ST.

JOSEPH’S COLLEGE
Special Education Lesson Plan Guidelines

Name of Student: Tatyana Pearson School: South Middle School Brentwood

Child Study Course#: CS325TI Date of Lesson: 11/17/19
Cooperating Teacher: Kristen Gorman Grade and Age: 6th grade, 12
Size of Group: 15
Special Education Classification: Intellectual Disabilities
Curriculum Area or Learning Domain: English
Specific Lesson/ Skill Taught: Determining the Elements of Fictions

Central Focus:
Given a fiction book or story, the students will be able to analyze and point out the elements and
components that make up the text.
Behavioral Objective:
Given eight literary elements that make up fiction books, the students will be to identify at least 6
out of 8 these elements while reading a story.
Curriculum Rationale:
In the past, the students have read fiction books for assignment, they are currently learning what
elements make up a fiction story. In the future, they will be creating their own fiction stories
using all the elements that they previously learned. Students will learn that without these
important elements then the story does not count as a fiction.
IEP or IESP Goal:
I have not been allowed to read the student’s IEP’s.
New York State Common Core Learning Standards:
RL.6.2.: Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgements.
RL.6.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene or stanza) relate to each other and the whole.
Academic Language:
 Protagonist-is the “good guy or girl” in the story
 Antagonist-is the “bad guy villain” in the story
  Conflict -Man vs. Man, Man vs. Nature, Man vs. Society
 Foreshadowing- A hint about what will happen next.
 Climax- part of a story where the tension or action reaches the highest part
Materials:
 Printer
o 15 copies of the Chocolate Chip Cookie Recipe (Attached to this lesson)
o 15 copies of the fill-in Elements of Fiction Notes
o 15 copies of the “The Little Red Hen”
o 15 copies of Elements of Fiction Worksheet
 Smart Board
o PowerPoint presentation on the Elements of Fiction
o Elements of Fiction YouTube video https://www.youtube.com/watch?
v=mWxYDihKiE4
 Index Cards
 Dry Erase Marker
 Dry Erase Board
 Sharpie
 Pen

