Viterbo University

Lesson Plan Template

Effective Spring 2016
Copyright Viterbo University Education Department, All Rights Reserved
This lesson plan template includes all the Viterbo Essential Elements. For full instructions and examples of each of the lesson plan components,
see the Viterbo Essential Elements posted on Moodle in the Education Majors course. All items below will expand as needed to add text.

Name: Julie Quackenbush Date: Dec1st, 2016 Lesson Title: Tech Enhanced Elements of a Story Grade Level: 4 Time Frame: Three 50
minute class periods

Rationale/Theoretical Reasoning/ Research: What research or theory supports instructional strategies you are using with your students? Select
a strategy and justify with research or theory.

During this lesson, students will be working together in small groups - this instructional strategy is supported by Lev Vygotskys Social
Development Theory who says that social contact is essential for intellectual development. Middle school learners are social beings whom thrive
on social interaction with peers. Since middle school students have difficulty sitting still for long periods of time, I will vary instruction begin the
lesson with an activity that allows students to get out of their desks and move around.

Technology in the classroom is becoming more and more predominant. Tablets are replacing our textbooks, due to ease of being able to research
just about anything that we want to on our devices. Textbooks supply limited, outdated materials. Social media has become commonplace, and
the way we use technology has completely transformed the way we live or lives.

Educators, too, have seen firsthand the benefits of technology in the classroom. According to a study by IT Trade Association CompTIA just
released this month, around 75 percent of educators think that technology has a positive impact in the education process. Educators also recognize
the importance of developing these technological skills in students so they will be prepared to enter the workforce once they complete their
schooling.

The impact that technology has had on todays schools has been quite significant. This widespread adoption of technology has completely
changed how teachers teach and students learn. Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards,
digital cameras, computers), while students are using advanced technology to shape how they learn. By embracing and integrating technology in
the classroom, we are setting our students up for a successful life outside of school. Here are a few benefits of using it:

Technology makes learning more fun,

Prepares students for the future,
Improves retention rate,
Technology helps students learn at their own pace,
Technology Connects with Students (Cox, n.d.)
 Theorist Howard Gardner proposed the idea of Multiple Intelligences. Using Differentiated Instructional practices to reach multiple learners, as
proposed by Carol Ann Tomlinson. Technology can allow for personalization as well as personal attention during a lesson, leaving teachers with
less time explaining and allowing for more time to actually do lessons.

I will be using the scaffolded instructional plan of the gradual release format, or I do, We do, You do lesson developed from the work of Doug
Fisher and Nancy Frey (2007), where students gradually learn to rely less on the teacher and more on themselves.

INSTRUCTION

Lesson procedures reflect best practices that are research-based and have a direct and positive effect on the teaching/learning environment. You
should indicate the time needed for each component of the lesson. Lesson plans should be detailed enough that any teacher could teach the lesson
from the plan.
Time Standards:
CCSS.ELA-Literacy.RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-Literacy.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or
actions).

CCSS.ELA-Writing.W.4.9.a

Apply grade 4 reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text [e.g., a characters thoughts, words, or actions].).

CCSS.ELA-Speaking and Listening.SL.4.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others ideas and expressing their own clearly.

CCSS.ELA-Language Standards.L.4.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

ISTE Standard.3.Knowledge Constructor

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others.

Also,

ISTE Standard 6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.

6b. Students create original works or responsibly repurpose or remix digital resources into new creations.

6c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models,
or simulations.

6d. Students publish or present content that customizes the message and medium for their intended audiences.

STUDENT OBJECTIVES

TSW use prior knowledge and the authors' text to construct meaning.

TSW demonstrate an understanding of the elements of a story through the successful completion of each session's activity.

TSW identify the plot, characters, setting, problem, solution, beginning, middle, and end of different stories.

TSW apply what they learned to create a character map, setting illustration, problem/solution graphic organizer, events graphic
organizer, and story map.

Intro/Motivation/Anticipatory Set: How will you engage your students interest and set the purpose and relevance for the lesson? Use
knowledge of students academic, social, and cultural characteristics.

Day one: Overview and Lesson on Plot

1. I will start by telling the students we are beginning a lesson about the 5 elements of narrative story (plot, character, conflict, theme,
setting). As a class we will begin engaging in a discussion about a narrative text.
I will tell students that they need to be able to recall the basic elements of a narrative story as they are reading it in order to be able to
understand what is happening in the story they are reading.
I will then explain how knowing the elements of the story will provide a foundation of knowledge the students will need in order to think
more deeply about stories.
10-15 min
I will tell students that they will learn about the following story elements and describe them:
a. Plot- The sequence of events happening (beginning, middle, and end) that involves the characters in conflict.
b. Characters- The people (animals, objects that the author gives life-like qualities to) presented in the narrative text which are
carrying out the action in the story.
c. Conflict- Something gone wrong that creates drama. It contains: Problem and solution-the conflict that takes place during the
story
d. Theme- The main idea of the topic. (Example: dont lie)
e. Setting- The place and time in which the story happens.

