1. art and entertainment
2. books and literature
3. science fiction

**Please note: The letters preceding each heading are to help correlate between the outline
handout and the location of the components within your paper.
The letters should not be included in your final submission.
Ima Teacher
Teacher Work Sample
Fall 2012
Wayne State College
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Table of Contents
Part 1: Narrative of the Setting and Context
Pages 3-5
Part 2: Design and Implementation of the Instructional Plan
and Description of the Assessment Results
Pages 5-7
Part 3: Design and Implementation of the Assessment Plan
Pages 8-10
Part 4: Reflective Essay
Pages 11-14
Appendices:
A. Resources
Pages 15-18
B. Lesson Plans
Pages 19-41
C. Assessment Instruments/Activities
Page 42
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Part 1: Setting and Context
(A.)Community Culture and Demographic Contexts
Learning Elementary is one of four elementary schools in Acity, Astate. The town is
located in the northwest part of the state. The city has a total population of 5,173 people.
However, this community is virtually connected to a much larger city which has a population of
about 74,000 people. Many people who live in the community work in the larger city.
The town has its own police department and many local fast food restaurants. The
median household income in the community is $51,158.
(B.)School/Community Support Structure
Acity is highly regarded not only in Astate but around the country. Acity High School
was one of the first districts in the country to begin a one-to-one initiative providing laptops to
every high school student in 2005. Acity has many private donors that contribute to the success
of the district. The community of Acity values education and supports their schools, especially
at the high school level. The middle school and high school have undergone major renovations
in the past few years and maintain outstanding facilities. The elementary schools are not as nice
as the secondary buildings, but they are well maintained and have a variety of resources
available.
Although the district takes care of all of their elementary schools, there is currently not a
large outpouring of support from the community for Acity. Parent support is outstanding at the
high school level, and at some of the elementary schools, but many teachers at Acity complain
that parent involvement is poor and in many cases, non-existent. The school is constantly
brainstorming ways to involve the community and to entice parents to become more involved in
their children’s education.
Parent involvement at Acity is not exemplary, but students have a variety of opportunities
available for extra-curricular and community-based programs. After school, students can attend
Boys and Girls Club. There is also a study center available for students after school. In addition,
students can participate in Acity Opportunity, a program designed to keep kids off drugs. Acity
students have the opportunity to join sports teams in the community as well as participate in
activities such as Girl Scouts and Boy Scouts.
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(C.)School Culture and Demographic Contexts
Acity is in one of the lower socio-economic parts of the area with a 25% minority
population. Thirty-eight percent of Acity’s 400 plus students are on free or reduced lunch. Only
3% of Acity’s students are English Language Learners. Therefore, most students speak English
fluently. Acity has a strong special education program with a separate unit specifically for high
need students called the Soaring Program. Eighteen percent of students in Acity are verified
with having some form of a disability.
(D.)Classroom Characteristics
My classroom consists of 22 students. Of these 22 students, only 16 are in the classroom
on a regular basis. There are three black students, one Hispanic, and one of unknown ethnicity.
The rest of the students are white.
Two students are in resource programs that keep them removed from the classroom for
most of the day. One student has Down Syndrome and is only with the class briefly in the
morning to take attendance. Another student has such severe, aggressive behaviors that he is
unable to function productively in a normal classroom setting. Both students eat lunch and
attend some specials with the class. Other notable students include: three students in YOP
(Youth Opportunity Program: a gifted program), two students with excessive absences (more
than 15 this year), three students at risk in tier two, and one student at risk in tier three.
Throughout the day I see all 68 fifth graders at least once. They are split into three
classes, or three homerooms. For math, the fifth graders get into leveled groups. My class
consists of 19 of the lower performing students from all three classes. In the afternoon, students
split into three color groups (not ability based) and switch between the three fifth grade teachers,
spending 45 minutes in each class. During these switches, each group gets two sessions of
reading and one session of science. In our class, they either get session one, or session two of
reading.
(E.)Classroom Management, Conflict Resolution and Special Needs Students
The main classroom management plan is consistent throughout the entire school. Acity
uses the Boys Town model, which includes the teaching of many social skills in K-6. Teachers
at Acity use the phrase “May I have your attention please?” to gain students’ attention. My
teacher, in particular, asks students to step into the hall when they are acting inappropriately.
She tells them what they were doing, what they should be doing, and asks them to repeat what
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they should be doing. If they comply and do not argue they may return to classroom. If they are
disrespectful, or talk back, they are sent to the work room.
The work room, or study room, is the equivalent of detention during school. Students
who are sent to the work room do their work in isolation with teacher supervision. They can be
there anywhere from a few minutes to all day, depending on their behavior.
A final form of classroom management is daily progress sheets. Students, who have
issues with behavior, or completing work, are given a sheet each day. For each subject, teachers
must rate the student’s behavior and work ethic from zero to two. Students review these sheets
with resource teachers and discuss their behaviors. We do not have any special education
students in the classroom. See classroom characteristics for discussion of students who are part
of the class, but not in the classroom fulltime.
(F.)Reflection
The students are predominantly from similar backgrounds. They have two reading
classes per day; therefore, there is opportunity to offer whole-group instruction as well as
differentiate to provide lessons at the instructional level for each student. The classroom
management plan offers guidelines to ensure behavior does not inhibit the learning time.
Part 2: Design and Implementation of the Instructional Plan
(A.)Topic and Significance
The topic for this unit is the elements of fiction. This unit was taught to all three classes
of fifth graders as a reading unit. This unit, elements of fiction, was selected because it had been
taught in the past, aligned with state standards, and is important for students to understand.
Elements of fiction are taught each year in fifth grade at Acity. My cooperating teacher
tweaks the unit each year to fit her student’s needs. This year we1 pulled from materials used in
the past, but essentially created an entirely new unit. I collaborated with my cooperating teacher
and our fifth grade colleague to design a unit that would best enable our students to meet our
goals and objectives, as well as the state standards.
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Throughout this paper I will use the term we. I taught two sections of reading and the other fifth grade teacher
taught one section. Because the unit was being taught to more than one class, we (my cooperating teacher, our
5th grade teaching partner, and myself) planned and made all decisions together.
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(B.C.D.)Goals, Concepts, and Objectives
Before we began designing our unit, we identified the state standards that our unit would
meet. This gave us a good starting point as we made sure our outcomes would align with the
standards. This topic specifically meets standard R.6.b.1 which states that students will “Define
the story elements of fiction (e.g., major/minor characters, setting, relationships, initiating event,
rising action, climax, falling action, character motivation, conflict, point of view, theme, mood,
and author’s perspective”. For this particular unit we will only be focusing on major/minor
characters, setting, initiating event, rising action, climax, falling action, and conflict. The other
elements are more complex and will be taught at a later time.
