Academic Primary Learning Target: Text Structure; Chronology, Problem/Solution, Character
NYS Common Core Standards: RI5.5; Compare and contrast the overall structure (e.g. Chronology, comparison, cause/effect, problem/solution) of events, ideas, or concepts of information in two or more texts.
W5.6; With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Behavioral Objectives: Students will be able to demonstrate understanding of story elements (cause/effect, character, setting, solution) by using previously written mad- lib scenarios to outline key details of a fiction story using a read-write-think interactive story map.
Lesson Objective: Students will use their story ideas to outline key details of a fiction story.
Materials:
o Student mad-lib scenarios created during last lesson. o IPad o Pixars Presto video o Cause/Effect graphic organizer o Computers with internet access o Read, Write, Think online story map; http://www.readwritethink.org/files/resources/interactives/storym ap/
Procedure: Students will watch Pixars Presto and determine 4 cause and effect scenarios within the film and record these findings on the cause and effect graphic organizer. Students will then revisit last weeks lessons assessment (mad-lib cause and effects) and choose their favorite. Student will create a story based on their chosen cause/effect, and outline that story using the read-write-think interactive online story map.
Freeport Tutoring: ELA Lesson 2; April 10, 2014
Activating Prior Knowledge: Students will be prompted to pay particular attention to cause/effect when watching Presto. Students will discuss and record cause/effect scenarios in the short film. Teacher will model one cause/effect scenario within Presto to demonstrate use of the graphic organizer and to use while completing their graphic organizer.
Modeling: Teacher will ask students to volunteer information they know about the characters, setting, and conflict in Presto Teacher will then introduce and model use of the read-write-think story map. Teacher will demonstrate How to use the interface (choosing story maps, inputting text, etc.) to create a model story by thinking aloud, based on characters, conflict, and setting from Presto which the students had previously discussed.
Guided Practice: Students will choose one cause/effect scenario created in last weeks lesson to develop into a story. Students will brainstorm with the teacher and other students how this scenario could be turned into a story using the interactive story map.
Independent Practice: Teacher will allow students to independently complete read-write-think story map to write an outline of a fictional story, based on one cause/effect scenario of their choice.
UDL Elements:
Multiple means of representation: 3.2 Highlight Patterns, critical features, big ideas, and relationships: Students will be organizing fiction story concepts through the use of a graphic organizer interactive story map.
3.4 Maximize transfer and generalization: Students will first get practice using the interactive story maps through guided practice, then will work independently; this information planning strategy is transferable to the fiction writing process.
Multiple means of Engagement: 7.2 Optimize relevance, value, and authenticity: Students will have the opportunity to discuss story elements within an animated short film, a media which they often encounter in their non-academic lives. Students are able to make individual choices on topic
8.3 Foster collaboration and community: Students will work together, with the teacher, during guided practice to create a story map. Each student will be able to engage in each others ideas and explore concepts together. Freeport Tutoring: ELA Lesson 2; April 10, 2014
Multiple means of Expression: 4.2 Vary the methods for response and navigation: Students will express their understanding of story elements through any variety of discussion with the group/instructor, use of graphic organizer, and story map creator.
5.3 Build fluencies with graduated levels of support for practice and performance: Within the online story map creator, students will have the option of using as much detail as they feel comfortable while highlighting the important aspects of the story elements.