Please enable JavaScript.

Coggle requires JavaScript to display documents.

Elements of a Story (Learning Goal (Setting (Instruction (Teacher will…

- - - - RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
    - - Say to students, “Alright students so tonight I want you to pay attention to what you hear and what you read that tell you what your setting is. Remember setting can be about the town, the building, the country, the time of day, the day in the year, and things like that” so look for that language that talks about setting."
    - - Students will write a short paragraph about the setting of the school and how that is important for their day.
      - Teacher walks around and listens to table group discussion about their hypothesis for the story if the setting was changed, making notes of student’s input and discussing with them their hypothesis.
    - - Teacher will have students write down 3 words to describe the day, time, and location of their classroom. After, teacher will explain how this is the setting of the students at the moment.
      - Teacher will read a short passage aloud to class then have students discuss at their table groups what they think the setting is.
      - Teacher will have students share what context clues lead students to what the setting is.
      - Given a new setting, students hypothesize in table groups how this could change the story.
- - - - RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea
      - RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the
        central message, lesson, or moral and explain how it is conveyed through key details in the text.
    - - Students will be given index cards (some with problems written on them, some with solutions). Students will walk around the classroom and find their match.
      - In their pairs, students will hypothesize what events could have taken place leading UP to the resolution. Teacher will explain that, in a story, these events are key details.
      - Teacher will read aloud “Serious Farm”. Afterwards, teacher will call on students to provide what they think the problem is. Students will, then, identify the solution and the steps leading up to it.
      - In a stand up-hand up-pair up group, students will, then, discuss what they think the lesson or message of the story is based on the problem and solution.
      - Teacher will have students suggest problems, which teacher will write on the whiteboard and have students suggest key details that could lead to the solution.
    - - Students will complete a worksheet identifying problems, solutions, and details in a story.
      - Teacher will have at-desk conferences to guide discussion of what key details are and how they lead to resolution.
    - - Teacher will have students write a problem they had sometime this week and the solution with at least two steps that took place or COULD'VE taken place to resolve it
    - - https://www.teachingchannel.org/videos/3rd-grade-ela-lesson
      - https://www.teachingchannel.org/videos/3rd-grade-ela-lesson
- - - - Teacher has students talk in groups about who they are; their physical and personality traits
      - Teacher reads aloud a story and has students make a list of words they hear that describe people in the story
      - Teacher creates a cutout picture of a person and draws it to look like a character in the story. Listing traits on the back. Then, has students complete a character on their own or students may choose to create an online avatar using a site chosen by the teacher to create their character
    - - RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words
        in a story (e.g., create mood, emphasize aspects of a character or setting).
      - RL.3.3: Describe characters in a story and explain how their
        actions contribute to the sequence of events.
    - - "Create a character" with descriptors and illustration
      - Think-pair-share groups to compare character traits found in text
      - Teacher observes students as they read and pull out character traits
    - - Students will present the characters they created to the class sharing why they chose their character, the descriptors they gave their character, and how the character changes the story.
    - - http://www.readwritethink.org/classroom-resources/student-interactives/mystery-cube-30059.html
      - https://www.teachingchannel.org/videos/theories-of-character
- - - - Think-pair-share groups to compare lists, which teacher will observe. Students will tell each other WHY they chose the words they chose.
      - Students will create a graphic organizer which they will turn into teacher
      - Student will complete a worksheet that identifies tone words in a passage and why
    - - RL.3.4. Determine the meaning of words and phrases as they are used in a text.
      - RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words
        in a story (e.g., create mood, emphasize aspects of a character or setting).
    - - Teacher will show note cards with tone words on them to the class. Students will make facial expressions to correspond with the words displayed.
      - Students will make a list of words (tone words) like the ones used previously, in a graphic organizer of words found in the story, as they read.
      - After think-pair-share to compare lists, teacher will call on examples and write tone words on the board, adding new ones as needed
    - - "Alright class so until class tomorrow I want you to be paying extra attention to the mood when you're around people and see if you can name the tone in conversations. Like if you got into a fight with your sister what tone do you think the fight would be in?"
- - - - RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
    - - Students will complete a worksheet identifying third and first person
    - - Teacher will divide the class into two groups and have students physically separate to be on one side of the classroom with their team.
      - One group will be third person and one group will be first person. Teacher will have students talk in their teams about what they think that might mean.
      - Teacher will, then explain what third person and first person are and how it is used in a story.
      - Students will read “Serious Farm” as a class and then discuss whether it is in first person point of view or third person point of view and what context clues lead them to that conclusion.
    - - "Alright so before we move on I want you all to take a look at the book you're reading right now and pay attention to whether it talks in first person or third person and why do you think that gives you a better understanding of the story."
    - - http://www.readwritethink.org/classroom-resources/lesson-plans/using-picture-books-teach-101.html