Finally, beyond the meeting of state standards, we believe it is vital for students to
understand the elements of fiction. As students begin to read more complicated texts, they need
tools to help them comprehend the text and organize it in their mind. By knowing the elements
that a fiction story has, they will better be able to organize the story in their mind and therefore
comprehend it. This is a skill students will need all their lives. Through this unit, we hope to
enable students to understand the elements of fiction which will help them comprehend fictional
text. We hope this leads to reading enjoyment for our students both now, and as adults.
The following goals were chosen based on their relation to the Nebraska State Standards.
They were also decided upon due their usefulness as students learn to read and comprehend more
complex fictional text.
1. Students will define the eight major elements of fiction (major character, minor character,
setting, initiating event, conflict, rising action, climax and falling action).
2. Students will be able to identify the eight major elements of fiction (major character,
minor character, setting, initiating event, conflict, rising action, climax and falling action)
in any fiction text.
(E.)After this unit, students will be at the progressing or proficient level for these three state
standards:
LA 6.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting, plot
development, conflict, point of view, theme)
LA 6.1.6.e Summarize, analyze, and synthesize informational text using main idea and supporting details
LA 6.1.6.l Select text for a particular purpose (e.g., information, pleasure, answer a specific question)
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(F.G.)The following objectives were met during this unit:
Day(s)
Objective(s)
1
Students will compare and contrast fiction and nonfiction by contributing ideas to a whole group discussion.
Students will identify characters, goals, conflicts, and
resolutions for fictional pieces using the “Somebody
Wanted But So” model.
Students will show an understanding of fiction patterns
by independently applying the “Somebody Wanted But
So in the end” (SWBS) strategy to a new text, Pigsty.
Students will show an understanding of three elements of
fiction; main character, conflict, and initiating event, by
defining each element.
Students will define the literary elements of climax,
rising action, and falling action after identifying the
elements in a short video.
Students will be able to define the climax and identify the
climax independently in a previously read text.
Students will define the newly learned elements of
fiction; minor characters and setting.
2
3
4
5 and 6
7
8
9
10
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Students will tell how a story map helps us comprehend
fiction.
Students will show their understanding of the elements of
fiction by identifying the 8 elements in the picture book,
Otis.
Students will show their understanding of the elements of
fiction by individually identifying the 8 elements on a
story map in the text, Zouk, The Crush.
Students will show their understanding of the 8 elements
of fiction (major character, conflict, initiating event,
climax, rising action, falling action, minor characters,
setting) by reading the story Friend Spider and
individually identifying the elements on a story map.
(H.)Resources
Charts, definition lists, and texts will be used for the lessons. See appendix A.
(I.)Reflection
The content decisions were based on the requirements of the curriculum and adapted to
meet the diverse needs of the classroom. A variety of stories were chosen to meet the students’
abilities and interests while providing exposure to characters from various backgrounds.
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Part 3: Design and Implementation of the Assessment Plan and Description of Results
(A.B.)Diagnosis/ Pre-Assessment
A pre-assessment was used to determine the students’ prior knowledge. The assessment
required students to read a myth, Cupid’s Mighty Arrows Fell Apollo. After reading the text
students were required to complete 3 tasks:
1. List the elements of fiction.
2. Define the elements of fiction.
3. Identify the elements in the text.
(F.)The assessment aligns with the state standards and course objectives; the students will be
able to define and identify the eight major elements of fiction. The students can utilize higherorder thinking skills as they justify their purpose for identifying the elements in the text. The
assessment can be found in the resources section of the appendices.
(C.)Accommodation
Assessments were adapted more to fit the lower level learners than the exceptional
students. Our population of lower level learners is much higher so we tend to focus more on
helping them succeed. For our assessments we read the text aloud to the students. We were not
assessing their reading ability and some of our students would have struggled just getting
through the text. This accommodation put all students on the same playing field, no matter what
reading level they were at. In addition, we have a few students who have difficulty transferring
their thoughts to writing. For these students, we had them dictate their answers to a teacher who
wrote them down.
(D.)Formative Assessment
Throughout the unit I measured students’ progress by observing and giving formative
assessments. Every day I observed student progress through the use of white boards,
discussions, and think-pair-share time. I posed questions to the students and checked their
understanding through the methods listed above.
In addition to checking for understanding, I also gave formative assessments throughout
the unit. On day three students completed a formative assessment that measured their progress
using the “Somebody Wanted But So” strategy. On day seven students were given a formative
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assessment on climax. Another formative assessment was given on day ten. After these
assessments were given, I sat down with my cooperating teachers to discuss where the students
were at. There were a few times where we felt students were not where we wanted them to be.
When that happened, we revamped our teaching to give students more practice with that
particular skill.
(E.)Summative/ Post Assessment
The original plan was to give students the same pre-assessment and post-assessment. As
the summative assessment grew closer, my cooperating teachers and I decided it was not in our
students’ best interest to give the pre-assessment again (with a different text). We felt that
students were not ready to do all three steps of the assessment at one time. In order to help our
students be as successful as possible, we split the post-assessment into two parts. The first part
was given on day nine and the second part was given on day eleven.
In part one of the assessment students had to list the eight elements of fiction we learned
and define them (part one was identical to the pre-test). In part two, students were given a new
text, Friend Spider, as well as a story map (with the elements of fiction on it). Students had to
fill in the story map by identifying the eight elements of fiction in Friend Spider. We combined
the two parts for a total score for each student.
Students did not perform as well on the summative assessment as we had hoped. Some
students did a wonderful job, but many students struggled. The average score was slightly below
60% with a low score of 10% and a high of 85%. A more in-depth analysis of the assessment
results can be found in the reflective essay in Part 4.
(G.)Description of the Assessment Results
If you only look at the post-assessment scores, it would seem like most of our students
failed. However, when you compare the results of the pre and post assessments, major
improvement can be seen. Only two students received any points on the post-assessment. All
other students got zeros. Most students simply wrote down characteristics of fiction (it is not
real, it can be a story, etc.). They had no idea what the term elements of fiction meant and in
turn, they did extremely poorly on the post-assessment.
Below is a graph showing scores for each student’s two assessments: pre and post. If a
student only has a red line (post-assessment), they received a zero on the pre-assessment. The yaxis is a percent 0-100.
9
Literary Elements Pre-Assessment
VS Post-Assessment
100
90
80
70
60
50
40
30
20
10
0
Pre Test
Post Test
Student 19 performed extremely poorly with the lowest score of 10%. This particular
student really struggles in general and needs more support than she was given. The highest score
was by student 6 who received an 85%. All other students were somewhere in between with an
average score of 60%. Although this is a low score, it shows great improvement from the preassessment. The average score on the pre-assessment was a 1.6%.
(H.)Conclusions and Inferences from Assessment Data
From these scores, we concluded that most of our students gained some knowledge, but
not enough. These scores told us that our students are beginning to understand the concept, but
they simply need more practice. We will continue to help our students refine their skills by
carrying this unit over into the next unit, myths. Students will continue to practice using the
elements of fiction with myths.
