Design for Learning

Instructor: CaDric Moulton & Abby Thurston Grade

Level/Cooperating Teacher: 3rd grade
Lesson Title: Identifying story elements!
Date: September 8,
2015
Curriculum Area: English Language Arts
Estimated Time: 1
hour
Standards Connection:
8.) Compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar characters (e.g.,
in books from a series). [RL.3.9]
Learning Objective(s):
Students will be able to identify theme, character, setting, and plot by
recalling information from a variety of texts and listing them through
discussion and written assessment.
Learning Objective(s) stated in kid-friendly language:
You will be able to pick out elements to a short story when reading a
fictional passage with 100% accuracy.
Evaluation of Learning Objective(s):
Students will be required to read a fictional passage and answer
questions related to the passage based on elements of a story,
character, setting, and theme. Each student will work independently so
the teacher is able to identify students who need more guidance in
identifying story elements. If the student is not able to meet the
required level on the rubric, appropriate re-teaching will occur in either
small groups or the whole class depending on the proficiency of each
student. The teacher will know which student(s) need enrichment by
their ability to meet the requirements on the rubric.
Engagement:
In order to begin the lesson the students will be called to the carpet,
surrounding where the teacher will be teaching a majority of the
lesson. This carpet is no ordinary carpet; it is a depiction of a world
map, where each of the students will have an assigned nation/country
on the map to sit on. To make sure the students are completely
engaged in the lesson, the teacher will say, 1,2,3 all eyes on me!
Once the teacher has the students attention she will begin asking the
students various questions about story elements, a concept they have
been working on in class. Students, today we are going to
continue working on story elements. Remember we have been
learning about different story elements for a while now. Can
someone name a story element for me? The teacher will call on
one of the students. The students have learned the story elements;
setting, plot, character, and theme. The students have a full
understanding of the different story elements. In previous classes they
have worked on mastering the various types of story elements and
have a full understanding of what they are, the definition. Great!
Good job class! Setting, Plot, Theme, and Characters are the
story elements we have been working on. The teacher will then

play a video she has previously viewed for the class related to story
elements, this video will ensure that students are engaged in the
lesson (video link is attached below). Since we have been learning
all about story elements I have found a video I think you all
will really enjoy. The teacher will then play the video. Once the video
is complete the teacher will ask students various questions pertaining
to story elements. Class, what did you all think of the video? The
teacher will listen to the students responses by calling on students who
raising their hands. Great! I enjoyed it too, I thought it would be
great for us to listen to a rap about all the story elements we
have been learning. The teacher will then ask the students about the
story element that were mentioned in the video. Can someone
please tell me what a setting is? The teacher will call on a student
who is raising their hand. The teacher will repeat this process with the
other story elements. (Theme, character, plot, and setting) Great! The
setting is the location the story takes place. What about a
theme? Great! A theme is the message that we learn from a
story. Can someone else tell me what a plot is? Right! A plot is
the main idea of the story, what took place in the story. Last
question, can someone tell me what a character is? Correct! A
character is a person who takes part in different events in a
story. Good job class! You all remembered the different story
elements. The teacher will then transition into the teaching portion of
the lesson.
https://www.youtube.com/watch?v=c6I24S72Jps
Learning Design:
I. Teaching:
The teacher will begin by identifying the objective, letting the students
know what they are going to be learning during this teaching segment
of the lesson. Like we previously mentioned, there are four
different elements of a story that help us understand and
comprehend the book to our full extent: characters, settings,
plot, and themes. I know that we have been going over these
elements of the story, and we just previously asked you what
you already know about them. I am going to place a poster in
the front of the class that is going to help us in our ability to
identify the story elements. Please look over this poster to
help refresh your memory from past learning. Yesterday, I gave
you all a book to read for homework. It was from the Frog and
Toad are friends series, and it was full of story elements! And
full of wonderful cookies. The teacher will point to the book labeled
Cookies from the Frog and Toad are Friends series. I hope that you
all thought of some while reading the story last night. Today
we are going to read A Lost Button from the same series.
Can anyone give me a guess as to what this book may be
about? Raise your hand if you would like to share. Thank you!
Those are all good guesses as to what this book may be about.
Lets refer back to the poster of the story elements. Keep
these elements in mind when I am reading you this book. The
teacher will read this story out loud to the students, making sure to
read with accuracy, at a steady pace so the students can absorb all of
the details. I like how you all used your listening ears to pay

