Complete Unit

Darcy Buchheit, Literary Elements Unit, Spring 2014 1
Topic: Literary Elements Subject Area: English Language Arts Grade Level: 5
Rationale: This unit is imperative for students to experience. Being able to analyze and break down a particular fictional text is a skill
that will be used throughout ones educational experience. Students will have ample experiences to interpret various texts such as
short stories, chapter books, picture books, videos and poems. In each of these texts students will become familiar with the various
elements that make up the text. Through independent, small and large group, and guided experiences students will expand their
analyzing skills to be able to compare and contrast details within a given text.
Complementary Standards:
Primary:
5.RL. 3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in
the text (e.g. how characters interact).
Secondary:
5.RL.6 Describe how a narrators or speakers point of view influences how events are described.
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide overall structure of a particular story,
drama, or poem.

Unit Focus:
COGNITIVE Knowledge & Reasoning PSYCHOMOTOR Skills & Processes AFFECTIVE Attitudes & Dispositions
Recall types of characters, story
elements, and elements of plot
Recognize variations of plot
Define literary elements (plot,
story)
Compare two perspectives of the
same story
Story Map Snapshot
Note-taking (definitions, key
elements of literacy, etc.)
Categorizing events from literacy
book into the plot map
STORY acronym applied to book
club book.
Dynamic character analysis paper
Look at events from a book or
scenarios from varying
perspectives.
Reflect and respond to
performances and experiences
throughout the unit.
Readers response journal entries
Collaboration in small groups
Active daily participation
Self-Assessment (rubric)


Performance Goals:
1. Given the STORY acronym activity, students will be able to apply key details from their own book club books to categorize
various story elements.
2. Given Elements of Plot anchor chart and using a familiar story, The Three Little Pigs, students will be able to create a scene of
a particular event within the plot that matches the point of the story on the plot map.
3. Given the short film Boundin, students will work together to categorize events from the video into a plot diagram.
4. Given the definitions and small group literacy discussions about different characters within their assigned literacy book,
students will be able to write an informational paragraph about a character based on traits, characteristics, and events from
the story.
5. Given discussion and activities about character types, students will be able to compose a short informational paper
describing a dynamic character from their literacy book.
Overarching Essential Question(s):
How does perspective or point of view
influence the reading of a text?
Why is it important to understand
perspective in literacy?
Why is important to analyze character
traits and events from a fictional story?

Topical Foci:
Story Elements & Types of Characters
Elements of Plot
Perspective (author/character)
Formative Assessments: Summative Assessments:
Story Elements: Pre-Test
S.T.O.R.Y. Elements
Story Map snapshot activity
Compare/Contrast Character (venn
diagram)
Small group observations, readers
response, participation, etc.
Exit cards
Story Elements: Post-Test
Character Analysis Paragraph
(performance task)


Feb. 21 Feb. 24 Feb. 25 Feb. 26 Feb. 27
Day 1 Day 2 Day 3 Day 4 Day 5
Story Elements:
Read The Name Jar
STORY acronym anchor
chart

Readers workshop
(Day 1)
Story Elements/Plot:
Review The Name Jar
Note-taking (plot
definitions)
*Exit Card

Readers workshop
(Day 2)
Elements of Plot:
The Name Jar

Story Map snapshot
group activity

(no workshop)
Types of Characters:
Static vs. Dynamic, Flat
vs. Round
*Exit Card

Readers Workshop
(Day 1)
Types of Characters:
Protagonist vs.
Antagonist

Readers Workshop
(Day2)
Feb. 28 March 3 March 4 March 5 March 6
Day 6 Day 7 Day 8 Day 9 Day 10
What is Perspective?
*Exit Card

Readers Workshop
(Day 1)
Perspective Continued
Read The True Story of
the 3 Little Pigs!
Compare/Contrast 3
little pig stories

Readers Workshop
(Day 2)
Literary Elements
Analysis: Plot Elements
Pixar-Boundin

Readers Workshop
(Day 1)
Pixar-Boundin: Dynamic
Character Outline
Start Performance Task:
Outline

Readers Workshop
(Day 2)
Review: character types
Performance Task:
Character Analysis
Paragraph (finish!)

(no workshop)

Prerequisites: Students must understand that there are particular events that make up a story, and that these events can vary from
each fictional text they read or see. Some experience with analysis and questioning will be beneficial for students to think more
critically when reading a text in order to better comprehend the choices an author or character makes.