(I.)Generative
Students will use this information in many ways. The next reading unit is myths and
students will continue using story maps and identifying the elements of fiction. In addition, this
knowledge helps students comprehend fictional text by giving them a way to organize the
information. It is important to know how to read and comprehend fictional text. The tools we
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have given them for identifying the elements of fiction will aid them with this for the rest of their
lives.
Part 4: Reflective Essay
(A.)Content Knowledge
The most important content that was included in my unit was the definitions for each of
the 8 elements. We provided definitions a few at a time and practiced identifying each in
different texts. After students had learned all the definitions, they made flashcards to work on
getting the terms and definitions memorized.
In order to put this unit together, I collaborated with my cooperative teachers and used
multiple resources to determine what should be taught. The first thing we did was look at the
standards. After identifying the standards we wanted to hit, we used materials that my teachers
had from previous years as well as our Write Source text book. We found texts to use by looking
in magazines, books, and at children’s books. This content is important because students will be
reading fiction throughout their entire lives. By understanding the elements of fiction, they can
better organize the text in their head and comprehend what they are reading.
The content connected to the standards because we planned the unit based on the
standards we wanted to hit. During this sequence of lessons, we hit four state standards. To
review these standards, please see part three.
We encountered a few problems during this unit. Our biggest obstacle was the difficulty
of the content. When we first looked at the elements, they seemed easy to understand and easy
to teach. As we began to teach, we realized that finding texts that were easy was tricky. We
wanted to start with texts that were simple and work our way up to more complicated texts. We
found texts we thought were easy, but soon found out they were much more complicated when
students began asking questions. As we moved further along in the unit, we learned to choose
our texts carefully and spent a lot of time analyzing those texts.
(B.)Pedagogical Knowledge
For this unit, I pulled knowledge from all my classes and experiences at Wayne State
College. In addition, I also adapted my teaching style to match my cooperating teacher’s style.
This was beneficial for the students because I was using strategies they were used to and good at.
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For example, my teacher uses white boards often to check for understanding. I had never used
this strategy before but I began using it because it was familiar to them.
My instructional decisions helped my students succeed. The white boards allowed me
check each student’s answers to a question before moving on. I was able to give individual
feedback to each student which helped them tweak their thinking if they weren’t quite on the
right path. My accommodations (reading to the students, helping students transfer work to
paper, etc.) helped students, who would have normally had problems, succeed. The students
were better able to meet the outcomes because I did my best to respond to each child’s individual
needs.
Now that I have taught my lessons, there are a few things I would change. The students
really struggled with climax and I was not expecting that. I would have spent more time working
on climax and gave students more opportunities to practice identifying it. In order to help
students succeed, I would have changed my teaching style by varying the lessons. I would try to
cater to all learning styles by creating activities that met each style (visual, spatial, mathematical,
etc.).
(C.)Pedagogical Skills
Each day I introduced the lesson using an anticipatory set. Sometimes we reviewed
material learned the day before or did a cumulative review. I asked questions that required
students to recall, infer, apply, and review, among other things. Students answered these
questions in multiple ways including responding on white boards, note cards, participating in a
class discussion, talking with a partner and talking in groups.
During lessons I managed the classroom by walking around frequently. I used proximity
and eye contact to get students back on task. In rare cases, I had to move students to a different
seat. For assessment I used diagnostic, formative, summative, and generative. I assessed
students using questions, observation, informal and formal assessments.
I integrated technology into this unit as much as possible. For one lesson, students
watched a video on YouTube (Pingu Goes Fishing) which was a claymation story. Students
really enjoyed this because it was something out of the ordinary. We also used the Elmo to show
documents and allowed students to use laptops in certain lessons.
(D.)Pedagogical Dispositions
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My students exhibited great dispositions such as open-mindedness, persistence, meeting
challenges, and collaborating. The answers for the elements of each story were not always cut
and dry. There were many times the students debated the answers and I loved seeing that!
Students were agreeing and disagreeing appropriately and defending their answers. They kept an
open mind when listening to their peers, but they were persistent when they thought their answer
was right. When they came to a challenge of not understanding why an answer was right, they
worked through their thinking and figured it out. The students did a great job of collaborating
with each other. They worked in pairs, groups, and held full group discussions. I was very
impressed with my class’s dispositions as they showed a high level of curiosity to learn while
respecting myself and their classmates.
Both my students and I valued the opportunity the debate the answers. Since some of the
elements of a certain story could be stretched one way or another, students were given a little
leeway. They enjoyed being able to disagree or agree and explain their thinking. A few students
especially liked it when they disagreed with me. As long as they were respectful (and they
always were) I enjoyed it as well. This gave students an opportunity to try to prove their case
and in turn, prove me wrong. Although they were usually not right, I loved giving them the
opportunity to explain their answer. By doing this, they were able to trace their thinking and
better understand why it wasn’t correct.
(E.)Effect on P-12 Learning
During this unit, the students learned valuable skills that will help them comprehend
fictional text in the future. Their learning included multiple dimensions such as thinking at
different levels and responding in a variety of ways. I hope that this unit encourages students to
learn and read more in the future. The information we provided in this unit should help students
better understand what they are reading. If they understand it, then they are more likely to enjoy
reading.
(F.)Reflection on the Teacher Work Sample Process
Throughout this process, I learned how to better reflect not only on my teaching, but on
my pedagogical knowledge, kills, and dispositions. A lot of the questions I was asked were
things I had never thought about before, even though they are so important to consider when
teaching. My philosophy of teaching has simply been strengthened throughout this process. I
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loved seeing my students’ growth and learning during the unit and it only made my desire to
teach more powerful.
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Appendix A: Resources
Included Resources
1. Somebody Wanted But So Chart
2. Elements of Fiction Definitions
3. Pingu Goes Fishing Worksheet
4. Story Map Worksheet
Other Resources to Cite (not included)
 Cupid’s Might Arrow Fell Appollo (Myth article for pre-assessment)
 Click Clack Moo; Cows That Type book by Betsey Cronin
 Ira Sleeps Over book by Bernard Waber
 Pigsty by Mark Teague
 Otis book by Loren Long
 Pingu Goes Fishing (Video on YouTube)
 Zouk (Story from a writing magazine for kids)
 The Knight Who Was Afraid of the Dark article (Story from a writing magazine for kids)
 Friend Spider (Story from a writing magazine for kids; post-assessment)
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Resource 1: Somebody Wanted But So Chart
Somebody
Wanted
But
So In The End
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Resource 2: Elements of Fiction Definitions
Elements of Fiction
Major (Main) Character: The character we follow through the story
Initiating Event: The event that gets the conflict started and sets everything in motion
Conflict: The big struggle between two forces in a story
Rising Action: Main events which expose conflict and lead up to climax
Climax: The turning point of the story, often times the most intense or exciting moment before
the conflict is resolved
Falling Action: Sequence of events that follow the climax and often include the resolution of the
conflict
Resource 3: Pingu Goes Fishing Worksheet
Pingu Goes Fishing
Major Character: ________________________________
Initiating Event: _________________________________
______________________________________________
Conflict: _______________________________________
______________________________________________
Rising Action: ___________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________
Climax: _______________________________________
______________________________________________
Falling Action: __________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________
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Resource 4: Story Map Worksheet
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Appendix B: Lesson Plans
DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 1
SUBJECT/COURSE: Reading
DATE: Monday, February 13, 2012
CONCEPT/OBJECTIVE:
Students will compare and contrast fiction and non-fiction by contributing ideas to a whole group
discussion.
