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Carley Marion and April Collins are teaching 4th grade at Meredith Elementary.

The students in our class have been learning the narrative elements of a story, and how to write a complete and accurate summary of a story. We will be working with small groups to refine and improve their skills in this area. The students will learn to analyze the narrative elements of a fictional story and be able to provide details and a summary of the story. Our learning goals are for the students to have a complete comprehension of narrative elements and how to write an accurate summary of a fictional story. We will teach them to be able to identify the exposition, rising action, climax and resolution of a story and give specific examples of each element from the passage. We will also review with the students how to write a complete and sequential summary of the story using narrative elements as guideposts in their writing. We will teach the students by reviewing the narrative elements and their definitions in an interactive way. We believe in employing different types of learning styles. Our lesson will employ both visual and kinesthetic learning (by providing definitions on card stock and the giving students the opportunity to color them in) as well as auditory learning (by verbally defining the narrative elements). Our underlying method of teaching is to engage the students by having them actively participate. We will have them provide their prior knowledge on narrative elements. We will have them give examples during the reading. Finally, we will have them work independently on writing exit slips. We will have the students create a graphic organizer during the lesson which will, once completed, provide them with concrete examples of the narrative elements and which they will use as a tool to organize their thoughts as they are reading along with the teacher (who will be reading the story aloud).

The students recently completed a unit on summarization and narrative elements. Some of the students struggled with the concepts and require further review (based on assessments done in class). We have planned this lesson in order to reinforce what was taught in class and give more personal attention to the students who struggled with the original lesson. Being able to identify and analyze narrative elements, as well as provide a summary is a standard in Pennsylvania for the fourth grade. Students are required to write accurate constructed responses for the PSSA in fourth grade, and this lesson gave us an opportunity to review those skills as well as skills in the Pennsylvania Curriculum Standards. We discussed different stories with our classroom mentor, who suggested the Encyclopedia Brown series. We decided it was accessible for the students who struggled with the original lesson, and because it was on reading level P and this is an appropriate level for almost all of the students who need extra assistance with this topic.

Goals / Objectives: Students will be able to summarize a passage of fiction and be able to analyze narrative elements of the story including exposition, rising action, climax, and resolution. Standards and Assessment Anchors: Assessment Anchor: Understand fiction appropriate to grade level. Standards: o R4.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. Note: Items may target specific paragraphs. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text. o R4.A.1.5.1: Summarize the key details and events of a fictional text as a whole. Materials and preparation List the materials you will need to prepare for the lesson. Child scissors Colored pencils Encyclopedia Brown Carries On by Donald J. Sobol Worksheets with narrative elements and definitions for students to manipulate Graphic organizer for summary Pencils Exit slip Ziploc bags Classroom arrangement and management issues Students will be seated at rectangular tables in the library at a time when the library is unoccupied Students will bring their materials to the library (pencils and colored pencils); all other materials will be provided by the teacher in the library Expecting students may be boisterous; teachers will set expectations about behavior in the library. o Teachers have arranged to give the lessons during times when the library is available and there wont be additional distractions from other students

Lesson Plan (45 minutes) 1) The hook (8-10 minutes): The teacher will explain the lesson objective for students to be able to summarize a fictional story and identify appropriate narrative elements. Access prior knowledge: o Ask students to define each of the four narrative elements Exposition Rising Action Climax Resolution Students should have enough prior knowledge, since this lesson was reviewing a lesson they had previously done in class. Teachers will then provide students with card stock printouts of the narrative elements and definitions that are not in a particular order. Students will cut out each definition and number them in the correct order from exposition to resolution. We decided to have students define the terms themselves and then provided them with the definitions on the cardstock. We wanted to access their prior knowledge before giving them the cards. Students will be invited to decorate them with colored pencils so that they will be more inclined to keep them and use them in the future. Ziploc bags will be provided to store them for future use. 2) The Body of the Lesson (22-25 minutes): Introduce Encyclopedia Brown Carries On by Donald J. Sobol and the passage the teacher will be reading aloud The Case of the Giant Mousetrap (8 pages) Yes, each student will have a copy of the book The teacher will pause at the end of each narrative element in the story and ask students to analyze that section and provide an example or evidence supporting their reasoning why the passage corresponds with that narrative element We stopped reading the book at certain parts to ask where we were in the story exposition, rising action, etc? o During each break of the passage, the students will utilize the graphic organizer to take notes for their summaries of the passage We did share answers so students could be sure they had written the correct thing down. 3) Closure (10-12 minutes): Students will be given an exit slip to complete as an assessment o Exit slip: Give a summary of the story. Make sure to T.A.G. it! Yes, the idea was to use an idea from their notes to complete the exit slip. They are familiar with using the TAG strategy Questions will be interspersed sequentially as the teacher reads the story. The teacher will ask for volunteers to answer the questions. If the students answer incorrectly, the teacher will ask another student to answer and if two answers to the same question are

