Unit Overview

Content Area: Language Arts
Unit Title: Elements of a Story
Target Course/Grade Level: 3rd Grade
Name: Anne Carson  
School: Ellison School
Date: August 12, 2010

Unit Summary
This unit addresses the structural components of storytelling: setting, characters, sequence, exposition, conflict, climax, resolution.
This unit assumes knowledge of language and its conventions when writing, speaking, reading, or listening as well as a command of the conventions of standard English grammar and usage when writing or speaking. Additionally, it is assumed the learner knows and can apply grade-level phonics and word analysis skills in decoding words as well as sufficient accuracy and fluency to support comprehension. This unit will ensure the learner is able to write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Additionally, the learner will be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers as well recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Primary interdisciplinary connections
Language Arts, Social Studies/History/Geography, Science, Art, Economics

21st century themes
Global Awareness, Financial, Economic, Business, and Entrepreneurial Literacy, Civic Literacy, Health Literacy

Unit Rationale
Skills obtained in this unit will be the foundation for further analysis of literature and writing.

Learning Targets

Standards
Reading Standards for Literature K-5
Reading Standards: Foundational Skills
Writing Standards K-5 

Content Statements
Reading Standards for Literature K-5: 
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Reading Standards: Foundational Skills
Phonics and Word Recognition
Fluency
Writing Standards K-5 
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge

Reading Standards for Literature K-5: Key Ideas and Details Grade 3
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Reading Standards for Literature K-5: Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Reading Standards for Literature K-5: Integration of Knowledge and Ideas
7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Reading Standards for Literature K-5: Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading Standards: Foundational Skills Phonics and Word Recognition Grade 3
3. Know and apply grade-level phonics and word analysis skills in decoding words.

Reading Standards: Foundational Skills Fluency Grade 3
4. Read with sufficient accuracy and fluency to support comprehension.

Writing Standards K-5 Text Types and Purposes Grade 3
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Writing Standards K-5 Production and Distribution of Writing Grade 3
6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Writing Standards K-5 Research to Build and Present Knowledge Grade 3
7. Conduct short research projects that build knowledge about a topic.
8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Unit Essential Questions

What grammatical elements are used throughout the works studied?

Unit Enduring Understandings

Unit Learning Targets
Students will ...

Evidence of Learning

Summative Assessment (X days)

Equipment needed
Books: Charlotte’s Web, Sarah, Plain and Tall, Good Enough to Eat, Akimbo and the Elephants, SmartBoard, Document Camera, Computers, Internet Access, Plain Paper, Lined Paper, Pencils, Markers, Highlighters, Crayons, Index Cards, Construction paper

Teacher Resources
http://www.corestandards.org/
http://cast.org/
http://www.learner.org/interactives/story/

Formative Assessments

Lesson Plans
Lesson 1
Introduction of Unit
45 minutes/1 day

Lesson 2
In-Depth Overview of Elements of Story
45 minutes/1day

Lesson 3
Identify Setting, Character and Sequence in Charlotte’s Web
45 minutes/1 day

Lesson 4
Creating Examples of Setting, Character and Sequence
45 minutes/1 day

Lesson 5
Sharing, Editing, Elaborating on Created Examples
45 minutes/1 day

Lesson 6
Identify in Sarah, Plain and Tall Examples of Exposition, Conflict, Climax, and Resolution
45 minutes/day

Lesson 7
Creating Examples of Exposition, Conflict, Climax, and Resolution
45 minutes/day

Lesson 8
Sharing, Editing, Elaborating on Created Examples
45 minutes/day

Lesson 9
Review of All Elements of a Story using Charlottes’ Web and Sarah, Plain and Tall
45 minutes/day

Lesson 10
Composition of Culminating Work Incorporating All Elements of a Story
45 minutes/day

Teacher Notes

Curriculum Development Resources
Click the links below to access additional resources used to design this unit:
See UDL Teacher Toolbox Resources

Lesson Plan 1
Content Area: Language Arts
Grade: 3
Lesson Title: Identify Setting, Character and Sequence in Charlotte’s Web
Timeframe: 45 minutes/1 day

Lesson Components

21st Century Themes
X Global Awareness
Social Studies: Farming in African cultures
X Financial, Economic, Business, and Entrepreneurial Literacy
Economics: The business of farming
Civic Literacy
X Health Literacy
Nutrition: The food pyramid

21st Century Skills
X Creativity and Innovation: Students create original works to illustrate understanding
Media Literacy
Critical Thinking and Problem Solving
X ICT Literacy: Select appropriate software for creating presentation
X Communication and Collaboration: Ongoing group activities including collaborative story writing
Life and Career Skills
Information Literacy
Interdisciplinary Connections: Science, Social Studies/History/Geography, Economics
Integration of Technology: Use the Internet to access interactive website; computer software for drawing, writing, recording; SmartBoard for group learning activities; document camera for group review of materials.
Equipment & materials needed: Books: Charlotte’s Web, Akimbo and The Elephants, Worksheets, Journals, Drawing Paper, Pencils, Markers, Highlighters, Crayons, SmartBoard, document camera, computers, Internet.

Goals/Objectives/CPIs
Students will:

Learning Activities/Instructional Strategies

Activity:  Using the SmartBoard, students will explain the elements of setting, character and sequence in Charlotte’s Web. Material created will be printed for each student and used as one choice for the Elements packet.

Activity: Use drawing center materials to create a drawing that illustrates the elements of the story. (i.e. a map of the farm or the view from Mrs. Zuckerman’s window when Wilbur got out for setting or a comic strip box for sequence)

Activity: Use the writing center to create written response on the elements of the story.

Activity: Use the computer to create an audio response into speech recognition software. Transcript would be printed for packet.

Activity: Learners with completed Element Packet may work on Group Collaborative Writing Project.

Element Packet is collected for Summative Assessment.
Independent Activity (Homework):  Students will create a presentation of the specified element of the story. Method of elaboration will be selected from a variety of options that include drawing, writing, recording an audio description, or modeling the concept in a sculpture.

Formative Assessment Tasks

 

Universal Design for Learning Options
Multiple Means of Representation

  1. Perception- Activity:  Prior to a lesson, type and record passages of important instructions (recording software: Audacity at http://audacity.sourceforge.net/download/). Make these instructions available on classroom web page for students to read and listen to when completing assignments. Students can enlarge text viewed in a browser and increase/decrease volume on auditory instructions. Additionally, the instructions are available for future reference

Language & symbols- Activity:  Website http://www.learner.org/interactives/story/characters.html uses a clarifying, interactive method for the elements of a story. Students will go to site for initial introduction of concept and return to reinforce learning.

  1. Comprehension- Activity: Graphic organizers help to group information and see relationships.   Create your own graphic organizers at Webspiration (http://mywebspiration.com/). This is an online visual thinking tool with features that assist students in capturing ideas, organizing information, diagramming processes, and creating concise written documents

 Multiple Means of Action and Expression

Multiple Means of Engagement

Resources