STANDARD(S) MET:
LA 6.1.6.l Select text for a particular purpose (e.g., information, pleasure, answer a specific question)
MATERIALS NEEDED FOR LESSON:
(by you):
Pre-Assessment
Click, Click, Moo: Cows That Type book
Chart Paper
Markers
(by the students):
Paper
Pencil
INTRODUCING THE LESSON:
Think in your head everything you know about non-fiction. Brainstorm on a piece of paper.
INSTRUCTIONAL PROCEDURE:
 Before introduction to lesson and lesson, give students pre-assessment.
o Read the article to the students and have them answer the questions
 Brainstorm with students everything they know about non-fiction.
o Students brainstorm individually first on white boards then share with partners,
then share whole group.
o Write ideas on chart paper.
o Possible Answers: Text structures, informative, author’s purpose, text features
(index, etc.), information dense, doesn’t always need to be read beginning to end,
slow down to read
 Read fun fiction book: Click, Clack, Moo: Cows That Type
o This is to refresh students’ memories about fiction.
 Ask how this fiction books differs from non-fiction. Students will write their ideas on
their own sheet of paper (this is the exit sheet)
 After lesson, compile a list from everything they said to share tomorrow
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o Possible Answers: Purpose is to entertain, characters, setting, made up, follows a
pattern/story map, may add some genres
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
None needed: All students can participate in the brainstorming process.
ASSESSMENT:
Pre-assessment that was given. Also, the exit slips are a pre-assessment that assesses their
background knowledge on fiction.
CLOSURE:
Tell a partner two ways in which fiction differs from non-fiction.
BACK-UP:
Students will silent read.
DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 2
SUBJECT/COURSE: Reading
DATE: Tuesday, February 14, 2012
CONCEPT/OBJECTIVE:
Students will identify characters, goals, conflicts, and resolutions for fictional pieces using the
“Somebody Wanted But So” model.
STANDARD(S) MET:
LA 6.1.6.l Select text for a particular purpose (e.g., information, pleasure, answer a specific question)
LA 6.1.6.e Summarize, analyze, and synthesize informational text using main idea and supporting details
MATERIALS NEEDED FOR LESSON:
(by you):
Chart paper with fiction brainstorm (pre-written from papers students turned in the day before)
Click, Clack, Moo; Cows That Type book
Ira Sleeps Over book
Chart paper with ‘Somebody Wanted But So’ (SWBS) blank chart (2)
Handouts with blank charts for students
(by the students):
Pencil
INTRODUCING THE LESSON:
Review fiction brainstorm from yesterday.
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

I made a poster using the things you came up with on your papers yesterday (read the
parts in red).
The parts in orange I added because no one had them and they are important to know
INSTRUCTIONAL PROCEDURE:
 Explain that all fiction follows a certain pattern. It will help us as we look at fiction.
 We are going to use a strategy to help us identify the pattern.
 Reread Click, Clack, Moo: Cows That Type
 Show the SWBS chart
 Ask these questions to fill in the chart. Answer the questions to model using the strategy.
o Somebody: Who was the story about?
 Cows
o Wanted: What was the cow’s goal?
 To get blankets
o But: What makes it difficult for the cows to get what they want?
 Farmer Brown refuses
o So in the end: How did the cows succeed or fail at obtaining their goal?
 The cows promised to trade the type writer for the blankets
 If we read it all together, it gives us a big picture of the story. All together is reads: The
cows wanted blankets but Farmer Brown refused, so in the end, the cows promised to
trade the typewriter for the blankets.
 Read Ira Sleeps Over
 Hand out worksheet for students to follow along.
 Fill out SWBS chart for Ira Sleeps Over, guided practice
 Ask questions, students suggest answers.
o Somebody: What was this story about?
 Ira
o Wanted: What was Ira’s goal?
 To take teddy bear to sleep over
o But: What makes it difficult for Ira to get what he wants?
 He was afraid his friend Reggie would laugh at him
o So in the end: How did Ira succeed or fail at obtaining his goal?
 Ira went home to get his teddy when he realized his friend Reggie had one.
o Ira wanted to take teddy to a sleepover but he was afraid his friend, Reggie, would
laugh at him, so, in the end, Ira went home to get his teddy when he realized his
friend had one.
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
No modifications are needed. All students will watch modeling and participate in the guided
instruction.
ASSESSMENT:
The students will answer questions on their white boards to show their understanding of using
the strategy.
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CLOSURE:
What does this strategy help us do?
BACK-UP:
Students will silent read.
DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 3
SUBJECT/COURSE: Reading
DATE: Thursday, February 16, 2012
CONCEPT/OBJECTIVE:
Students will show an understanding of fiction patterns by independently applying the
“Somebody Wanted But So in the end” (SWBS) strategy to a new text, Pigsty.
STANDARD(S) MET:
LA 6.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting, plot development,
conflict, point of view, theme)
LA 6.1.6.l Select text for a particular purpose (e.g., information, pleasure, answer a specific question)
LA 6.1.6.e Summarize, analyze, and synthesize informational text using main idea and supporting details
MATERIALS NEEDED FOR LESSON:
(by you):
SWBS posters from Tuesday
Pigsty book and handouts
SWBS chart handouts
The Knight Who Was Afraid of the Dark story for each student
(by the students):
Pencil
INTRODUCING THE LESSON:
Review SWBS strategy.
 Have students write on white boards why we use the strategy.
o To summarize fiction, every piece of fiction follows this pattern
 Review SWBS for Cow story and Ira story from Tuesday.
o Read each phrase and talk about how it summarizes the story and helps us
remember what it was about without rereading the book.
INSTRUCTIONAL PROCEDURE:
Introduce activity
 I will read The Knight Who Was Afraid of the Dark to the students.
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They will get into pairs to complete the activity after the read aloud.
Each pair will complete SWBS chart for the story
Each pair will find another pair to make a foursome.
o Each foursome will compare their phrases and pick one or combine them to make
a new phrase that they feel sums up the story best using the strategy.
When all groups are finished sharing, each group will share their phrase with the entire
class.
o I will write them on chart paper.
Closure will take place now, before the assessment
o We will discuss which one (or ones) does the best job of answering the SWBS
questions (on poster).
o Discuss how it summarizes the book best without too many details and shows the
pattern of fiction.
Complete assessment. See assessment piece below.
