Creating Story Elements Flap Books

Submitted by mymkface on Fri, 05/18/2012 - 20:40Printable version Bookmark and Share
Created By:
Jacalyn Baxley
Title/Role:
Library Media Specialist
Organization/School Name:
Rapid City Area Schools
Location:
South Dakota

Grade Level:
1
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Moderate
Content Area:
Language Arts
Content Topic:
Literature - Story Elements
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
Dispostion Indicator(s):
2.2.4 Demonstrate personal productivity by completing products to express learning.
Self-Assessment Strategies Indicator(s):
1.4.4 Seek appropriate help when it is needed.
Scenario:
At the conclusion of a unit on story elements, the teacher and librarian will co-teach students in creating a Story Elements Flap Book. To begin the project students will need to have an understanding of what the story elements are and how to recognize them in a story. Following an introduction to the final project, the librarian and teacher will help guide students with their individual Flap Book.

Overview:
Story elements are key parts to every story. Essential questions: What character traits would you use to describe the characters? What key details would you use to describe the setting? What key details would you use to describe major events?

Final Product:
Story Elements Flap Book which includes the story elements of Character, Plot, Setting, Problem, and Solution.

Library Lesson:
As a class and with a partner students will be able to identify basic story elements which work together to give the story a beginning, middle and end.

Estimated Lesson Time:
90 minutes
Assessment
Product:
The Story Elements Flap Book will be assessed for correctly identifed story elements through individual conferencing with the students.

Process:
The teacher and the librarian will assess student progress and work through observation and the completed pair share chart.

Self Questioning:
Students will ask: Did I correctly identify the story elements in my story? Did I ask for help if I needed it? Did I do my best work with my partner?

Instructional Plan
Resources students will use:
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Laptop
Smart board

Instruction/Activities
Direct instruction:
To begin the project the teacher and librarian will check that students have an understanding of what the story elements are and how to recognize them in a story. This will be done through reading aloud Arthur Writes a Story by Marc Brown and reviewing in a class discussion.

Modeling and guided practice:
Using the story read aloud, the librarian and teacher will ask students to brainstorm what items should go in each category on the Flap Book. As a class a sample chart will be completed.

Independent practice:
Students will pair share to make a chart of story elements placed appropriately using an Arthur book of their choice.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Pairs may use talking books in whatever format is available (CD, apps, ebook, etc.)
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.1.W.1 » English Language Arts » Text Types and Purposes » 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (1)

CC.1.W.2 » English Language Arts » Text Types and Purposes » 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1)

CC.1.W.3 » English Language Arts » Text Types and Purposes » 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (1)

CC.1.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Ask questions to clear up any confusion about the topics and texts under discussion. (1)

CC.1.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (1)

CC.1.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1)

CC.1.L.4 » English Language Arts » Vocabulary Acquisition and Use » 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. (1)

CC.1.R.L.1 » English Language Arts » Key Ideas and Details » 1. Ask and answer questions about key details in a text. (1)

CC.1.R.I.2 » English Language Arts » Key Ideas and Details » 2. Identify the main topic and retell key details of a text. (1)

CC.1.R.I.3 » English Language Arts » Key Ideas and Details » 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. (1)

CC.1.R.I.5 » English Language Arts » Craft and Structure » 5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (1)

CC.1.R.I.6 » English Language Arts » Craft and Structure » 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (1)

CC.1.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Use the illustrations and details in a text to describe its key ideas. (1)

CC.1.R.I.8 » English Language Arts » Integration of Knowledge and Ideas » 8. Identify the reasons an author gives to support points in a text. (1)

CC.1.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (1)

CC.1.R.I.10 » English Language Arts » Range of Reading and Level of Text Complexity » 10. With prompting and support, read informational texts appropriately complex for grade 1. (1)

CC.1.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (1)

CC.1.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). (1)