attention to me reading this book. Everyone, check your

pocket partner for today (classroom management and organization
tactic) and have a conversation talking about these story
elements. See what you both have to say about the story
elements, and then we will come together as a class to have a
whole group discussion. The teacher will allot 5 minutes for partner
conversation, allowing adequate time for teaching and to talk together
as a whole entity. The teacher will walk around during these five
minutes to make sure that the students are staying on track and
following correct classroom behavior. 1,2,3 all eyes on me! Lets all
come together as a class and talk about it! Lets start with the
characters. Can someone raise their hand and tell me the
characters of the story? Good, frog and toad. There are only
two characters in this story, but there can be more than two
characters! Can someone tell me which character in story are
the good friend and helper? Good! Its Frog! And how would
you describe Toad in this story? Right, he is a little grumpy.
Lets move on to the setting of the story. Raise your hand if
you think you have an idea. Its a little hard to decide what the
setting in this story is because they are on a walk. I would say
the setting is the path that they are walking on around their
homes. Halfway there! Now lets identify the plot. What do you
think the plot of the story is? The teacher will give the students
ample time to wait for the students to think more about it. Good! The
plot of the story is that Toad lost his button, and Frog and Toad
are on the search for his button while the stumble across other
buttons that aren't Toads. How funny is that? Who knew they
would find so many buttons? I wonder if someone else was
missing those buttons and looking for them? (Questions that
encourage thinking outside of the story) Lastly, did anyone pick up
on any themes of this story? Again, the teacher needs to give the
students time to think so all of them can have the opportunity to
answer. Good! The theme in this book is true friendship. How
did you see friendship in this book? Good, through Frog. It was
obvious that Frog cares a lot for toad and wants the best for
him. Frog spent his time looking for the lost button, collected
all of the ones that they found, and then made him a whole
new jacket made out of all of the buttons! What a good friend
he is! Did this teach or show you all how to be better friends? I
hope so! Now we are going to go over what we are all thinking
about: cookies. The teacher will make a chart with the four story
elements on the board. He or she will then pull out the previously
prepared cards with each of the story elements on them from the book:
Frog, Toad, Knowledge, Eating yummy cookies made by Toad,
Frog says they should stop eating the cookies and hide them, and
Frogs house The students will have to sort them under the correct
story element. Now class, I want you all to sort each of the
words or phrases I have on these cards under the
corresponding story element. Who can tell me the characters?
Let me see your thumbs (teaching tactic) if you have an
answer. Good! Frog and Toad. The teacher will post the characters
in the correct place on the chart. Thank you! Next, let's think
about the setting. Let me see your thumbs if you see the
setting here. Good! It is Frogs house! The story begins at

Toads house when he makes the cookies, but then he

immediately runs to Frogs house to enjoy the cookies with
him. The majority of the story is in Frogs house! Now, let's
think about the plot. Can I have a volunteer come and move
one card for me? Good! And one more volunteer? Thank you!
Right, Toad makes the cookies and Frog and Toad eat them
together, and try to hide them! Lastly, we have the themes:
Will power. In the book, it tells you what will power really is.
Can anyone remember and tell me? Raise your hand! Good, it's
trying hard not to do something that you really want to do!
The cookies are so yummy and tasty, and they want to keep on
enjoying the cookies! But, all of those cookies will eventually
give them a tummy ache and make them sick, so they needed
the willpower to stop eating the cookies so they don't get sick.
Which character introduced will power? Good, it was Frog! Frog
seems to be the smarter one of the two friends. The teacher will
pull out a box of Oreos. Look at these Oreos I have here! I love
Oreos, they are milk's favorite cookie! I want to eat this whole
thing of cookies. But should I? No! I would get so sick! So I
need the willpower to only eat one, and share the rest with
you all! The teacher passes out one cookie to each of the students,
and eats one herself. Will you all have the willpower to just eat
one? You can remember this story next time you have a plate
of cookies in front of you. We just identified four story
elements within two books! How impressive! Everyone give
yourself a pat on the back and say good job to the person next
to you!
II. Opportunity for Practice:
Now, we are going to do something a little different. I need
everyone to find his or her partner again. Students have been
assigned partners in a previous class, when working with a partner
they always work with the same one unless instructed to do otherwise.
Once you have found your partner one of you will get up and
get a clipboard and pencil for each of you from the supplies
station in the back of the classroom. So, each group should
have two clipboards and two pencils, one for each of you. The
teacher will then allow the students to get a clipboard from the back of
the classroom. Once all of the students have returned back to the
carpet the teacher will continue with the directions. Ok, does
everyone have a clipboard? Great! Now I am going to give
everyone this piece of paper, you are going to use this after we
watch the video. The teacher has made a sheet that has four
different categories with writing space for the students to record what
they notice in the video related to; setting, character, theme, and plot.
Once the video is over they will discuss their findings with their
partner. Once the video is complete you will have time to talk
with your partner to share what you thought belonged under
each story element. Make sure you talk to your partner and
work together! The teacher will remind students that there may be
multiple settings and characters. I will leave the posters we used
earlier in class today on the board, so you can remember what
to look for regarding the story elements. So remember while
you watch the video you and your partner will be looking for