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
The modification is that I will read the story aloud for the partner work. This benefits those with
lower reading levels because I am assessing their ability to use the SWBS strategy and not their
ability to read. The text for the assessment text is written at a low enough level for all students to
comprehend.
ASSESSMENT:
After closure, students will take a formative assessment. Each student will write a SWBS phrase
for the story, Pigsty. Students will read the story silently and complete the SWBS independently.
CLOSURE:
Discussion of best SWBS phrase. See above in instructional procedures. Closure will take place
after the partner work and before the assessment.
BACK-UP:
Students will read when done with the assessment.
DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 4
SUBJECT/COURSE: Reading
DATE: Friday, February 17, 2012
CONCEPT/OBJECTIVE:
Objective from Thursday that was not completed:
Students will show an understanding of fiction patterns by independently applying the
“Somebody Wanted But So in the end” strategy to a new text, Pigsty.
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Students will show an understanding of three elements of fiction; main character, conflict, and
initiating event, by defining each element.
STANDARD(S) MET:
LA 6.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting, plot development,
conflict, point of view, theme)
LA 6.1.6.e Summarize, analyze, and synthesize informational text using main idea and supporting details
MATERIALS NEEDED FOR LESSON:
(by you):
Pigsty text for each student
SWBS chart for each student
SWBS posters
Click, Clack, Moo: Cows that Type book
Ira Sleeps Over book
(by the students):
White boards
Pencils
INTRODUCING THE LESSON:
Review SWBS strategy
 Remind that it is a pattern that all fiction follows
 Helps us summarize the story
 If we just remember the pattern, it is going to help us when we identify the elements of
fiction
INSTRUCTIONAL PROCEDURE:
Complete the SWBS assessment from yesterday using Pigsty (see assessment piece below for
details)
Today we are going to talk about the elements of fiction
What do we mean by the elements of fiction?
 Have students write ideas on white boards
 Elements of fiction are parts that make a fiction piece whole
 Without all the parts, the story isn’t complete
 All the elements together make a story whole and make it make sense
 For example: Ingredients, a cake for example, if you leave part out, your cake won’t turn
out right
Why do we need to learn the elements of fiction?
 Ask for student ideas
 Comprehension
o How does it help us comprehend?
 Ask for student ideas
 It helps us remember all the important parts of the story
 If you leave one part out, it is going to break your comprehension
Go back to SWBS strategy
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SWBS for Cows:
The cows wanted electric blankets but Farmer Brown refused, so in the end, the cows promised
to trade the typewriter for the blankets.
SWBS for Ira:
Ira wanted to take his teddy bear to a sleep over but he was afraid his friend, Reggie, would
laugh at him, so, in the end Ira went home to get his teddy bear (when he saw his friend had one
too).
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There are two elements that this strategy helps us identify
Somebody: Major character or main character
o Character we follow through the story (write definition on poster)
o Identify major characters in Cows and Ira
 We will only have one major character, but the cows act as one entity, so
we can group them all together as one character for our purposes
 Wanted/But: Conflict
o The big struggle between two forces in a story (write definition on poster)
o Identify conflicts for Cows and Ira
o Cows: The cows wanted electric blankets but Farmer Brown refused
o Ira: Ira wanted to take his teddy bear to a sleepover but he was afraid his friend,
Reggie would laugh at him
Process New terms
 Discuss definitions with partners
 What parts of the SWBS strategy help us identify these elements?
Think back to our story, Ira Sleeps Over
 What got the conflict started?
 What was the event that set all this in motion?
 Model going back to text
 Read up to page 9
 The event that set this all in motion is on page 4-5
o “It began when my sister said, “Are you taking your teddy bear along?”
 This event is called the initiating event
 Initiating event is the event that gets the conflict started and sets everything in
motion (write on poster)
Think back to our story, Click, Clack, Moo: Cows that Type
 Think again what got the conflict started and what was the event that set this all in motion
 Let’s go back to our text
 Reread up to page 8
 Have students help identify initiating event
 It is the first note that the cows leave for the farmer
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MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
No modifications are needed.
ASSESSMENT:
Each student will write a SWBS phrase for the story, Pigsty. Students will read the story silently
and complete the SWBS independently.
Students will define each element on white boards as closure and as a formative assessment.
CLOSURE:
Define each element on white boards (main character, conflict, initiating event)
 Main Character: Character we follow through the story
 Conflict: Big struggle between two forces in the story
 Initiating Event: Event that got the conflict started, set everything in motion
BACK-UP:
Students will silent read.
DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 5
SUBJECT/COURSE: Reading
DATE: Tuesday, February 21, 2012
CONCEPT/OBJECTIVE:
Students will define the literary elements of climax, rising action, and falling action after
identifying the elements in a short video.
STANDARD(S) MET:
LA 6.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting, plot development,
conflict, point of view, theme)
MATERIALS NEEDED FOR LESSON:
(by you):
Computer and projector for watching video (Pingu Goes Fishing, YouTube)
Paper for outlining each element
List of definitions, cards, and envelope/baggie for flashcards
Definitions poster
Pingu Poster
(by the students):
Pencil
White board
INTRODUCING THE LESSON:
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Define the elements of fiction that we learned Friday (Major character, conflict) one at a time on
white boards.
Teach initiating event to Red group (this was not completed in the previous lesson)
Think back to our story, Ira Sleeps Over
 What got the conflict started?
 What was the event that set all this in motion?
 Model going back to text
 Read up to page 9
 The event that set this all in motion is on page 4-5
o “It began when my sister said, “Are you taking your teddy bear along?”
 This event is called the initiating event
 Initiating event is the event that gets the conflict started and sets everything in motion
(write on poster)
Think back to our story, Click, Clack, Moo: Cows that Type
 Think again what got the conflict started and what was the event that set this all in
motion
 Let’s go back to our text
 Reread up to page 8
 Have students help identify initiating event
 It is the first note that the cows leave for the farmer
Review initialing event with green group.
INSTRUCTIONAL PROCEDURE:
Watch video Pingu Goes Fishing
Write SWBS for the video
 Ask students to help by participating on white boards
 Ask each SWBS question one at time
 Pingu wanted fish but the seal was tricking Pingu, so, in the end Pingu and Seal became
friends after Seal gets hurt.
 Find the character and conflict through SWBS. Write on poster.
 Identify initiating event (First time seal takes kelp and puts fish back on the line)
 Give worksheets and write down parts we already know
Introduce Climax
 What was the most exciting part? What was the turning point?
 If they have ideas, write them on white board. Share as group. (Seal gets hurt.)
 Climax: The turning point of the story, often times the most intense or exciting
moment before the conflict is resolved to settle or solve the conflict
 Write definition on poster
Introduce Rising Action
 Did the story go right from the initiating event to the climax? No. So what main events
happened in between?