Stories usually have an introduction (with a hook), a body, and conclusion. There is usually some sort of conflict to be solved.
The problem is sometimes presented at the beginning of a story. The solution to the problem is generally presented at the end of
the story.

2. Students will begin by watching a video describing five story elements: plot, character, setting, conflict, & theme at
https://www.youtube.com/watch?v=c6I24S72Jps that will be displayed for the entire class on the Smartboard.

3. Have a few students pick scenario cards and act out charades with a partner in front of the class (plot & conflict)

4. I do: Next, on Smartboard I will pull up the website Just Books Read Aloud. I will play the story of Owney The Mail Pouch Pooch.
http://justbooksreadaloud.com/ReadToMe.php?vid=OwneyMailPouchPooch&iP=IndexCategory.php&t=ARLevel&p1=4&p2=
As we read, I will point out Plot, Characters, Conflict, Theme and Setting in the story. The students will be following along and taking
notes as I describe them on a graphic organizer.

5.
We do: On the Interactive White board I will pull up the story Where the Wild things Are at this site.
http://www.storyjumper.com/book/index/16212732/Where-the-Wild-Things-Are#page/4. I will call on different students to read each
page. As we read, students with my help will point out Plot, Characters, Conflict, Theme and Setting in the story. The students will be
following along and taking notes on a graphic organizer as they describe the elements.
 Day Two: Lesson on Character

1 Characters- The people (animals, objects that the author gives life-like qualities to) presented in the narrative text which are carrying
out the action in the story.
3-5 mins Explain to students that characters are people, animals, or other living things that are involved in the story. Characters can be described
by their appearance or by the actions they take. Yesterday we talked about two stories: Owney the Mail pouch Pooch and Where The
Wild Things Are. Who were the characters? How would you describe them? Have the students answer and record answers on
3-5 mins whiteboard.

2 Break the class into groups of three. Have the students take turns describing each other. Student A will describe student B to student C
in the group, each taking turns until everyone has a chance to speak. Discuss the ideas being generated. Talk about what groups are
5-10 mins writing on their forms. Have students initiated responses, discussion prompts could include ideas about unknown element. Discuss the
main characters. Discuss the feelings, physical characteristics, and actions. Explain to students that they will be making their own
Character Map for a character they create in the future at the end of this lesson.

3 They do: Next have students work in groups of two, picking popsicle stick names for partners. Have pairs go on iPads 1 per pair to
4 mins https://www.learner.org/interactives/story/index.html Interactive Story Elements site. They will work through the story of Cinderella in
pairs. They will read and practice about plot, character, conflict, theme, and setting.

5 min
4. Distribute another copy of the Character Map and have students sit with their partner to complete it. Circulate around the room as
students work, providing feedback and assistance as necessary. Have the students fill out the P, C, C, T, & S for the Cinderella story.

5. Have the students come back to their seats as a whole group. Call on a few pairs of students to share something they learned during the
10 min session. Tell students that good readers think about the characters as they read a story because it helps them to know the character well,
thus understanding the story better. Ask them to think about characters during independent reading and see if they can make any personal
connections.
10-15
min

Day Three: Lesson on Conflict and Resolution

15-20 Today we are going to be looking more closely at the conflict and resolution of a story. The Conflict and Resolution- Something gone
min wrong that creates drama. It contains: Problem and solution-the conflict that takes place during the story.

Show video about what a conflict is at https://youtu.be/MGLBF75tdLY. Now lets look at some examples of conflict together.

Show clip of Three Little Pigs https://youtu.be/HtHjB6rRmQc. Talk about the clip. What happened? Who are the characters? What is
the conflict/problem in the story? How is the conflict solved? Give them time to answer. Then continue discussing the story.

Sometimes a problem is presented at the beginning of the story. The main character usually has to figure out an answer. This is called
the solution to the problem. The solution usually comes at the end of the story. What were some of the solutions from our previous stories we
have looked at?

Watch A Bad Case of The Stripes on YouTube at https://youtu.be/cKaQXmRvpvw. What was the problem? How was it solved?

3 min
Tell the students now it is your turn to talk about conflict. Break the students into five groups. Tell each group they will be drawing a
picture to illustrate a problem and to write two to three sentences to identify the problem in one of the stories we have discussed the last few
5 min days. Assign each group one of the 4 stories previously discussed in class: (Owney the Mail Pouch Pooch, The Three Little pigs, Cinderella,
Where the Wild Things Are, or A Bad Case of The Stripes). Label the titles on pieces of paper. Have a representative from each group come up
5 min
and select which story and conflict they will need to discuss. Give students time to fill out their forms.
15-20 Come back together as a group and discuss our findings. Allow time for each group to present. What other story examples do they
min have? Discuss.