Development/ Procedures:
Introduction:
 I will begin by asking the students what their favorite dessert is. I will then tell them what
my favorite dessert is “My favorite dessert is fresh- baked right out the oven chocolate chip
cookies.
 I will hand the students a recipe for chocolate chip cookies and I will instruct the students to
work in pairs to see what ingredient is missing from the recipe. They will also figure out
what is missing from the directions. Having them work in pairs allows them to share their
responses with their peers and brainstorm together. I have 15 students so one group will
have three students instead of two.
 As they are working I will walk around and give helpful clues such as “Think about what
are the most important ingredients in chocolate chip cookies. The last step in the directions
is missing, what would be the last step in baking anything?”
 In the recipe, the chocolate chips are missing and in the directions, they forgot bake the
cookies. When I feel like the groups are finishing I will ask what was missing in the recipe
and from the directions. I will instruct them to call out the answers.
 I will then say “If you are baking chocolate chip cookies and you forget the chocolate chips
is still a chocolate chip cookie? If you forget to bake the cookie dough would they magically
turn into cookies or would they continue to be cookie dough?”
 My goal in this is to get the students to understand that to make a successful batch of
chocolate chip cookies, certain components and elements are required which is the same
when creating a successful fiction story.
 As a way of bringing in past lessons, I will ask who remembers what the difference between
a non-fiction and fiction story.
 “When we read fiction stories, much like the chocolate chip cookie recipes there are
elements that are needed and without these elements then the fiction story wouldn’t work.
 I want the students to understand that a fiction is just like a good recipe. I will then say “A
good story is like a recipe, you need all the ingredients to make it right. Can anyone think of
ingredients that are in a story?”
 I will give the students time to think of answer before I call on them. I am hoping for
responses such as characters, plot, villains, setting, etc. “Today we are going to look at the
different important elements and components that make up a good fiction story”.
Instructional Strategies:
1. I will start by talking about an element that they have already learned which is the plot,
“Does anyone remember what the plot of the story means” A plot is one of the elements of a
story but today we are going to look at eight more elements that make up fiction stories.”
2. I will then ask the students what are some of their favorite fiction books. I will then tell
them how much I loved reading Fairytales growing up. I will use the Fairytale Cinderella to
help reference the elements. I used Cinderella but it’s a common know fairytale and it will
be easy for the students to understand.
3. I will then hand out the Elements of Fiction Guided Notes. “I am going to put up the
PowerPoint I want you all to follow along and fill in the blanks on the note sheet”. The
students in my class all have Learning Disabilities and most of their handwriting isn’t the
best. I created the Guided notes so they can just write in keys words and they will have the
rest of the notes typed for them. This allows their notes to be easier to read when they are
studying for their test.
4. I will start the PowerPoint by explaining the first element. “The first element of a fiction
story is the setting. The setting is the time and place of the story. In Cinderella, the place is
a faraway kingdom and it was many years ago. Other fiction stories are more specific with
the setting but Cinderella keeps it simple. The place can be any state, country, town etc. and
the time can be any year. Make sure you fill in the blanks on the notes.”
5. “The next element is characters; every story needs characters. The characters could be
people, animals, or creatures. The villain in a story is also a character. Can anyone
remember some characters inside Cinderella?” I am hoping to get answers such as
Cinderella, mouse, stepsister, stepmother, fairy godmother, Prince Charming, etc.
6. As we go through the notes I will constantly remind the students to fill in the blanks on the
notes. Also walk around and observe the students notes to make sure they stay on the right
track since this will be something that they will study from.
7. The next element is the antagonist and a lot of the students probably have not heard of that
word before. “The antagonist is the bad guy/ villain of the story. I want you all to be aware
of the word antagonist and the meaning but you can say villain if it’s easier to remember.
Every fiction story has a villain, in Cinderella who was the villain? I am hoping to get a
response that it was the stepmother and the stepsister “There can be multiple villains in a
story and Cinderella has three of them.”
8. The next element is the protagonist which is the good guy/hero in the story. Just like
antagonist I will allow the students to say hero or good guy in place of protagonist. “Who is
the good guy/hero in Cinderella”? This may confuse the students because there could be
many good guys in Cinderella such as Cinderella, Fairy Godmother, and The Prince. I will
let them know that the protagonist is the main good character in the story. “The Protagonist
in Cinderella is Cinderella herself, unlike the antagonist that could be multiple people, the
protagonist is usually just the main good character.”
9. The fifth element is conflict, when teaching about conflict there are multiple types of
conflicts so you to be very thoroughly explain it. “Every fiction story has a conflict and
there are usually three types of conflict in a fiction story. The first one is Man VS. Man
where a character has a conflict with another character. The second is Man Vs. Nature
which is where the character has a conflict with nature such as natural disasters or
animals. The last aspect of conflict we will discuss is Man VS. Society which could be
racism, religious beliefs. The character has the conflict with Society.”
10. I will then let them know that there are other types of conflict but these are the ones that we
will focus on. “What type of conflict is in the fairytale Cinderella?” I am hoping that they
will answer Man VS. Man. Cinderella has a conflict with her stepmother and stepsisters.
11. The next element that I will introduce is foreshadowing. “Has anyone heard of the word
foreshadowing or know what it means. Foreshadowing is when there is a hint of what will
happen in the story. In Cinderella, there is foreshadowing when Cinderella’s father dies
and the stepmother looks at Cinderella with evil eyes. We can tell that the stepmother has
hatred for Cinderella and she ends up being the one who makes Cinderella’s life
miserable”.
12. “In some stories foreshadowing can be more obvious then Cinderella so it can be easier to
point them out”. As I go through the elements I will applaud the students on good listening
and for following along with the notes.
13. The next element that I will discuss is the climax. “The climax of the story is where the
tension or action reaches its highest part. The climax might be difficult to pick out so when
trying to decide what is the climax you should remember this. The climax can include an
important event, decision or discovery that affects the final outcome of the story. In
Cinderella, the climax is when the prince put the glass slipper on Cinderella. This made the
prince realize that the slipper belonged to Cinderella and that is who he was looking for.”
14. The last element that I want to introduce to the class is point of view. I will only talk about
two types of point of view because I don’t want to confuse the class with too many types of
point of views. I will pick the two most used point of views that are used in fiction stories.
15. In regard to point of view I will say “Point of view is the perspective of which the story is
told. Although there are a few different types of point of views, we are going to discuss two
of them that are mostly used in fiction. First person point of view is when one of the story
 characters is the narrator. Third person is when someone outside the story is the narrator.
Cinderella is told in third person.
16. I kept the definitions of point of view simple because the students may have a hard
analyzing more deeply the different types of point of views. I wanted to keep the types of
point of view to the ones that are mostly used in fiction.
17. After going through the elements, I will ask the students if they have any questions and then
I will instruct the students to put the notes in their reading binder and to reference the notes
if they are every unsure of the elements. Later in the school year the students will be writing
their own fiction stories and they can use these notes so they have all the “ingredients” for
the prefect story.
18. After explaining all of the elements I will then play the Elements of Fiction Video. The
video will tie what I discussed all together and hopefully gives them a deeper understanding
of the elements.