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Go back and watch video up to climax, have students write down their answers
Discuss, make sure they are sequential
Rising Action: Main events which expose conflict and lead up to climax (write on
poster)
Introduction into Falling Action
 Did the story end with the climax? No. What happened after the climax?
 Watch video from climax to end
 Students write down events
 Discuss, make sure in sequential order
 Falling Action: Sequence of events that follow the climax and often include the
resolution of the conflict (write on poster)
Answers
 Major Character: Pingu
 Conflict: Pingu wanted fish but seal was tricking Pingu and taking his Kelp
 Initiating Event: First time seal takes kelp and puts fish back on the line
 Rising Action:
1. Pingu discovers seal is stealing fish
2. Seal throws snowball at Pingu
3. Pingu covers fishing holes and tricks seal
4. They chase each other
 Climax: Seal gets hurt (music a clue, books have clues too)
 Falling Action:
1. Pingu comforted Seal
2. Pingu opened holes
3. Pingu went in and got fishing pole
4. Seal gave Pingu the big fish
5. They said goodbye as friends
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
No modifications are needed. All students can participate in the planned activities.
ASSESSMENT:
Students will discuss with each other, and then with me as a class, the definitions of climax,
rising action, and falling action.
CLOSURE:
Discussion of new elements learned (also assessment).
Students will be given a list of definitions, cards, and an envelope/baggie. Students must make
flashcards of the elements of fiction using each element and its’ definition for homework.
BACK-UP:
Students will silent read.
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DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 6
SUBJECT/COURSE: Reading
DATE: Thursday, February 23, 2012
CONCEPT/OBJECTIVE:
Students will define the literary elements of climax, rising action, and falling action after
identifying the elements in a short video.
(Same as previous lesson because the lesson was not completed.)
STANDARD(S) MET:
LA 6.1.6.b Identify and analyze elements of narrative text (climax)
MATERIALS NEEDED FOR LESSON:
(by you):
Projector for video
Computer (video on YouTube)
Student’s “Pingu Goes Fishing” papers from previous lesson
Definitions posters
SWBS poster
Materials for students to complete homework
Envelopes with 6 note cards each
Paper with definitions
(by the students):
Pencil
Whiteboard
INTRODUCING THE LESSON:
Ask students to discuss with a partner what the SWBS phrase is for Pingu Goes Fishing.
 Use questions on poster to help remember if needed
SWBS: Something like: Pingu wanted fish but the seal was tricking Pingu by taking his bait, so,
in the end Pingu got his fish and they became friends.
INSTRUCTIONAL PROCEDURE:
Hand out partially completed Pingu Went Fishing worksheets to students
Review the definition of climax
 The turning point of the story, often times the most intense of exciting moment
before the conflict is resolved
Give students a minute to reread their list of events on the back of their paper
 Remind them to look at the starred event that thought was the most exciting, or the
turning point
 It is not the funniest part or their favorite part, but the event that changes things, it is the
turning point, things are different after that
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 That is what they think the climax is
 Tell them to look at it closely and change it if they think it something else
Have students discuss with a partner what the climax is
 Each pair must come to a consensus on their answer
 Write it on one white board to show me
Take students ideas and discuss them as a group
 The climax is seal getting hurt because it is the turning point, it changes things
 There is a SHIFT in the story
 After he gets hurt, the mood changes, they are no longer after each other.
 Students copy the climax onto their worksheets
 Climax: Seal gets hurt
Talk about Rising Action
 Ask students to share what they wrote down for the other events
 List them on board
 Make sure they are in sequential events
 The events are:
o Pingu discovers steal is stealing fish
o Seal throws a snowball at Pingu
o Pingu covers fishing holes and tricks seal
o They chase each other
 Make a class list
 Define these events as the rising action
 Rising Action: Main events which expose conflict and lead up to the climax.
 Give students time to write the events in order on their worksheet
Now we are going to go back to the video again
 We are going to watch from the climax to the end
 Write down on separate sheet (or white boards) the events in order from climax to the end
After watching, discuss the ideas
 Make a list on board
 Make sure it is in sequential order
 The list is:
o Pingu comforted seal
o Pingu opened holes
o Seal went in a got the fishing pole
o Seal gave Pingu the big fish
o They said goodbye as friends
 Define these events as falling action
 Falling Action: Sequence of events that follow the climax and often include the
resolution of the conflict.
 Give students time to write the events in order on their worksheet
 Worksheet should be complete after this
Explain homework
 Each students gets envelope with 6 cards and list of definitions
 Write name on envelope immediately
 Make flashcards at home (one side element, one side definition)
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Practice at least once
Bring back on Friday
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
No modifications are needed. All students can participate and complete activities as planned.
ASSESSMENT:
Closure: Defining the elements
CLOSURE:
Have students write definitions for newly learned elements one at a time on white boards.
BACK-UP:
Students will silent read.
DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 7
SUBJECT/COURSE: Reading
DATE: Friday, February 24, 2012
CONCEPT/OBJECTIVE:
Students will be able to define the climax and identify the climax independently in a previously
read text.
STANDARD(S) MET:
LA 6.1.6.b Identify and analyze elements of narrative text (climax)
MATERIALS NEEDED FOR LESSON:
(by you):
Ira Sleeps Over
Click, Clack, Moo Cows That Type
The Knight Who Was Afraid of the Dark text for each student
Note cards
(by the students):
Pencil
White boards
INTRODUCING THE LESSON:
Check to see if flash cards are complete.
COVER UP POSTER. Write the definition for climax on your white boards in your own words.
Discuss with partner. Share whole group. Accept all reasonable definitions that have the key
elements of the definition.
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Climax is the turning point of the story, often times the most intense or exciting moment
before the conflict is resolved. (Stress that it is a shift in the story and it changes things.)
Check homework completion while students are defining the term.
INSTRUCTIONAL PROCEDURE:
Reread Click Clack Moo Cows That Type
 Students must be thinking of climax while listening
 MODEL my thinking as I go back through the text
o Well the initiating event is their first note on the door, so it has to be after that.
o Keep going….I’m looking for the point where things change, and a moment that
is intense
o Lots of notes….that’s not too exciting, things are pretty much staying the same
o They are writing notes, and he is saying no
o Ooh now there is an ultimatum, and the cows are thinking about it.
o “All night long, Farmer Brown waited for an answer”
o What is going to happen? This is exciting and intense…..and after this, things
change.
 Climax: The cows hold an emergency meeting and Farmer Brown waits up all night
for an answer.
 It is most exciting and intense moment and you don’t know what is going to happen.
 It is a turning point because the cows are thinking about the ultimatum, not just saying no
like they were before.
Reread Ira Sleeps Over from page 28 to the end
 Students should be thinking about the climax
 When done reading, each student writes on white board what they think the climax is
 Discuss their ideas.