15 min
Give students time to begin brain storming ideas for writing their own personal narrative. Have students pull up a graphic organizer in
Edmodo for Brainstorming ideas.

Day Four: Lesson on Theme

Theme- The main idea of the topic. (Example: dont lie). The theme is the moral of the story, the message or the meaning.

Watch the video on describing a theme at: https://youtu.be/p4qME64SkxM.

Discuss some ideas of what themes are. Ask students to provide examples? What was the theme in the Three Little Pigs? Cinderella? Bad
Case of the Stripes? Owney The Mail Pouch Pooch? Etc

Do On Own:

Tell students that they will all be allowed to use their iPads to complete activities on a website. Briefly demonstrate the use of
Storyline Online http://www.storylineonline.net/.

Have students go to listen to an on http://www.storylineonline.net/ Storyline Online and complete a Character Map for one of the
characters in the selected story. The story options are (Carlas Sandwich, Catching The Moon, The Coal Thief, Lion Library, I Need My
Monster). Tell students to take out their iPads (provided by the school) to complete the activity. They will need to listen to story and
then fill out a Story Map document in Notability on their iPads. They will be filing out the plot, character, conflict, theme, and setting
for a story they choose on the site. They will fill out the graphic organizer provided in Notability on their iPads.
 Once completed we will discuss as a group our findings. Then students may begin working on a draft of their own personal narratives.
They will fill out a graphic organizer on the: plot, character, conflict, theme, setting of their stories. They will work on a hook,
transitions, etc

Day Five: Lesson on Setting and Putting It Altogether

1 Setting- The place and time in which the story happens.

As a whole group, remind students that sometimes rather than telling readers exactly what the setting is authors give clues about
the setting through the pictures, or the language in the story. When they do this authors require readers to infer the settings or
guess the location from the available clues.
Show video at: https://youtu.be/hqEqT7wG9zA a video describing the setting.

I will tell the students to try to describe the room around them out loud and call on a few students for examples.(setting)
Next I have students close their eyes and describe what they hear, smell, etc (setting)
Let a few students describe something they see. Guide a discussion about setting by saying, "If we were characters in a story, then
our classroom would be the setting. The setting is where our story takes place. The setting can include location, weather, or time."
Show students pictures of different settings. Pull up images on the Smartboard of pictures of settings.

2. Call on students to tell about what the setting is and remind them that the setting is where and when a story takes place. Tell
students that sometimes rather than telling readers exactly what the setting is, authors give clues about the setting through the
pictures or the language in the story. When they do this, authors require readers to infer the setting(s) or guess from the available
clues.

3. Show clips of settings in YouTube on the Smartboard, ask: questions such as "What time of day is it?" "Where are they?" or "Did
the author tell us the name of the place?"

6. After students have had time to discuss the setting, divide them into groups of three or four. Consider the students' literacy abilities
as you divide them, making certain you have a range of reading levels in each group. Have each group work on a drawing (color a
 picture) to represent the setting of the story in keynote on their iPads. Differentiation. As a group they can choose to make one
picture on one students IPad or each student can draw the same picture on their own IPad.

7. Tell students that when their group is finished drawing, they should write two or three sentences describing their illustration. Just
typed right into document in notability.

8. Have each group share their drawing with the whole class. Display the drawings in the room.

9. Tell students that good readers think about the setting as they read a story because it helps them to understand the story better. Ask
them to think about setting and how it is important to the content of the story during independent reading.

Students will go back to seats and begin independently working on their own personal narrative planning sheets.

Summative Assessment: Putting it altogether. The students will turn in a completed graphic organizer describing the: plot, character, conflict,
theme, and setting of a story they have chosen the Storyline online website.

This lesson is helping to prepare students for our next topic, writing a personal narrative. Students will make a character map for a
story they will be writing in the next unit. They will fill out a graphic organizer with their idea for the: plot, character, conflict, theme, and
setting on a personal narrative story.

Differentiation: Remember you can differentiate by content, process, and product (Tomlinson 1999).

Teacher will be checking in with groups during the cooperative learning activity. The special education teacher will be working closely with the
students with disabilities. Visuals will be available. Instructions will be preprinted, and additionally written on the board. Worksheets in large
print will also be on hand. Please see the above accommodations and applications listed from IEP requirements.

Advanced learners will be encouraged by instructor to elaborate beyond the scope of the lesson in their journal entries through individual
questioning and prompts. Advanced learners can do more detailed plan descriptions.
Sources:
Cox, Janelle. (n.d.) Benefits of Technology in the classroom. Accessed December 1st, 2016 at TeachHub.com.
http://www.teachhub.com/benefits-technology-classroom
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd edition. Alexandria, VA:
Pearson.

Wiggins, Grant P., and Jay McTighe. Understanding by design. Alexandria, VA: Association for Supervision and Curriculum
Development, 2005. Print.