UNIT: Literary Elements and Text Structure

LESSON: Types & Parts of a Story

DATE:
TIME LENGTH:

3/25/16
50 minutes

LESSON FOUNDATIONS
PA CORE STANDARDS:

Standard - CC.1.2.4.E - Use text structure to interpret information (e.g., chronology,

comparison, cause/effect, problem/ solution).
ASSESSMENT ANCHOR DESCRIPTORS:

E04.B-C.2.1.1 Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information provided.

Eligible Content - E04.B-C.2.1.2 Describe the overall structure (e.g., chronology,

comparison, cause/effect, and problem/solution) of events, ideas, concepts, or
information and text features in a text or part of a text.

INSTRUCTIONAL OBJECTIVES:

After reviewing literary elements in fiction and literary nonfiction, students will
identify (write) at least three parts (setting, characters, plot etc.) in their own words
with no more than one error.

Given three types of writing (opinion, informative, narrative) students will match the
correct definition to each of the three types of writing discussed in class and provide
an example of each with no error.

Given a choice board with 6 questions, students will choose 1 topic of their choice
and write a 3-4 paragraph story with no more than one spelling error.

ESSENTIAL QUESTIONS (Include three high level questions):

How does interaction with text provoke thinking and response?

How do strategic readers create meaning from informational and literary text?

How do story maps help you analyze what you have read? Explain.

FORMATIVE ASSESSMENTS (Include at least two):

Two roses and a Thorn. Students will name two things that they liked about
the lesson, and one thing they did not like or want further explanation on.

Observe group discussions. If only one student answers for each group ask for
other group members to participate and provide their insight on the topic. If
observations of student responses indicate that students do not understand, I
will review the new content for the day.

LESSON BODY

Lesson Introduction
A. Pass out KWL worksheets to students. Students are to fill out everything they know

about the story elements of a story.

KNOW

Want to know

Learned

B. Write on board:

Character: Person or animals in a work of literature

Plot: The sequence of related events that make up a story or drama.

Setting: The time and place in which the event of the story takes place.

Conflict: The problems that exist inside the story.

Theme: The central insight that the story gives us about life and human nature.

C. Motivational Device
1. Flocabulary five things (elements of short story) VIDEO
2. Students will discuss their favorite part of video to a classmate.
3. Discuss the benefits of video
A. Video is accessible to anyone with computer.
B. Not just one video it is one of many done for different topics
C. Discuss how it could be different genres of music

Lesson Procedures Explained

A.

Hand out Story Element Worksheet

1. Students are to complete story map worksheet based on the story of Cinderella.
2. They will form literature circles of four and collaborate on each element.
3. Discuss together as a class

B. PowerPoint of three types of writing

1. Opinion, Informative, Narrative
A. Opinion/Argumentative takes a position on a topic and defends that position
using evidence. EXAMPLES: editorials, speeches, letters.
B. Narrative tells a story; it recounts an event, adventure, or experience.
EXAMPLES: drama, novels, narrative nonfiction, memoirs.
C. Informative/explanatory gives the reader information on a topic and is rooted
in facts. EXAMPLES: news stories, science lab reports, online encyclopedias,
manuals.
2. Review Question: Which type of writing does the story Cinderella fit in?
C. Choice Board Activity
1. Students are to choose 3 boxes from the choice board.
2. They are to complete in class, anything not completed will be for homework.
From the story, The Three

Bring to class an example of

Make a timeline, based on

Little Pigs write an alternative

an opinion/argumentative,

the story of Little Red Riding

ending.

narrative or informative piece

Hood.

of writing. (BE ABLE TO

EXPLAIN) How it fits into the
Make your own video

category selected.
FREE WRITE: Write your

MATCHING: match the

singing/saying/reading the

own story, 3 4 paragraphs.

definitions to the words

different elements of a story.

Be sure to include what type of Informative, Narrative,

writing it is.

Setting, Characters, Plot,

Argumentative, Theme etc.

D. Guided Practice:

1. Students will watch Flocabulary rap video introducing the literary elements of
a story. Students will then complete Cinderella worksheet. Teacher will answer any
questions.
2. Choice Board. Students will pick 3 boxes of choice board.
E. Independent Practice:
1. Students will fill in the (L) part of the KWL.
2. Students will finish any of the three choice board questions left to answer for
homework.
F. Lesson Summary
1. Answer any further questions.
2. Students will choose two roses and thorn. 2 roses indicate two things they enjoyed
about lesson. A thorn indicates what they did not like.
3. Ask students on how they intend to apply the element worksheet to help them
write papers.
LESSON ESSENTIALS
DIFFERENTIATED LEARNING ACTIVITIES
1. Three different types of story maps for students (easy, intermediate, hard)
2. KWL chart
3. Literature Circle Roles

INSTRUCTIONAL RESOURCES, MATERIALS, AND TECHNOLOGY

1. Materials: PowerPoint, Computer, Overhead projector, Whiteboard/Chalkboard
2. Technology: Computer and Overhead Projector
3. Resources:
FlocabularyYT. "Flocabulary - Five Things (Elements of a Short Story)." YouTube. YouTube, 20
Jan. 2011. Web. 25 Mar. 2016.
Lanley, Jimmie. "K-W-L Graphic Organizer Printable." Notebooking Fairy. Notebooking Fairy,
11 Mar. 2011. Web. 25 Mar. 2016.
Reading Rockets. Story Map (n.d.): n. pag. Reading Rockets | Story Maps. Reading Rockets.
Web.

WETA Public Broadcasting. (2016.). Story Maps. Retrieved February 28, 2016, from
http://www.readingrockets.org/strategies/story_maps
HOMEWORK:
Students will complete choice board.
Students will complete L column of KWL chart.

REFLECTION AND ANALYSIS:

1. Were the objectives met?
2. Consider all lesson elements. Did the lesson go as expected?
3. What areas of instruction need improvement?
4. What is the direction for the next lesson?