characters, themes, the plot, and the setting. The teacher has
the video on the computer she turns the projector on. Does everyone
understand what they are supposed to be doing? Great! The
teacher will begin to play the video. Once the video is complete the
teacher will give the students 5 minutes to talk with their partner and
fill out their worksheet. She will then begin to call on groups to share
what they thought belonged under each story element. Does anyone
have any questions about the video we watched or about story
elements? I think you all did a great job picking out story
elements! You all should be very proud of yourselves. The
teacher will then give students the opportunity to practice identifying
story elements by having students read a passage with their partner
(Creepy Carrot- teacher has printed copies). Now lets practice
identifying story elements by reading a short passage. I am
going to give each group one short passage. I want everyone
to read it. After you have read it I have placed on the tables
highlighters, there are four different colors. You will use a
different color for each story element. For example if you
notice the setting in the passage you can highlight it with an
orange highlighter. Class, listen very closely because this part
is a little different, for the plot and theme you can highlight
information in the passage that you think is important and
helps you know what the plot and theme are. The teacher will
give students a chance to think about the directions that were given.
Good! Now you can either work at a table or somewhere in the
classroom. Make sure you all work together! The teacher will give
students time to work on this portion of the lesson. This portion of the
lesson will not take the students long to complete. The teacher will call
the students together and discuss any misconceptions and correct any
errors. Classes please come back to the carpet so we can all
share what we found for our story elements. Can a group
please share what they highlighted? The teacher will listen to the
students responses ensuring they all have an understanding for story
elements.
https://www.youtube.com/watch?v=uviu53RcHwc
III. Assessment
The teacher will ask the students to return to their seats. Once the
students are seated the teacher will give the students a short passage
that the students will read and complete a worksheet. The teacher will
assess the students performance based on a rubric. (Rubric is
attached below the lesson plan, the passage comes from A Bad Case
of Stripes-teacher has printed for students) Good work everyone!
Class, I am so proud of how hard you all have been working! I
need everyone to return to there seats please. We are going to
do one more thing before we finish discussing story elements
for the day. Once the students are in seated the teacher will give
students directions related to the assessment. Everyone is going to
be given a short passage and a piece of paper similar to the
one we used with our partners when we watched the video.
Once you have been given both pieces you will read the
passage and fill in the information related to the story
elements we have been working on identifying today. Each

page has a section labeled character, theme, setting, and plot.

You will be responsible for writing something under each
category. Make sure you use complete sentences and do your
best writing work. Does everyone understand what they are
going to be doing? Great! The teacher will then pass out the
passage and the worksheet the students will be completing. While the
students are working the teacher will walk around the classroom
checking on the students.
IV. Closure:
Can we come to the carpet and talk as a class about the story
elements we identified today? Can someone tell me how these
story elements help us in our understanding of the book or
novel? Put your thumbs up if you think you have a guess. Give
the students time to think and wait until almost all thumbs are up.
Thats right story elements help us understand the story. They
turn the book from just being words on a page into a
visualization in our heads and helps us apply what we learned
to new and old readings. We grow in our appreciation of
different stories, and hopefully it will help us in the future with
coming up with our own stories. Every good story needs
characters, a setting, a plot, and themes. Now I want to hear
from you. What was something new you learned today? Let 2-3
students share. Awesome! Do you have anything else that you
might want to look into and learn more about after learning
how to identify story elements? In our next portion of the
school day we are going to work on writing, especially journal
entries. Our question will be based off of how you personally
will apply story elements in the future. Thank you all for your
participation in the lesson. Because you all stayed on task
during this lesson, I will add one marble to the fishbowl! We
are almost to the top of the fishbowl! (Classroom behavior
implementation)
Materials and Resources:
Whiteboard
Dry erase markers
Posters with the story elements
Clipboards
Pencils
Short passages- used during practice and the assessment
Projector
A Bad Case of Stripes
Creepy Carrot
Video of the story elements
Video for the students to work in groups
Frog and Toad are Friends: Cookies
Frog and Toad: A Lost Button
Oreos
Cards for students to categorize the story elements on the board
Worksheet created for students to record the story elements
while they watch the video
Worksheet for students to complete for the assessment

Highlighters- 4 different colors

Differentiation Strategies (including plans for individual

learners):
Students who met the objective: Have them pick their own book
that they are interested in reading, and find potential story elements
throughout the book without the help of the poster.
Students who fell below the objective: Have them take one book
at a time and analyze it again. Have them complete a graphic
organizer where they can take in depth notes on one of the books and
their story elements using the provided poster.
Data Analysis:

Reflection:

https://www.dropbox.com/s/w2pn3x1ud6ex98m/ThemeFreebiepdf.pdf?dl=0

Can identify
Story elements Sentence
story elements are supported structure
by the text

Participation

Excellent Identified all

story elements
with no errors.

All story
Has excellent
elements were grammar and
supported by the punctuation.
text.

Student was fully

involved in the lesson,
worked well with others,
and had a positive
attitude.

Good

Identified a
majority of the
story elements
with 1 error.

Some story
elements were
supported by the
text.

Student wasnt fully

engaged, worked well
with other, and had a
positive attitude.

Fair

Identified some Student did not

story elements, use the text.
had 2-3 errors.

Had few
grammatical and
punctuation
errors.

Many
Student wasnt engaged
grammatical and and did not work well
punctuation
with others.
errors.

Name: ________________

Date: ___________

Setting:

Theme

Character:

Plot:

practice

Samford University
Design for Learning

https://www.dropbox.com/s/w2pn3x1ud6ex98m/ThemeFreebiepdf.pdf?
dl=0

Samford University
Design for Learning