Freeport Tutoring: ELA Lesson 2;

April 10, 2014

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/



Academic Language: fiction, character, chronology, conflict

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.