Closure:
As a fun way to tie together everything I have taught them is to play a game with them. I will
verbally say clues to what element I am thinking of. “In the year 1952 in a dreary small town in
Kansas is describing what Element?”. I will instruct the students to raise their hand when they
know the answer. This will allow me to assess what students have a good understanding of my
lessons and which one may need a little help. I will then call the attention the students and
discuss what they took away from my lesson.
Technology Component:
The computer was used to create the PowerPoint. I also used the computer and used a WORD
document to create the notes that the students will fill in during the PowerPoint. I used the
SMART board to display the PowerPoint and play the Elements of Fiction YouTube video.
Adaptive Procedures:
1. If the students are having a hard time understanding the words antagonist and protagonist, I
will use simpler words that mean the same things such as hero and villain. I will still say
the words antagonist and protagonist but I will make sure I will add the words hero and
villain. My hope is that eventually I won’t have to use the easier words and they will be
able to look at the harder words and automatically understand what they mean.
 2. If the students are having a hard time remembering all eight of the elements I will just
focus one four elements during one lesson and once they master those four I will
reintroduce the last four.
3. If a student has a visual impairment, I can print out all handouts with a bigger font so they
can easily follow along.

Assessment:
Informal Assessment: While I am doing the closure activity I will assess who is
answering my questions and who is not. I will sometimes call on students who don’t raise their
hand so I can see if they are not raising their hand because they don’t know the material or if
they are shy. I will also walk around during my lesson and look at their notes and making sure
they are following along and understanding the material
Formal Assessment: For homework, I will give the students a story to read and worksheet
to go with the story. If the student gets more than two questions wrong, I will do further work
with them to see what parts they did not understand.
Re-engagement:
For any of the students that got below a 6/8 on the homework assignment and therefore
not fully understanding the different elements, I will do a follow up activity in a small group
setting. I will use index card match up game with them. I will write the definitions on index
cards and write the word on different cards. I will have the students work together to match up
the index card with the right definition. I am hoping that working together and using a hands-on
activity can make the material easier to understand for the students.
 Chocolate Chip Cookies

Name: ________________________________ Date: _________________

Directions: Read the recipe below. Then, answers the questions that follow. Pay careful
attention to the ingredients and the steps.

Ingredients

2¼ cups all-purpose flour

1 teaspoon baking soda
1 teaspoon salt
1 cup (2 sticks) butter, softened
¾ cup granulated sugar
¾ cup packed brown sugar
1 teaspoon vanilla extract
2 large eggs

Directions

PREHEAT oven to 375°F.

COMBINE flour, baking soda and salt in small bowl. Beat butter, granulated sugar, brown sugar
and vanilla extract in large mixer bowl until creamy. Add eggs, one at a time, beating well after
each addition. Gradually beat in flour mixture. Stir in morsels and nuts. Drop by rounded
tablespoon onto ungreased baking sheets.

