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Lesson Objective

Students will be able to list the five elements of story using an acronym.

Lesson Plan
Connection (3-5 mins): Yesterday we envisioned by making a movie in our minds and we became one of the
characters in our fiction books. Today, we will identify the five elements of a story; setting, characters, problem,
resolution, and solution by using a reading strategy acronym.
Teach (5-10 mins):
Students are seated on the carpet with a partner. Students will be expected to turn and talk to this partner throughout
the lesson. When we read it is important to think about the five elements of a story in order to help us understand
what we are reading. Teacher reveals class chart with STORY acronym.
STORY:
-Setting- Where the story is taking place
-Talking Character- characters in the story
-Oops a Problem!- problem in the story (something went wrong)
-Attempts to Resolve the problem- the characters trying to solve the problem
-Yes! The problem is solved- how the problem was solved in the story

Model (5-10 mins):


Teacher reads aloud story. I use The Name Jar by Yangsook Choi. I read aloud the first half of the book to model my
thinking. I noticed the story takes place on a bus and at school so far. I will add that to our STORY chart. I also
noticed that the characters that talked in the story so far are only Unhei, I will add her to the chart as well. So far I
think the problem in the story is that Unhei is being picked on during her ride to school and she doesnt want to tell
people her name. We havent finished the book yet so I cant add the O or Y to our story acronym yet. Lets keep
reading.
S- On a bus, in a classroom
T- Unhei
O- Ramas one shoe is missing
RYTeacher reads aloud the rest of the story. Now that we have finished the story we can go back and add to our R and
Y in the STORY chart. Turn and tell a partner what we should add to the resolution part of our chart. Have a student
share out response and add to chart. You all had great answers. Now turn and tell a partner the solution to Unheis
problem in this story. Teacher takes student responses and adds to class chart.
Active Engagement (15 mins):
Now that you have practiced identifying our STORY elements I want to give you a turn to read your own just right
books and complete a story chart. Students return to their seats to read independently.
Exit Slip (3-5 mins): During independent reading time, students should be filling in the elements of their story in a
graphic organizer. This organizer will be collected to determine which students need more practice with the skill.
Reflection: The acronym, STORY used in this lesson is helpful in reminding students or the elements of plot. I have
found that even later in the year students will return to the acronym for help with story elements. I create a poster to
hang in the classroom with this acronym that remains up all year long as a reminder.

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