Materials:
Books: The Name Jar by: Yangsook Choi, The True Story of the 3 Little Pigs! by: Jon Scieszka illustrated by: Lane Smith, The Three Little Pigs
written and illustrated by: James Marshall
Videos/Slide Shows: Boundin http://vimeo.com/45732240, Slideshows: Static & Dynamic Characters, Characters in Literature (adapted from
http://www.slideshare.net/?ss)

Darcy Buchheit, Literary Elements Unit, Spring 2014

Intro: Story Elements February 21, 2014
_x_ Cognitive _x_ Psychomotor ___ Affective
Instructional Objectives:
Students will be able to
Define and explain different elements of a storys plot.
Learning Targets:
I can name and explain elements of the plot.
Standards/Benchmarks:
5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide overall
structure of a particular story, drama, or poem.

Time Teacher Student
10-15 minutes Before starting the story explain and
introduce that there are 5 important
elements that are involved in nearly all
fictional stories. On chart paper create the
STORY acronym vertically. (Setting, Talking
character, Oops a problem, attempts to
Resolve the problem, and Yes the problem is
solved). Ask students to listen for these key
parts of the story as it is read aloud.

Begin reading The Name Jar aloud to the
students at the carpet. Stop about halfway
through and fill in the chart based on
information gained thus far (S, T, and O).
Have student turn & talk to decipher what
belongs in each part of the acronym (use
popsicle stick questioning to call on students
at random).

Finish the story and complete the chart (R &
Y) using student responses. After this is
Students will be seated at the
carpet and listen to the story.

As the story is read students
should be pulling out key
details and story elements
such as (setting, characters,
and main events problem
and solution). With these
elements students will offer
up answers and details from
the story in order to fill in the
STORY anchor chart.


completed go over the importance of pulling
out this specific information in order to more
deeply understand a fictional text.
Instructional Input: read aloud, modeling, teacher questioning, turn & talk, graphic organizer,
anchor chart, popcorn questioning, workshop stations.
60 minutes

(3 rotations of
20 minutes
each)
Briefly explain each station to students.
Revisit expectations and locations of stations
with students.

As students are excused ask them to think
about the story elements in their own
literacy book club books.
Students will rotate through 3
of the 4 stations at 20 minutes
per rotation. Day 2

Seat Work: STORY worksheet
with literacy book club.
(groups or individually okay)
Fluency/Writing: OAKS
preparation
Guided Group: Check-in
leaving tracks & vocab. Wrap
up: book club book.
Reading Response Q: How
would you rewrite the ending
of this book? Why?
Stamina: 4 leaving tracks &
vocabulary for the week
Closure:
5 minutes Rejoin as a group on the carpet. Ask students
if they found it easy to think about the STORY
acronym while reading their own books.
Was this helpful in more deeply
understanding how a text is structured? Did it
organize the text better for you? How did
your STORY elements compare or contrast
from The Name Jar?

Explain to the class we will be examining
more short stories using STORY as well as a
story map to look more intently at how a text
progresses.
Students will come back
together as a whole group
and participate in the group
discussion about looking at
story elements in their own

Literacy Connection:


This lesson is solely based through literacy. Students will be engaged in analyzing the
major story elements. Students will be asked to pick out the main elements of a story as a
whole group activity and then practice individually while reading just right literacy books at
the stamina station during workshop. This is an introduction for some students and possibly a
review of story elements for others. The acronym will be helpful for remember the 5 key details
of any fictional story; this reference will be used throughout the upcoming unit as well as during
future experiences in the classroom.
Assessment/Learning Evidence:
Students will be assessed based on their whole group and partner participation. I will be
assessing students through teacher questioning during the whole group portion of the lesson
(introduction and wrap-up/closure). Students will be expected to understand and recall each of
the 5 key elements of a fictional story as well as apply examples for each of these elements for
The Name Jar.
Completion of the STORY graphic organizer will be concrete evidence that students are
grasping the elements that make up their texts. During the wrap-up portion of the lesson
students will be expected to understand the benefits of story elements and how a text is
organized.
Materials, Resources, Technology:
STORY anchor chart (attached)
The Name Jar by: Yangsook Choi
OAKS prep material - Star
STORY graphic organizer (attached)
Sentence frames:
I infer _______ because I know _____.
I infer _______ will happen because ______.
Modifications/Adaptations/Accommodations:
Sentence frames may be provided for students who require more support during whole
group as well as partner discussions. These sentence frames can be used to make inferences
about what will happen in the story. Students have been working with these inference phrases,
so this will allow practice as well as deepen their comprehension of the story being read. (ELL,
IEP)
Classroom Layout, Logistics, Grouping and Management of Students:
Throughout the introduction portion and closure of the lesson students will all be
gathered on the rug. By having students at close proximity on the rug I can easily manage
student behavior and move students around if disruptions occur. It also fosters better
discussion because students can simply turn to their neighbor when discussion questions are
asked.


