USF Lesson Plan Victoria MacDonald

EDE 4944 Group size: Whole Date of lesson: 11/7-11/8

Grade: 3 Subject: Reading/ Story Structure
Lesson Content

What Standards
(national or state)
relate to this lesson?
(You should include ALL
applicable standards.
Rarely do teachers use
just one: theyd never get
through them all.)
RL. 3.5 : Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms such as chapter,
scene, and stanza; describe how each successive part builds on
earlier sections.
Where does this chapter/scene/stanza fit
into the story structure (introduction, rise in action, climax,
fall in action/resolution, conclusion)?

Essential
Understanding How does a story build on and relate to different sections in the story?
(What is the big idea or
essential question that
you want students to
come away with? In
other words, what, aside
from the standard and
our objective, will
students understand
when they finish this
lesson?)

Objectives- What are

you teaching? After reading a story, students will be able to explain where chapters of a
(Student-centered: What story fit with the story structure accurately and with few to no errors.
will students know and
be able to do after this
lesson? Include the
ABCDs of objectives:
action, behavior,
condition, and degree of
mastery, i.e., "C: Given a
sentence written in the
past or present tense, A:
the student B: will be
able to re-write the
sentence in future tense
D: with no errors in tense
or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)

Rationale
Address the following - I am teaching this objective therefore students can better
questions: understand and connect the story together.
Why are you - This lessons fits within a larger reading unit. Students are
teaching this learning about the different elements within different types of
objective? books.
Where does this - I am teaching the lesson this way the students can have
lesson fit within a many connections to the content.
- It is important for students to learn this concept because it
larger plan?
will help them as readers but also as writers. This concept will also
Why are you
be on future tests.
teaching it this
way?
Why is it
important for
students to learn
this concept?

Evaluation Plan- How Preassessment:

