Wit and Wisdom Chunk Elementary Education Lesson Plan (11/9)

Preliminary Information
Name: Bailey McCraner Date: 11/9/2022
Grade: 1st Course/Subject
Number of Students: 20 ELA
Unit/Theme: Period/Time: 8:30-9:30 am
Fables Estimated Duration: 1 hour
Where in the unit does this lesson occur? (Check one) Structure(s) or grouping for the lesson (Check any
Beginning of the unit that apply)
Middle of the unit Whole class
End of the unit Small group
One-to-one
Other (specify)

1. Instruction
Student Learning Goal
Students will be able to categorize important story elements, such as characters, setting, problem, and resolution,
from the story Seven Blind Mice.

Standards
RL.1.3 Describe characters, settings, and major events in a story, using key details.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through
other media.

Assessment of Student Learning

To assess a student’s ability to meet the learning goal, the teacher will complete two formative assessments. First,
the teacher will be circling around the pairs of students during their TPS time reviewing the book for the story
map elements. The teacher will be listening in and asking the students questions to gauge their independent group
involvement. Secondly, the teacher will gather evidence during the whole class discussion when creating the story
map. This opportunity provides the students with an outlet to share their comprehension and make connections
between reading the story and the main takeaways.

Explore
Step 1: (5 minutes)
- The teacher will begin on the “Learn” slide and ask students what story elements they are looking for.
- Students will answer that they are looking for character, setting, problem, and resolution.
- If students are unable to provide all four story map elements, the teacher should guide them to reflect on
what they looked for in previous lessons and scaffold with questions such as, “What happens when we
have something bad happen in the story?” or “Who is the story about?” followed by “What do we call
them on the story map?”
Step 2: (10 minutes)
- The teacher will read aloud Seven Blind Mice again for the students, prompting them to listen for the story
elements.
Step 3: (25 minutes)
- After the whole group read aloud, the teacher will prompt students that they will be working in pairs to
Think-Pair-Share (TPS) to find the different elements within the story.
- The teacher will pair up students and provide each pair with a copy of the story to flip through.
 - While the students are working in pairs, the teacher should be walking around, surveying, and engaging
with each group by asking questions that focus on comprehension such as “What do you notice about each
mouse’s observation?” or “What characters are mentioned in the story?”
Step 4: (10 minutes)
- The teacher will regroup the whole class after partner TPS.
- The teacher will then tell the students that they will be working together to create a story map for the
Seven Blind Mice.
- The teacher will show the story map on the power point and go through each of the four sections to fill in
what belongs in the character, setting, problem, and resolution sections.
- The teacher will pick equity sticks to hear from students.
- If the chosen student is unsure, then the teacher will promote partner support by asking another student to
help them fill in the section.
- Once the story map chart is completed, the teacher will review each section and highlight the story’s
elements.

Resources and Materials

● Lesson 6 Powerpoint
● Seven Blind Mice by Ed Young (one copy per pair of students)
● Teacher Pointer