During readers workshop students will be rotating with their specified reading groups
to each station. Stamina is an independent station because students are expected to be reading
their literacy books and using sticky notes to complete their leaving tracks for the week.
However, during the remainder of the stations students are allowed to work in partners within
their groups. This allows for the opportunity to collaborate with one another and utilize each
others strengths in order to succeed at the work assigned for each station.




Plot Elements February 24
th
, 2014
Define different plot elements.
Apply events from a fictional text to the plot elements map.
Learning Targets:
ELA
I can define the 5 plot elements
I can categorize key events from The Name Jar into the plot elements map.
5 minutes

15 minutes

Bring students to carpet as whole group.
Review The Name Jar from the previous
days lesson. Ask students to think-pair-share
in order to recall key events. (revisit STORY
anchor chart)

Ask students to think about what plot means.
What do they know about a storys plot?
Imagine you were reading a story that said:
the king died and then the queen died. What
does that tell you?...But what if a text said:
the king died and then the queen died of
grief. How does that small addition to the
phrase create more details that leads you to
believe there could be more to the plot.
Students will recall events and
STORY elements from The
Name Jar that was read
during the previous class.

Participate in teacher
questioning during group
discussion. Students will
provide events from The
Name Jar that fit into the
corresponding piece of the
plot elements map.


Create plot elements anchor chart: draw out
story map line and insert each main plot
point (exposition, rising action, climax, falling
action, resolution).
Looking at this chart, labels, and how the line
changes what parts of the story do you think
would fit into the exposition? Rising climax?
Etc.
Think about what you already know about
these words? Have you heard these before
(ex: climax, rising, falling, resolution)? What
can your schema tell you about the meaning?
As students provide events from The Name
Jar fill in the anchor chart with the
corresponding plot element. For each
section, create a student-friendly definition.

Collaborate to compose
definitions of plot elements.
Instructional Input: teacher questioning, anchor chart, think-pair-share, modeling, graphic
organizer, workshop stations.
5 minutes

60 minutes

(3 rotations of
20 minutes
each)
Have students return to their seats and copy
down definitions for each key plot element
exposition, rising action, climax, falling
action, resolution

Briefly explain each station to students. This
should be a reminder because it will be day 2
of workshop; stations will be the same as
that from the previous day. Revisit
expectations and locations of stations with
students.

about the story elements in their own
In student reading response
journal, copy down plot
elements definitions and
map.

per rotation. Day 2

Seat Work: STORY worksheet
with literacy book club
(groups or individually okay)
preparation
Guided Group: Check-in
leaving tracks & vocab. Wrap
up: book club book.
Reading Response Q: How
would you rewrite the ending
of this book? Why?
Stamina: 4 leaving tracks &
vocabulary for the week
Closure:


5 minutes Come back together as a group. Discuss:
Now that you have analyzed your own
literacy books story elements has it made
you think about reading more closely?

Exit Card:
Prompt: In your words, why do you think
understanding the story elements and plot
elements important when reading a fictional
text?
Students will actively
participate in a whole group
discussion based on
experiences during readers
workshop.

Complete exit card.

Students will once again be analyzing a fictional text and its key events and elements to
apply to new knowledge. During this lesson students will have to decipher which events would
accurately fit into exposition, rising action, etc. By doing this students will be required to sort
and categorize various events from a given text.
During workshop students will be asked to pick out the main elements of a story as a
whole group activity and then practice individually while reading just right literacy books. This
is an introduction for some students and possibly a review of story elements for others. The
acronym will be helpful for remember the 5 key details of any fictional story; this reference will
be used throughout the upcoming unit as well as during future experiences in the classroom.
Note taking is also another important literacy task. Students helped to create the
definitions and it is important for them to take that discussion and in turn take notes on the
learning that took place. Students will copy down definitions as well as key information from
the Plot Elements anchor chart.
I will formally assess students based on participation and accuracy of ability to
categorize particular events of a story and apply them to a plot map. This will be a check to
ensure that students are not only participating in both small and whole group but that they are
grasping the concepts that are being presented.
Completion of the STORY graphic organizer will be concrete evidence that students are
grasping the elements that make up their texts. During the wrap-up portion of the lesson
students will be expected to understand the benefits of story elements and how a text is
organized.


