Slasonlessonplan


 * This lesson plan has been modified from the “Creature Creation- an elaboration writing activity” found on the LEARN North Carolina website 

Creature Creation 1.1: Students will demonstrate and understanding of creating a clear, understandable storyline with a beginning, middle, and end. 1.2: Students will demonstrate and understanding of establishing a problem and solution. 2.1: Students will demonstrate and understanding of creating character(s) through description of physical attributes and behaviors. 2.2: Students will demonstrate and understanding of selecting and elaborating important ideas. -//Where The Wild Things Are//- Written and Illustrated by Maurice Sendak -Transparencies and markers -Construction paper, markers, crayons, colored pencils -Cut out circles (body of the creature) I will begin by asking the students if they can think of any imaginary creatures that they may have seen on television or read about in a book. I will then ask them what makes them imaginary rather than a real being. Then, I will introduce the book //Where The Wild Things Are.// Rubric -If students do not have time to finish their story in class, they have the option of working on it during recess or for homework. -If students are having difficulty, they can work with me to brainstorm descriptive words, problems and solutions that may occur, and work on the story structure -Students will be working primarily at their desks, but for additional help and feedback they may be sitting at various tables throughout the classroom.
 * Grade Level:** Four
 * Approximate Time**: 4-5 days
 * Goals**:
 * 1) In written narratives, students organize and relate a storyline/plot/series of events.
 * 2) Students demonstrate use of narrative strategies.
 * Objectives:**
 * Materials and Resources**:
 * Introduction:**
 * Lesson Development**:
 * 1) I will begin by reading to the class the book //Where The Wild Things Are// using good tone and making sure to show the pictures.
 * 2) The students and I will discuss the book focusing on imaginary creatures. I will then promote some critical thinking about how the students would feel if they encountered a creature that they have never heard of or seen before. Have the students to discuss these feelings. During the discussion, I will be writing the descriptive words being said by the students, on the board.
 * 3) Model how to create the creature activity while adding elaboration. In this activity, I will draw a circle on the transparency, using the overhead projector. I will explain to the students that the circle is the body of an imaginary creature. I will then ask the students to give the circle some elaboration by adding on details. While drawing these details on the circle, also I will write these descriptive words at the bottom of the transparency.
 * 4) I will pass out one cut out of the body of the imaginary animal to each student, and they will create their own elaborated creature. The students are allowed to use any kind of arts and crafts materials there are available in the class. The students also must write the descriptive words that describe their creature.
 * 5) The students will share and discuss their creature with a partner.
 * 6) I will tell the students that they need to use the creature they made as a character in their descriptive story. They will be reminded to have a clear beginning, middle, and end to the story, a problem and solution, and lots of details!
 * 7) The students will work individually on their stories.
 * 8) When the students are finished they will peer edit for elaboration, problem/solution, and a clear beginning, middle, and end.
 * 9) The student will also edit their own story.
 * 10) When the stories have been edited, the students will write a final draft of their story and hand it in to the teacher, with their imaginary creature.
 * Closure:**
 * 1) The students will share their final work with a partner. They should give each other feedback, discussing what things they did well (clear beginning, middle and end, problem/solution, and detailed descriptions) as well as what they think might have made their story stronger.
 * 2) After they have shared with a partner, volunteers can share what they have written with the class.
 * 3) They will then be asked to write down what the problem and solution are in their story as well as the major events that lead up to the resolution. At this time they can write down any problems they are still having meeting the objectives as well as anything they may not have included in the story that they would like the teacher to know.
 * 4) Lastly, they will be informed of the next writing activity. I will tell them to keep in mind what they have learned through this writing assignment and to incorporate that into the next story, advising them that to become better writers they should constantly be aware of writing clearly and using description to keep the reader entertained.
 * Assessment:**
 * Learner Factors:**
 * Environment:**

[|**Circle Cut-out**]

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