 Climax: Page 36 and 37,
o Reggie says Just a minute I have to get something
o Reggie pulled the something out of the drawer
 The moment when Reggie is getting scared and he says he has to get something
 This is the climax because it is the turning point, after that things change
 Ira then realizes it’s okay for him to have a teddy bear
 Finding out it is a teddy is not part of climax because it is no longer exciting, that is
falling action
Reread The Knight Who Was Afraid of the Dark aloud to students (they follow along with their
own copy).
 After the story is read, students independetly write on note cards what they think the
climax is. They must tell why they chose that.
 Climax: When Lady Wendylyn flung Sir Fred’s fireflies and eel to the ground
claiming she is terrified of bugs and slithery things.
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
The modification is that the stories will be read aloud so that all students comprehend the text,
even if they are lower level readers.
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ASSESSMENT:
The assessment is a formative assessment. After reading the knight story, students will write on
note cards what they think the climax is and why.
CLOSURE:
Review definition of climax (rising action and falling action if time permits).
BACK-UP:
Students will silent read.
DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 8
SUBJECT/COURSE: Reading
DATE: Monday, February 27, 2012
CONCEPT/OBJECTIVE:
Students will define the newly learned elements of fiction, minor characters and setting.
Students will tell how a story map helps us comprehend fiction.
STANDARD(S) MET:
LA 6.1.6.b Identify and analyze elements of narrative text (minor characters and setting)
MATERIALS NEEDED FOR LESSON:
(by you):
List of all elements identified in video (filled out worksheet)
Ira Sleeps Over
Blank note cards
Definitions posters
Story map papers
(by the students):
Envelope of element flash cards
Pencil
White board
INTRODUCING THE LESSON:
Review all the elements of fiction learned thus far. Have students discuss the definitions of
major character, conflict, initiating event, climax, rising action, and falling action. Review each
element as identified in the Pingu video from the previous lesson. (Use filled out worksheet).
With Red group, go back to climax in Ira book.
 We said the climax was him getting his teddy bear
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Clarify that it is right before we know it is the teddy bear
Once we know what it is, we know how the story will end, so that is no longer the climax
The climax is when he says is going to get something and before he pulls out the teddy
bear
INSTRUCTIONAL PROCEDURE:
Introduction to Minor Character
 In the video clip, were there other characters other than the major character? Yes. Who
was the other character (Seal).
 Seal is a minor character. Although he is in the story a lot and is an important part of the
story, he is just a minor character because we do not follow him throughout the entire
story.
 Minor Character: A character or characters in a story that are not the major
character (they are not followed through the story)
Introduction to Setting
 All these events occurred in a place and time
 We call this the setting
 Setting: Time, place and/or general environment in which the action happens
 Ask these questions:
o When did this story take place? (Daytime)
o Where did it take place? (In a polar zone with glacial ice)
o How do you know? (All we see is ice and water)
o What clues did the author give you?
o Did the events occur in the same time and place? Yes.
 Think back to Ira Sleeps Over
o Did that occur in the same place?
o No, often setting changes throughout the story
o Refer to book to see the different settings
o Change in setting is often a signal for a new event
o How does the setting change in Ira?
 The place changes: From his house, to Reggie’s house, to his house
o What is the time it takes place?
 Happens in one day
 How do we know?
 Look at clues of page 16, that afternoon,
 Page 28 that night
 Light during the day
Introduce Story Map
 Show visual of story map
 This visual can help you remember the pieces
 Use Pingu data as an example
o Fill out with me as I go
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
No modifications are needed. All students can participate in the lesson as designed.
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ASSESSMENT:
Closure: Defining the elements with partners then writing the two new elements on note cards to
add to their flashcards.
CLOSURE:
Students will define minor characters and setting with a partner. Then they will write the new
elements on note cards to add to their flash cards.
How does a story map help us comprehend fiction?
Homework: Study the elements using flash cards
Memorize, will have quiz at end of session two on Tuesday
BACK-UP:
Students will silent read.
DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 9
SUBJECT/COURSE: Reading
DATE: Tuesday, February 28, 2012
CONCEPT/OBJECTIVE:
Students will show their understanding of the elements of fiction by identifying the 8 elements in
the picture book, Otis.
STANDARD(S) MET:
LA 6.1.6.b Identify and analyze elements of narrative text (Major/minor characters, setting, conflict,
initiating event, rising action, falling action, and climax)
MATERIALS NEEDED FOR LESSON:
(by you):
Otis by Loren Long
Story map copies
Computer and Projector
Otis Packets for students
(by the students):
Pencil
White boards
INTRODUCING THE LESSON:
How does a story map help us?
INSTRUCTIONAL PROCEDURE:
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Read Otis out loud to students-may follow along in packet
Do the SWBS to get main character and conflict
 Ask the questions on the poster
 Each student writes answer on white board, discuss as group
o Otis wanted to be useful but a big tractor came and took his place. So, in the
end, Otis felt useful when he was needed to help pull a calf out of the mud.
o Main Character: Otis
o Conflict: Otis wanted to be useful but a big tractor took his place
 Fill conflict and main character in on story map
Give each student a story map
 Fill out in pairs
 Talk about answers last 15 minutes of class
Answers (questions to lead to the answers)
Setting
 Where does it take place?
 What time of day?
 How do we know this?
 Setting: On a farm, over a few days or weeks
o It says things like “then one day” and shows both night and day
Minor Characters
 Who were the other characters in the story,that we didn’t follow throughout the story?
 Minor Characters: The Farmer, the little calf, the big yellow tractor
 Do we need to add all the farmhands?
 What about Fire Chief Douglas?
 What about all the village people?
o No, they are characters, but are not extremely important to the story
Initiating Event
 Think back to the conflict. Otis wanted to be useful but a big tractor took his place
 What got the conflict started?
 Initiating Event: When the big yellow tractor arrives
 Why isn’t it when the calf arrives?
o Because that doesn’t start the conflict
o All of the action up until the tractor arriving is just background knowledge
o The initiating event isn’t always at the beginning of the story
o You have to think back to the conflict
Rising Action
 What are the main events following the initiating event that lead up to the climax and
expose the conflict
 Rising Action
1. The calf didn’t like the big tractor so she sat with Otis instead
2. Farmer decides to show the calf in a prettiest calf contest
3. The little calf gets stuck in the mud pond
4. The farmhands and the big tractor try to pull her out but can’t
5. The fire truck tried and failed to save the calf
Climax
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What is the most exciting part, the turning point, the shift in the story?
It has to be BEFORE we know how the conflict will be resolved
Climax: Suddenly, the little calf’s ears perked up. Over the hum…..the sound
became louder PUTT PUFF PUTTEDY CHUFF.
Falling Action
 What events follow the climax and lead up to the resolution
 Falling Action
1. The calf sees Otis coming
2. Otis circles the pond and the calf watches
3. The calf comes out of the pond when the mud had loosened up enough
4. Otis leads a parade into town
5. The farmer discovers Otis is useful in many ways
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
No modifications are needed.
ASSESSMENT:
The students’ filled out story maps. Students will be assessed at a later date on finding the
elements individually.