will you know students - 3 questions based on vocabulary of content
have mastered your (introduction, climax, conclusion), to gauge how much prior
objectives? knowledge students have.
Formative:
Address the following:
- Anecdotal notes on students answers.
What formative
- Observation of students discussions.
evidence will you use to
- How well students fill out story structure worksheet.
document student
Summative:
learning during this
lesson? - Students will work in pairs to fill out a story map after
What summative a read aloud. (Not assuming there will be mastery at this
evidence will you point.)
collect, either during this
lesson or in upcoming
lessons?
What Content
Knowledge is necessary
for a teacher to teach
this material?
What background
knowledge is necessary
for a student to
successfully meet these
objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know
about them?
What do you know
about their readiness for
this content?
What misconceptions
might students have
about this content?
Teaching Methods
(What teaching
method(s) will you use
during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner
word, etc.)
Step-by-Step Plan Time
(What exactly do you
- What the vocabulary means. (Introduction, rise in action,
climax, fall in action/resolution, conclusion).
- The stories that are read prior to lesson.
- Students need to have a common story they know to
be able to discuss story structure. (Either read a new short
story to the students or discuss a common story, like
Cinderella or 3 little pigs).
- 3rd grade students with a wide interest in types of
books.
- I have some students who learn very quickly and some
who need the information multiple times.
- With simple stories students will be able to understand
this concept.
- Students may have a hard time understanding the
resolution and conclusion. They are two different things and
many will try to answer them the same way.
- What is considered as the rise in action and fall in
action? (Details!)
Lesson Implementation
- Direct instruction
- I do, we do, you do (Scaffolding)/ gradual release of
responsibility model
- Turn and talks
- Read aloud
- Learning by song
Who is Each content area may require a different step-by-
responsib step format. Use whichever plan is appropriate for
plan to do in teaching
this lesson? Be thorough.
Act as if you needed a
substitute to carry out the
lesson for you.)
Where applicable, be
sure to address the
following:
What Higher Order
Thinking (H.O.T.)
questions will you ask?
How will materials be
distributed?
Who will work together
in groups and how will
you determine the
grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students
do?
What student data will
be collected during each
phase?
What are other adults
in the room doing? How
are they supporting
students learning?
What model of co-
teaching are you using?
le the content taught in this lesson. For example, in
(Teacher science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the
Students) Idea; Explanation/Organizing the Idea;
?
Extend/Applying the Idea; Evaluation).
Day 1: Goal: Go over the story structure/ Relate
roughly to a story.
1. Have a computer ready to project
outline.
2. Have paper passers pass out the
handout for students to take notes on.
3. We are going to go over the story
structure.
4. Learning about the story structure
will help you understand the story better,
help you enjoy reading more, and it can
help you with your writing.
5. Project outline. This is what we are
going to use to help us understand the story
structure. And TOMORROW we will be
filling one out about a story called Owl
Moon. Raise your hand if you have ever
heard of Own Moon before...
6. We will start from the beginning,
which is called the introduction. The
introduction talks about the characters,
setting and what they are doing(introduces
a problem) Write on the board.
a. For example, in
Junie. B Jones books they always
start out talking about who she is
(characters), the other people
around her, where she is(setting)
and what her current problem is
(Junie B. always seems to run into
new problems).
7. Rising action: Then starts the rising
action. This is where different events
happen and start building up to the main
event or turning point of the story.
 a. For example, has
everyone seen Frozen? Can i use
that as an example class?, Elsa
becomes queen, everyone finds out
she has powers, she runs away and
everything turns into ice and snow,
Anna goes on an adventure to go
find her, they meet and fight and
then Elsa gets caught. These are all
the rising action which are heading
towards this big event of.... (This
fits within the rising action of a
story because the events that happen
are building up to a turning point of
the story)
b. Or for example,
INSIDE OUT:
8. Climax: The big event, the turning
point, when the story is at its most intense
is called the climax (write or circle on
board).
a. Example:
(FROZEN) eventually Anna has to
make this big decision to save
herself or to save her sister Elsa.
That is then the turning point,
which is the climax. (This is the
climax or turning point of the story
because the main character(Elsa)
made a decision and it solved the
problem of the story)
b. Turn and talk (Can
you and your partner think of an
example of the rising action and the
climax of a story?)
9. Falling action: The series of events
immediately after the climax. Its wrapping
up all the last loose ends and it is building
down towards the final resolution and
conclusion.
a. For example: In
 frozen, Elsa figures out how to melt
all the ice, Hans gets locked up,
Anna and Elsa are close again.
These are all events that are leading
to the end of the story.
10. Resolution: When the problem or
CONFLICT of the story has been resolved
or solved it is called the resolution. What
happened to solve the problem? That is the
resolution.
a. So in Frozen what
solved the problem? What did
Elsa figure out the answer was to
her problem? (love)
b. In the Miss Agnes
book, talk about with your shoulder
partner, what was the problem
throughout the book, and what was
the resolution or how was it solved?
11. Conclusion: Lastly we get to the
conclusion. Which you have more practice
with ourselves when writing. The
conclusion is the ending, but it doesnt just
say THE END for us to know its the end
right? Authors finishes stories with endings
that possibly ties the story back to the
beginning of the story, it tells us the lesson
of what the story was trying to tell us. It is
what happens because the main characters
solved the problem and it helps finalize or
complete the story.
a. FOR EXAMPLE, in
many Junie b Jones books she tells
us her reasonings of why the way
she solved her problem was the
right way to do so. But hardly does
the ending of a story just say THE
END.
b. Thinking of the
ending of Frozen: that didnt just
stop and say the end right? It ended
 with a the problems solved and
everyone skating in the town. It tied
everything together.
12. That is a lot of parts to a story right?
But knowing these will help you
summarize in your mind when you are
reading a story. This will also help you
understand the story and be able to get
more information out of the story. IT WILL
HELP YOU ENJOY IT MORE! It will
also help you with your writing! THINK if
you know how to build a story you can
build just about any story you can think of.
13. I have a fun way to help you
remember how to remember ALLL this
information. Do you want to know how?
14. Through a song!
15. Listen to directions first! I want
everyone stand up and find a quick and
smart place in the room where you can see
the board so you can sing along quietly..
You have 5 seconds.. GO!
16. Quietly sing through song once.
17. Second time add hand motions.
18. Third time for practice.
19. I want the paper passers to come up
(they pass out the paper with the song
lyrics) and everyone to sit back down.
20. Have students sit back down
quietly. Sits down quickest and quietest
gets table points.
21. Put away in your READING folder.

Song:
Introduction, introduction,
Characters , characters,
What is the setting,
What are they doing,
Characters, characters.
 Rising action, rising action,
What is the problem, what is the problem,
Trying, failing, trying failing,
What is the problem, what is the problem.

Climax, Climax,
Dramatic moment, dramatic moment,
Overcoming, Solving problems,
Dramatic moment, dramatic moment.

Falling action, falling action,

Building down, building down,
Wrapping up loose ends,
Heading towards the ending,
Building down, building down.

Resolution, resolution,
Solving the problem, solving the problem,
What happened,
To solve the problem,
Solving the problem, solving the problem.

Conclusion, conclusion,
The end, the end,
No more problem,
No more story,
The end, the end.