Nancy Levitt 11/3/11 12:15 PM Comment: Do you think students have enough prior knowledge to come up with definitions for these terms? If you think that this might be hard for them or if they struggle you could ask them to define these elements using a simple story that they are all familiar with like Goldilocks and the Three Bears and help them transfer the specific elements to more general definations. Nancy Levitt 11/3/11 12:20 PM Comment: Are they matching definitions and terms, this could be a way to begin this lesson and after matching definitions and sequencing them, they could then generate definitions in their own words and be encouraged to write them own understandings on their cards. Rather then decorate they could illustrate each term or create symbols or a diagram of what these elements look like in a story. Nancy Levitt 11/3/11 12:36 PM Comment: Will the students have a copy of this passage to refer to? It might be hard for them to be able to do this just by hearing the text read aloud. Nancy Levitt 11/3/11 12:50 PM Comment: Would highlighter be helpful here? Nancy Levitt 11/3/11 12:37 PM Comment: Will these notes to shared or reviewed to make sure that students are on track with their answers.

Nancy Levitt 11/3/11 12:46 PM Comment: Is the idea that they will use one statement from each section of the graphic organizer to develop there summary. Nancy Levitt 11/3/11 12:47 PM Comment: The TAG strategy is one that they are familiar with using.

incorrect, the teacher will guide students to the right answer and provide substantial evidence from the passage to support it. Questions for discussion: 1. Who is Encyclopedia Brown? Who is his father? 2. Can you describe the exposition for me? 3. Give me two examples of rising action. 4. When was the climax? How do you know that? 5. Describe the resolution of the story. Assessment of the goals/objectives listed above: Exit slips will be used to assess student comprehension of the lesson and gather information about the extent of their understanding Exit slips will also be used to gauge if the lesson was effective Students will be graded using a scale of 0, 1, 2, 3: o 0: The response provides insufficient material and is inaccurate o 1: The response is incomplete and inappropriate details or examples have a major effect on accuracy o 2: The response provides a partial answer, which may contain minor inaccuracies o 3: The response provides a complete answer with specific, appropriate, and accurate details Our hope is for the exit slips to provide us with more detail, regarding what they understood and what they got wrong would be something we would focus more on later on. Anticipating students responses and your possible responses High expectations of student behavior and involvement will be set prior to the beginning of the lesson If students show marked difficulty with narrative elements, the teacher will provide concrete examples and evidence from the passage The teacher will also provide one-on-one assistance, while other students are independently completing exit slips Accommodations The teacher will also provide one-on-one assistance, while other students are independently completing exit slips Great advice, thank you! Accommodations for students who may need greater challenge and/or finish early? Students can read the next short passage: The Case of Bugs Meany, Thinker

Nancy Levitt 11/3/11 12:51 PM Comment: The exit slips should provide you will evidence of their understandings.

Nancy Levitt 11/3/11 12:53 PM Comment: When assisting a student you will want to make a note of the support you offered to gage what they knew and where they struggled.

and provide a short summary using their summarization strategies. Students will be given an incentive to complete this work (i.e. extra credit or table points) The lesson was actually too long and so no table points were rewarded! Each student was working at the finish time. I tried to think of something else they could do if they finished early, and I agree that illustrations are a nice reward also.

Nancy Levitt 11/3/11 12:57 PM Comment: For students who diligently completed the work you asked of them, I always like to make the work for early finisher a fun reward. You do mention that earning table points is motivating but Im wondering what else could be enriching and fun. Could they develop illustrations to go along with their summaries?