CLOSURE:
Why is it important to know the elements of fiction and to identify them in a story?
BACK-UP:
Study flash cards for elements quiz in next session.
For session two:
Give students blank sheet of notebook paper.
Must list all 8 elements of fiction and give definitions for each.
Students work on previous assessment that is unfinished when done.
May silent read when done with that.
Grade and review with those who did not do well on the elements assessment.
DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 10
SUBJECT/COURSE: Reading
DATE: Thursday, March 1, 2012
CONCEPT/OBJECTIVE:
Students will show their understanding of the elements of fiction by individually identifying the
8 elements on a story map in the text, Zouk, The Crush.
STANDARD(S) MET:
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LA 6.1.6.b Identify and analyze elements of narrative text (climax) (Major/minor characters, setting,
conflict, initiating event, rising action, falling action, and climax)
MATERIALS NEEDED FOR LESSON:
(by you):
Otis book
Student filled out story maps of Otis
Zouk, The Crush text
(by the students):
Pencil
INTRODUCING THE LESSON:
Have students talk in pairs about the elements we already identified in Otis.
 Main Character: Otis
 Conflict: Otis wanted to be useful but a big tractor took his place
 Setting: On a farm, over a few days or weeks
 Minor Characters: The Farmer, the little calf, the big yellow tractor
 Initiating Event: When the big yellow tractor arrives
 Climax: Suddenly, the little calf’s ears perked up. Over the hum…..the sound
became louder PUTT PUFF PUTTEDY CHUFF.
Discuss as a group.
INSTRUCTIONAL PROCEDURE:
Finishing filling out Otis story map
Rising Action
 Define: the main events which expose conflict and lead up to the climax
 Talk about finding the initiating event and climax in text and then looking at events in
between
 Pick out main events
 Rising Action
1. Tractor takes Otis’s place in the barn, Otis goes behind barn
2. The calf didn’t like the big tractor so she sat with Otis who didn’t want to
play
3. Farmer decides to show the calf in the prettiest calf contest
4. The day of the contest, the little calf gets stuck in the Mud Pond
5. The farmhands try to pull the calf out
6. The big tractor tries to pull the calf out
7. The fire truck tried to pull the calf out
Falling Action
 Define: Sequence of events that follow the climax and often include the resolution of the
conflict
 Main events from climax to end of story
 Falling Action
1. The calf sees Otis coming
2. Otis circles the pond and the calf follows
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3. The calf gets out
4. Otis leads a parade into town
5. The farmer discovers Otis is useful in many ways
Give students Zouk, The Crush article
 Read Zouk aloud
 Turn story map over
 Students will independently fill out story map for Zouk
 Tell students to do SWBS first (write at bottom of paper)
If there is time, go over the answers with the students
 Main character: Zouk
 Minor character: Nono
 Setting: Great big city, daytime
 Conflict: Zouk wanted Nono to prove his love, but what she asked him to do was
dangerous
 Initiating event: “If you truly love me, prove it!”
 Rising Action:
1. Nono promises to do whatever she wants
2. On Zouk’s request, Nono insults a couple and gets slapped
3. On Zouk’s request, Nono dives into the river to get Zouk’s scarf
4. On Zouk’s request, Nono climbs a tall bridge to get a flag.
5. Nono falls, clutching the flag
 Climax: Zouk is scared---she really went too far this time.
 Falling Action:
1. Zouk casts a spell to make Nono fly
2. Nono lands in Zouk’s arms
3. Zouk gives Nono a kiss and promises never to do anything like that again
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
No modifications are needed.
ASSESSMENT:
Student’s will each fill out a story map individually for the Zouk text.
CLOSURE:
Write on your white boards why we are learning the elements of fiction and how a story map
helps us with this.
BACK-UP:
Students will silent read.
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DAILY LESSON PLAN TEMPLATE
Elements of Fiction Unit: DAY 11
SUBJECT/COURSE: Reading
DATE: Friday, March 2, 2012
CONCEPT/OBJECTIVE:
Students will show their understanding of the 8 elements of fiction (major character, conflict,
initiating event, climax, rising action, falling action, minor characters, setting) by reading the
story Friend Spider and identifying the elements on a story map.
STANDARD(S) MET:
LA 6.1.6.b Identify and analyze elements of narrative text (climax) (Major/minor characters, setting,
conflict, initiating even, rising action, falling action, and climax)
LA 6.1.6.e Summarizes and analyzes narrative text using main ideas.
MATERIALS NEEDED FOR LESSON:
(by you):
Student paper from Thursday Zouk
Copies of friend spider for each student
Copies of story map for each student
(by the students):
Independent Reading book
INTRODUCING THE LESSON:
Ask students to talk with a partner to recall the SWBS for Zouk.
INSTRUCTIONAL PROCEDURE:
Side note for green group, give students a new note card.
 Have them write the “new” definition for minor character on the note card and get rid of
their other card with minor character
 I made a mistake giving them that definition, the one I gave is correct, but there is a lot
more to it than that
 Minor Characters: Characters that play a key role but are not followed throughout the
story
Give students time 5 minutes to finish up story map on Zouk
Talk about story map for Zouk
 Main character: Zouk
 Minor character: Nono
 Setting: Great big city, daytime
 Conflict: Zouk wanted Nono to prove his love, but what she asked him to do was
dangerous (but she went too far)
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

Initiating event: “If you truly love me, prove it!”
Rising Action:
6. Nono promises to do whatever she wants
7. On Zouk’s request, Nono insults a couple and gets slapped
8. On Zouk’s request, Nono dives into the river to get Zouk’s scarf
9. On Zouk’s request, Nono climbs a tall bridge to get a flag.
 Climax: “But it’s so very high that he gets dizzy, and everything begins to spin”/”Nono
falls, desperately clutching the flag”
 Falling Action:
4. Zouk is scared that she went too far this time
5. Zouk casts a spell to make Nono fly
6. Nono lands in Zouk’s arms
7. Zouk gives Nono a kiss and promises never to do anything like that again
Give Friend Spider assessment
 Students must read the text then fill out the story map
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS:
I will privately read the story to the few students who have low reading ability. I am assessing
their ability to identify the elements, not their ability to read.
ASSESSMENT:
Friend Spider story map (identifying the elements of fiction).
CLOSURE:
None. Students will take the assessment.
BACK-UP:
Students will silent read when finished with the assessment.
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Appendix C: Assessment Instruments/Activities
Pre-Assessment
Students were given the article Cupid’s Might Arrows Fell Apollo (Cannot be attached)
They answered these questions
1. What are the elements (parts) of fiction?
2. Define each element (part) that you listed?
3. Underline and label each element (part) of fiction in the given passage.
Post-Assessment
Part 1
 Students were given a blank sheet of notebook paper
 They had to list and define the 8 elements of fiction
Part 2
 Students were given a new story, Friend Spider (cannot be attached) and a story map (see
appendix A)
 Students had to identify each element by filling in the story map
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