Plot Elements Map anchor chart
STORY worksheet (attached)
OAKS test preparation
The Name Jar by: Yangsook Choi
Reading response journals
The anchor charts provided (STORY Elements and Plot Elements Map) will be helpful for
students who require extra visual support. By having these references readily available students
can easily see an example in order to model the expectations of a particular assignment. (IEP,
ELL)
Throughout the introduction portion and closure of the lesson students will all be
gathered on the rug. By having students at close proximity on the rug I can easily manage
student behavior and move students around if disruptions occur. It also fosters better
discussion because students can simply turn to their neighbor when discussion questions are
asked.




Plot Map Snapshot February 25
th
, 2014
_x_ Cognitive _x_ Psychomotor _x_ Affective
Identify key elements that occur during a fictional text that represent a particular piece
of a storys plot.
Collaborate to create a snapshot image of a specified event in a fictional texts plot.
Respond and reflect on a dramatization snapshot of a particular part of a given fictional
story.
Learning Targets:
I can identify key details/events/dialogue that represents different parts of a storys
plot.
I can work in a small group to create a snapshot image of a part of The Three Little
Pigs.
I can reflect upon a dramatic performance and experience.
Language Objective
I can explain how key details/events/dialogue represent different parts of a story's
dialog.
AR.05.CP.01 Use experiences, imagination, observations, essential elements and organizational
principals to achieve a desired effect when creating, presenting and/or performing
works of art.


10 minutes Revisit the Plot Map anchor chart from the
previous lesson. Discuss what each plot
element is and what happens during these
times of the story.
Tape snapshots from The Name Jar to the
corresponding place of the plot.
Why do you think I chose this picture to
represent the rising action (etc.)? What key
events are happening in this frame/picture
that shows the resolution (etc.)?
Students will gather at the
carpet and participate in
discussion about why
particular snapshots
represent exposition, rising
action, climax, etc.
Instructional Input: anchor chart, modeling, teacher questioning, self-assessment with rubric,
reflection.
5 minutes

5 minutes

10 minutes

Explain to students they will be planning and
acting out a freeze frame snapshot of a
particular part of the plot of The Three Little
Pigs.
We represented The Name Jar using specific
pictures from the book. These pictures are an
example of a freeze frame or snapshot to
represent a certain element of plot.
(reference Plot Map anchor chart)
Explain to students that they will be doing
this same activity of freeze framing but with
their own bodies rather than a picture to
represent the event. One student will be the
narrator; the remainder of the students will
partake in making up the snapshot frame in
front of the class.

Show students rubric for snapshot and
reflection under the document camera.
Discuss what the performance should look
like. Explain to students that they will be self-
assessing their participation and effort in the
process.
(Create freeze frame example with Mrs. T? &
student narrator volunteer)

One representative from each group will pull
a quote and plot elements from a jar. Then,
groups will work collaboratively to plan who

Students will assess the
snapshot example done by
teachers. And ask clarifying
questions about the
expectations/rubric.

One group member will draw
the plot elements and quote.
Students will decide who is


10 minutes
will narrate as well as how they will act out
their snapshot.
Students will be allowed time to plan with
their groups and create a sketch of their
snapshot/freeze frame that they plan to
present to the class. Prompt students to have
reasoning as to why this best represents
their assigned plot element.

Groups will come up to the front of the class
and present their snapshot in front of the
class while the narrator reads the text from
the book. After each group have students
explain their reasoning behind presenting
this plot element this way.
the narrator and actors. Then,
students will collaboratively
brainstorm their ideas of how
to represent their chosen plot
element. Each student will
quickly sketch of their
planned snapshot. Prepare for
group questioning.

Present snapshot and quote
in front of the entire class.
Explain reasoning behind
representing this plot element
in this way.
Closure:
10 minutes Students will write a short paragraph about
the given prompt (below). This reflection will
be used as an exit card, along with their
sketch.