Questions:

1. What ingredient is missing that is required to make chocolate chip cookies? Why is this
ingredient important?

2. What step is missing in the directions that is needed to create a batch of chocolate chip
cookies? Why is this step important?
Name_____________________________ Date______________________

Elements of Fiction Guided Notes

1. The _____________ and the _________________ of the story is the

_______________.

2. Every story needs __________________ because they help carry out the plot

and they also help create conflict and resolutions. Three kinds of

__________________ are.

a. ________________________

b. _________________________

c. _________________________

3. The _______________________ is the good guy “Hero”.

4. The _______________________ is the bad guy “Villain”.

5. Great stories have a _________________ which and some examples of this is

a. _____________VS. _______________

b. _____________VS. _______________

6. The ____________ is the most exciting and tension filled part of the story.

7. A hint about what will happen next is called ________________________.

8. The ____________________ is the perspective of the story. The most

common ____________ in a story is third-person.

The Little Red Hen

Once upon a time, there was a little Red Hen, who lived on a
farm all by herself. An old Fox, crafty and sly, had a den in the
rocks, on a hill near her house. Many nights the Fox lay awake
and thought how good that little Red Hen would taste. But he
could not catch the little Red Hen. She was too wise for him.
Every time she went out, she locked the door behind her. When
she came in again, she locked the door behind her and put the
key in her pocket, where she kept her scissors. At last, the old Fox
thought up a way to catch the little Red Hen. Early in the morning,
he said to his old mother, "I'll be bringing the little Red Hen for
supper."
Then he took a big bag and walked to the little Red Hen's
house. The little Red Hen was just coming out of her door to pick
up a few sticks for kindling wood. The old Fox hid behind the
woodpile. As soon as she bent down to get a stick, into the house
he slipped, and scurried behind the door. In a minute, the little
Red Hen came quickly in, and shut the door and locked it. "I'm
glad I'm safely in," she said. Just as she said it, she turned round,
and there stood the ugly old Fox, with his big bag over his
shoulder. How scared the little Red Hen was! She dropped her
apron full of sticks and flew up to the big beam across the ceiling.
There she perched, and she said to the old Fox, down below, "You
may as well go home, for you can't get me." "Can't I, though!"
said the Fox. So, what do you think he did? He stood on the floor
underneath the little Red Hen and twirled round in a circle after
his own tail.
And as he spun, and spun, and spun, faster, and faster, and
faster, the poor little Red Hen got so dizzy watching him that she
couldn't hold on to the perch. She dropped off, and the old Fox
picked her up and put her in his bag and started for home. He had
a very long way to go, up hill, and the little Red Hen was still so
dizzy that she did not know where she was. When the dizziness
began to go off, she whisked her little scissors out of her apron
pocket, and snip, snip! She cut a little hole in the bag.
Then she poked her head out and saw where she was, and
as soon as they came to a good spot, she cut the hole bigger and
jumped out herself. There was a great big stone lying there, and
the little Red Hen picked it up and put it in the bag as quick as a
wink. Then she ran as fast as she could till she came to her own
little farmhouse. She went in and locked the door with the big
key. She laughed. The Fox went on carrying the stone and never
knew the difference. He was excited when he got home. “Let’s
cook the Hen!” he said to his mother. When I open the bag, hold
the cover off the pot and I'll shake the bag so that the Hen will fall
in. Then pop the cover on, before she can jump out." The Fox
lifted the big, heavy bag up until it was over the open pot, and
gave it a shake. Splash! Thump! Splash! In went the stone and
out came hot water. The little Red Hen lived happily ever after, in
her own little farmhouse.

Name: _____________ Date:____________

The Little Red Hen Worksheet
Directions: Read the Fiction Story The Little Red Hen Worksheet. After
reading the story answer the following questions. Please write in full
sentences.

1. What is the setting of the story?

2. Who are the characters in the story?

3. Who is the protagonist? (The good guy/Hero)

4. Who is the antagonist? (The bad guy/villain)

5. What point of view is the story told in?

6. What is the climax?

7. Is there any foreshadowing in the story? If yes than what is.

8. What is the conflict in the story?