/exciting job

Roberts Lesson Plan

for that age) looking for facial expressions and body language to write a
conversation for their comic strip.
INPUT/MODEL:
1. The teacher will write the 10 vocabulary words on the board and use direct
instruction for many parts in this section.
2. The teacher will ask the students who can define any of those terms.
3. TSW try to answer questions that the teacher continues to ask for a baseline of
knowledge to be established all about the composition of a story and its characters.
4. TTW also explain body language and ask students how they use body language
every day. This is a main point considering that will use their detective skills, to
show they can read situations and body language to construct their story make
sense.
5. TTW read the students the example 5 page comic filled with both illustrations and
dialogue. TTW continue to point out main topics for the lesson when they are sent
for independent practice.
6. TTW have the students take out a piece of paper and instruct the students to
write what expression they think is shown on the different faces.
7. TSW use a blank piece of paper and write what expression they think each
picture on the projector is portraying through the different facial expressions.
8. TTW explain how to utilize all of the skills needed to complete this lesson.
TTW remind the students to use the ten vocabulary words, 2 per page.
TTW remind the students about the 3 main components of a story.
TTW remind the students that they will be reading body language and
settings to make the dialogue make sense.
TTW tie concepts to real world examples in their current lives, how their
parents can tell if they are lying for example. Explain to them that they give
their answer away by their body language before they even say a word. They
will also find this as a hook!
9. TSW talk amongst their tables about the information the teacher just gave them.
10. TTW tell the students to begin.
CFU: The teacher walk around and look at each table to make sure the students
have an understanding of the lesson, and are making progress. Progress would look
like them adding contextual appropriate dialogue sound like students discussing the
elements in stories and comics.
GUIDED PRACTICE: Students will work at their tables, which have about 6
students each. This will allow for enough space to collaborate about all of the
information and still be able to work without crowding any of their classmates. The
teacher will take out the one of the comics that has only illustrations for her to work

Roberts Lesson Plan

along with the class for the first two pages so they understand how to use 2 vocab
words per page, how to find body language clues for story context and how and
where to write the dialogue.
One student per table with mastery of subject matter will play the role of a teacher
and invoke responses from their tablemates giving help and guidance as needed.
CFU: The teacher will walk around the room to make sure the students are
competent with completing the story utilizing the vocabulary words, and make sure
the vocab is used in proper context, and the overall dialogue makes sense to
situations because one objective is to read situations and other details to make the
text fluid and outline what is to be done during Independent practice.
INDEPENDENT PRACTICE:
TTW have the students take out their 2 blank comics and stay where they are at
the tables, but to help each other out if needed, mostly I would like them to work
alone to see who does and does not understand the complex lesson. So, at this time
the students for the first portion will be instructed to work alone, and after a certain
amount of time they may talk quietly amongst their tables to collaborate for more
complex and proper responses.
POST-ASSESSMENT:
Questions the lesson should ask and answer:
Were the students able to recognize any of the ten vocabulary words?
Was group collaboration an effective way of learning this lesson?
Did the students allow the ELL and other students to give their input and
opinions too?
Was the goal of teaching the students that our imaginations are vast, we
retain a good amount of knowledge we can recall later to formulate many
different things, in this case, our own comic strip!
Was there anything the teacher noticed that could be changed/altered in any
way to make the lesson plan more effective?
EVALUATION:
After the students turn in their comics, they will be returned the next day for them
to make adjustments and use provided feedback (or steps of proving behavior),
repeat and continually hopefully gave them as much or more feedback then they
needed while I was continuously CFU, and walking around checking for mastery and
answering any questions. In future lesson allow the ELL students to show of more by
reversing the missing information. Next time have the dialogue there, but the
illustrations missing so English language learners are not at a handicapped because
they should be able to draw just as well as an English language speakers.
CLOSURE:
Exit Slip is received once a student can tie material or a lesson we learned to
coursework or a real life example. And giving the Flash, as an example does not

Roberts Lesson Plan

suffice. TSW show at least 80% mastery in the theme of the lesson before he can
get his exit slip!
Plan for Early Finishers:
Once a student is done they will turn in their comics, and if time permitting they
may choose to work on the work for early finishers. This assignment is make a 4
page comic from scratch requiring your own illustrations as well as filling in the
dialogue just as we did earlier.

References