Lesson+Plan+1+Mello

Lesson has been modified from the Lesson Plans Page which can be found at http://www.lessonplanspage.com/ReadingStoryMap.htm.

__Materials:__ -Enough copies for the class of //Little Red Riding Hood// -Worksheets with labels for: Settings, Characters, Events 1-6, Solution

__Introduction:__ I will begin by introducing the book to the students by reading the title and author. I will then ask the students if they knew the story of Little Red Riding Hood and if they do not, to make predictions about what the story might be about. I will continue and read the story to the students inviting them to read along if they feel comfortable. When we are finished reading, I will present the students with the worksheet and we will go through each section of the worksheet defining and making examples of each. __Activity:__ Students will fill out and follow along on their worksheet while I write their responses on the board. I will first have the students focus on the "settings" section. I will explain what a setting is and give the students an example saying that our "setting" right now is a classroom. I will then ask the students to tell us what they feel the setting of the story is. We will then repeat this process with the "characters" section. We will then proceed to the events section. I will explain that stories are divided into major events and give the studetns an example of the first major even in the story. I will then ask the students to provide five more events in chronological order. Finally, we will focus on the solution section. I will explain what a solution is and have students give their ideas as to what the solution to the story is and allow for them to discuss different options. After the students have completed their written response, they will draw a picture to go with each section. __Conclusion:__ Once of the students have completed their drawings, I will have the students share their pictures with their group. We will also go over the worksheet as a class. I will have each student share one of their drawings and explain to the class why they drew this picture for this particular section (ie: Why did the student draw the forest or the Grandmother's house?) __Assessment:__ There worksheet will also be assessed using a basic rubric:


 * Great Job! (3):** You completed each section giving complete answers based on the discussion we had in class. Each answer shows that student has a clear understanding of the parts of the story map. Student has also give some imput during discussion and show that they understand the story and the chronological order of the story.


 * Good Job! (2):** You completed most sections giving complete answers based on the discussion we had in class. Some answers show an understanding that student understands most parts of a story map. Student gives one or two words during discussiona and shows some understanding the chronological order of the story.


 * Almost There! (1):** Student did not complete worksheet or made no attempt to complete it. The answers given are not related to the story and/or question. Student shows minimal or no knowledge of the chornological order of the story.

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 * 3/4/07: Alicia - You have a good beginning here, but I'd like to make a few suggestions. Your pre-assessment should be designed to get information from the students about their prior knowledge, and you have to be sure that you are not providing so much structure that you are leading them to a correct response without understanding. I would recommend switching your pre-assessment and instructional activities. Start by reading them a story (like the Wild Things) and having them individually map out the beginning, middle, and end, and describing the problem and resolution to the story without guidance from you (actually, it would probably be good to select a story that has a clearer sequence, problem, and resolution than Wild Things). This will give you a quick measure of what they already know. For instruction, your activity that has them mapping out their day would be a concrete, relevant activity to get them all understanding sequencing. You could then pick a story with a clear problem and solution, and guide them through the process of identifying these elements. You could then give them some independent practice with a story and all these concepts, which would give you some concrete, assessable work that will give you information about what they know/can do.** What I don't see here is any kind of assessment activity - please add this (this could be something like the independent practice I just described, but be more specific about what it would entail). Lastly, your conclusion to the lesson should be more than sharing. You need to talk with the to review what they have learned, connect it all back to their prior knowledge, and them talk about what they will be doing next. (Dr. Adamy)**