Day 2: Goal: Go through a story with story

structure.
1. Paper passer pass out Story Map
paper for everyone.
2. I want out to bring your the paper, a
pencil and something to write out down to
10
minu the carpet.
3. I want to see smart seating choices,
tes
I shouldnt have to move anyone.
4. Our helper can give out tickets
please.
5. Go over the story structure.
 a. There is the
introduction which has what 3
characteristics we are looking for?
(Characters, setting, and the
problem or conflict of the story)
The main characters will be doing
something to solve this problem.
The introduction sets the mood for
the story. Will it be a upbeat,
intense, action packed, drama filled
story?
b. Can I see a hand for
then what is next? Rising action
(events building up to climax, steps
used to try to solve the problem/
events that are happening because
of the main problem/conflict of the
story)
c. How do we describe
the climax? (the turning point, most
intense/ exciting part of the story
for the characters/ trying to fix that
main problem of the story)
d. Then what is
15 immediately after the climax?
mins (falling action). Falling action are
the events that happen right after
the climax. They build the story
down towards a conclusion and they
finish any loose ends of the story.
e. What is the
resolution? Resolution is what
solved the conflict or problem of
the story. What the character did to
solve the problem.
f. What is the very
end? What do we call that?
(Conclusion is the end of the story)
In what ways could an author end a
story? Tell a partner.(By connecting
 it back to the beginning of the story,
explaining the lesson of the story,
ending the story with the fixed
problem and the outcome)
6. Miss. Agnes story structure:
a. Title
b. Characters
c. Setting
d. Conflict/ Problem
e. Rising Action:
i. Miss
Agnes came to town
ii. Miss
Agnes brought books, maps,
and things to decorate the
room with her.
iii. She
couldnt smell fish.
iv. She
showed the importance to
learn ALL the subjects.
v. She
had Bokko start school
f. Climax: Bokko told her Mamma in Sign
Language that she was pretty.
g. Falling action:
Mamma made Miss Agnes bread.
The village started to like school.
The town went to fish came and
they came back.
Miss Agnes was still there.
H. Resolution: Importance of education
I. Conclusion: They come back to the
village and Miss Agnes is still there and
they are very happy.

7. Im reading this story so we can get

an idea of what the story structure is of this
story. So keep that in mind as you are
paying attention. This is an AR book so you
can take a test on it if you feel like you
have listened well enough to pass. I would
pay attention!
8. I do not want your writing anything
until we discuss.
9. Start read aloud: Owl Moon by Jane
Yolen
10. Read through once completely.
11. I want you to partner up with a
person next to you! Choose smartly! Those
who cant work together know who they
are.
12. We are going to start with the
elements in the introduction which are
(Characters, setting and problem)
13. Turn and talk to your partner about
who the characters are. (Pa and I), the
setting (the forest), the problem (Trying to
find an owl)
14. Now we are going to talk about her
resolution. Listen to the last page again
Now turn and talk about what was her
resolution? (No talking, or warmth, but to
have hope)
15. With your partner now, I have a list
of events that happened in the story, but I
didnt put them in order. You and your
partner have to figure out where the events
go in the story map. It will fall under rising
action, climax or falling action.
16. There are only 5 events under rising
action keep that in mind. Put them in
chronological order (in the order they went
in the story/time order)
17. Have a quick buddy check! Make
sure your partner and you have the same
answers. You have one minute!
18. Have students go back to their
tables and put away their sheets in their
READING folder.
19. Looking for tables that are quietly
and ready to continue.
 20. Table points!

What will you do if a student struggles with the content?

Students will be able to talk about content with shoulder partners.
We will be reviewing the content repeatedly.
Possible change to pull small group at a later time period.

What will you do if a student masters the content quickly?

Ask students to explain in further detail.
Future: Possibly could ask to see them use the outline for a book they are
reading independently.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners Using books/stories that the students know so they can relate to.

If applicable, how does this lesson connect to/reflect the local

community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
I will challenge these students by having them fill out a story map for their
own story that they can create. They must be able to explain why each part
of their story fits within the story map. These students then will be able to
write these stories.

How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
(What students need
specific accommodation?
List individual students
(initials), and then
explain the
accommodation(s) you
will implement for these
unique learners.)
Materials Owl Moon by Jane Yolen
(What materials will you Projector
use? Why did you Computer
choose these materials? PowerPoint
Include any resources Link to handouts:
you used. This can also https://docs.google.com/a/mail.usf.edu/document/d/12xS3RPiIlTk2lSRNk_
include people!) --mEkveUozNskK_NlQatdJ-VA/edit?usp=sharing