Lesson Plan

Lauryn Scheske

Readiness

I. Goals/Objectives/Standard(s)
A. Goal: Students will be able to construct a coherent and correctly organized plot line, as
well identify the parts of a story (beginning, middle, end, setting, and characters).

B. Objective:

a. When given a brief story, students will be able to identify the parts of the story
including beginning, middle, and end.

C. Standard:
a. IAS: 2.RL.3.1 Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the action.
b. ISTE: Global Collaborator- Students use digital tools to broaden their
perspectives and enrich their learning by collaborating with others and working
effectively in teams locally and globally.
c. ISTE: Knowledge Constructor- Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.

Home Based Study- DAY 1

A. We are a part of a one-to-one device school district so students will view a video on their
devices at home. A link to the video is attached to our school online program (such as
Brightspace).
a. The video is a song talking about the parts of the story as they relate to the
Tortoise and the Hare. https://www.youtube.com/watch?v=-_nePjWXecQ
b. After watching the video, the students will take a short online quiz over the parts
of the story that we will talk about in class the following day.
https://docs.google.com/forms/d/e/1FAIpQLSe-Bvk2rY9GZ38-
Te5dklU31_03yDB-GBf0oerkl7hKvTtLwQ/viewform?usp=sf_link
c. I will be able to see who has taken the quiz, and see their answers. With this
information, I can directly address any issues with understanding the content in
class the next day.

In-Class Lesson Study-DAY 2

A. Anticipatory Set (7 minutes)

a. I will start off class by reading “Arlene the Sardine” by Chris Raschka. I will read
in an animated voice to keep the students engaged.
b. I will ask students to give me examples of events that occurred in the beginning,
middle, and end.
 c. I will tie it back to the video they should have watched the night before, by asking
what the video was about. Hopefully, the discussion about beginning, middle, and
end within “Arlene the Sardine” will help them recall the video from their
memory. We will have a short discussion over the content of the video.
d. We will be able to move quickly into the lesson, because it involves a good deal
of scaffolding. So if some students are struggling with the idea, it will help them,
and students who grasped the idea quickly, they will be able to progress.
B. Purpose
a. “Today we are going to do a fun activity and learn about the parts of story so that
one day we can write and tell our own stories!”
C. Lesson Presentation
a. Students will get into their table groups and sit down.
b. I will pull up on the screen as visual that explains beginning, middle, and end. I
will explain how the order of events really matters, and that this is what we are
going to explore today.
c. We are going to be conducting an activity where the students will be creating a
storyline based on the three events. I will assign each table group a specific order
of the three events, and they must create a story that makes the events flow
together and make sense. I will assign them an order by handing them a card with
their order listed on it.
d. Students will be given about 10 minutes to brainstorm storylines that go along
with their events.
e. Using their devices, they will take a video of themselves acting out the story they
created and then they will submit them online.
f. Students will be given 25-30 minutes to record and submit their videos.
g. As a class we will watch them at the end, and see how different stories turn out if
the order of events is different.
h. The events they will be given are: “Billy, Joan, and Carly go to the park.” “Billy,
Joan, and Carly find a mysterious map.” “Billy, Joan, and Carly get in trouble
with their parents.”
i. Through this activity, students will see how important the order of events in a
story is. After we watch each video, I will ask the class what the beginning,
middle, and end was for that specific group. I will use their responses as a check
for understanding. If I see that they are still struggling with this concept, we will
break it down further. I will even pause the videos after each event to help
students see the story in terms of parts if that helps them understand further.
j. I will be walking around the classroom as students are collaborating, and I will be
available to assist in any confusion or conflicts arise.
D. Adaptations
a. Two of my students have ADHD. They will be engaged in throughout this lesson
by being able to get up and moving, and pretending. While we watch the videos, I
believe they will be engaged because their classmates are the actors as well as
themselves. However, I will also offer them some content-free stimuli such as
silly putty and seat cushion to provide them with sufficient stimulation during the
times where students will be seated.
 b. One of my students has a Level One Autism Spectrum Disorder. I have a large
visual schedule at the front of the classroom showing exactly what we will be
doing throughout the day. This student will also have an individual schedule taped
to his desk. All of the knowledge being tested at the end of the lesson is concrete,
and avoids abstract ideas and analogies so to accommodate this student in his
thinking processes.
E. Closure
a. “So now we understand that all stories have three main parts, beginning, middle,
and end! The beginning is when the story or action starts, the middle is what
happens next, and the end is the finish of the story. We have now seen this be true
in “The Tortoise and the Hare,” “Arlene the Sardine,” and in the videos you all
made! And they were so good! We can continue this topic tomorrow when we
talk about characters and setting!”
F. Plan for Assessment
a. Formative: I will be walking around the classroom as the students are
collaborating and creating their videos. When I ask the students after each video
at the end the parts of the story, I will be watching to see who is confidently
responding and who is looking at their friends for answers.
b. Summative: There is no summative assessment for the end of this lesson, because
there will be one for the end of the unit.
c. Authentic: This will be examined by the creation of their stories and videos.