Jamison+MR

Materials: //Little Red Riding Hood// //Three Little Pigs// Markers Cards with characters names Paper to draw the conflict on Copy of Story without transition Story map

__Introduction:__ To introduce the students to this, I will explain to them all of the terms such as an understandable story line; conflict and solution and also what a transition is. We will play games to put stories in order and also to put transition words in between so the students get a clear understanding of what is expected, and what all of the terms really mean.

__Lesson Development:__ To introduce the children to the new ideas, I will have story strips on the board, and I will ask the students to put them in order of how the story progresses. After the students have the correct story line I will add transitions to the story and ask them to put them in the correct order on the board. Once the story lines are correctly placed on the board, I will ask the students to fill out a story map so they have a clear understanding of the beginning, middle and end as well as the problem and solution to the story we've created.

Next, I will give the students a transition word worksheet. I will explain that there are two different kinds of transtions that we will be working on. The first is time transition words and the next is thought transitions. I will go over the difference between the two and I will ask them to complete the worksheet that I have provided.

After the students finish on the board, I will ask them to work with their reading partner and come up with a goofy story with the sentence strips that are provided and I will ask them to add their own transitions (this time they are not given to them) by looking on the word wall. After they conclude this activity I will ask them to share their stories with the class.

The following day, I will ask the students to draft their own fairytale.

The next day, I will ask them to proofread it. After they proofread their story, I will then ask them to make a story map of the beginning, middle end and also add the problem and solution to their story map. Then, I will ask them to take a highlighter and highlight all of the transition words they used so they are certain as to where the words are and how they used them.

After I check over the papers, I will ask them to create their final draft that they want published in their portfolio.

__Closure__ Once the reading partners have their goofy story line created I will bring them back to the rug and talk about everything we just learned. It will be important for them to tell me we learned about a story line, beginning middle and end. After the groups are able to prove to me they understand the concept I will send them off individually to work on their fairytales reiterating that they have to have a beginning, middle and end to the story. Also, they have to use transition words when moving onto different thoughts. After the students have their final copy I will ask if anyone wants to share their story on the rug during the morning meeting.

__Assessment__ 1.1 and 1.2- Students will complete a that identifies the beginning, middle and end of the story; as well as the problem and solution of the story that is made on the blackboard. 1.1 When students are sharing their "goofy stories" with the class, I will fill out an obersvational checklist. 1.3- Students will receive a rubric that states what exceeds the standard, meets the standard and approaching the standard entails when they are writing their fairytales so they are sure they include transition words. -The students will also turn the worksheet in that has the missing transitions filled in, and it will be graded.

__Learner Factors__ -For students who do not grasp certain ideas of a story line, I will eliminate them from their individual practice and work on them individually -If students are having trouble identifying the problem and solution in __Little Red Riding Hood__ I will then provide an alternate story, such as __The Three Little Pigs__. Both are simple stories, however, students might not understand the human and animal interaction; however, they might understand the animal to animal interaction -For students who are unable to read, I will provide books on tape so they are able to listen to the story -For students who are unable to write, I will allow them to draw pictures and tell me their story so they will have a published piece.

__Environment__ No environmental factors

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