Prompt: Why did your group choose to
represent your given event in the plot
snapshot the way that you did?
*Students should think about dialogue,
description from the text, and their plot
element to answer this prompt.

After students complete reflection, they will
be asked to self-assess based on the given
rubric.
On a piece of paper students
will write a response to the
dramatization activity. This
exercise will be used as an
exit card.

Self-assess, using snapshot
rubric.

This activity has students recall what was previously read. This text has been used
throughout the past 3 lessons, students comprehension will be tested when asked to
remember particular details from a previous reading.
Given a text, students will be asked to physically represent it through a snapshot.
Students must analyze the given text and the background knowledge they have about plot and
the familiar story in order to organize their group into a snapshot of the story. This type of
thinking is important for students to apply a text through another medium other than writing.


Students are expected to be able to represent a particular scene (point in the plot) of
the story of The Three Little Pigs in a freeze frame/snapshot. Along with the presentation of the
snapshot students will be expected to be able to reason why they chose to represent the scene
the way they did. This will be done orally as well as written as an exit card.
After the presentation students will be asked to self-assess themselves based on their
collaboration, effort, and participation within their group work to create a relevant and
accurate snapshot. This assessment will be done with a rubric that will be introduced prior to
the activity, students will be aware of the expectations.
Snapshot rubric (attached)
Snapshot sketch & reflection (attached)
The Name Jar pictures
Plot Elements Map anchor chart
Plot elements mixed up in a jar (for groups to choose)
Quoted text for each plot elements from The Three Little Pigs
Readers Response journals
Sentence Frames
This scene represents the _(plot element)_ because _____.
We chose this snapshot because _____.
The _(plot element)_ means _____.
Having the Plot Elements anchor chart readily accessible for students is an extra support
for students who require a reference in order to complete assignments. The anchor was
created with the students and this is a helpful tool for them to use in order to carry out
assignments. (IEP, ELL)
Students will also have their literacy notes available for referencing during the group
work portion of the lesson. Students can utilize this support during in-class assignments; this is
beneficial practice of using resources that are made accessible for student support. (IEP, ELL)
Students will be gathered at the carpet. By having students at close proximity on the rug
I can easily manage student behavior and move students around if disruptions occur. It also
fosters better discussion because students can simply turn to their neighbor when discussion
questions are asked.
During the main activity students will work in their assigned table groups. By grouping in
this manner students can utilize one anothers strengths in order to complete the desired
assignment. Small group assignments also require students to work collaboratively. Students


will be required to work within groups throughout their entire lives. Working with others can
decrease behavioral disruptions because students are not required to sit and listen to direct
instruction but they are actively involved in their learning.


Presentation Rubric : Plot Map Snapshot

Student Name: ________________________________________

CATEGORY 4 3 2 1
Preparedness Student is
completely
prepared and has
obviously
rehearsed.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Student does not
seem at all
prepared to
present.
Collaboration with
Peers
Almost always
listens to, shares
with, and supports
the efforts of
others in the
group. Tries to
keep people
working well
together.
Usually listens to,
shares with, and
supports the
efforts of others in
the group. Does
not cause
\\\"waves\\\" in
the group.
Often listens to,
shares with, and
supports the
the group but
sometimes is not a
good team
member.
Rarely listens to,
shares with, and
supports the
the group. Often is
not a good team
member.
Organized Shows a full
understanding of
the given plot
element.
Shows a good
understanding of
the given plot
element.
Shows a good
understanding of
parts of the given
plot element.
Does not seem to
understand the
given plot element
very well.
Enthusiasm Facial expressions
and body language
generate a strong
interest and
enthusiasm about
the snapshot.
Facial expressions
and body language
sometimes
generate a strong
interest and
enthusiasm about
the snapshot.
Facial expressions
and body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.
Very little use of
facial expressions
or body language.
Did not generate
much interest in
snapshot being
presented.




* One student groups example of a scene from the traditional story of The Three Little Pigs


Characterization February 26
th
, 2014
Define various types of characters in a fictional story based on the traits given by the
author.
Compare and contrast two main characters from a story.
Learning Targets:
I can define different characters based on traits and descriptions by an author.
I can compare and contrast two main characters from my literacy book.
Language Objective:
I can compare and contrast types of characters within a story.
15 minutes

Have each literacy book club gather at
selected tables, this grouping will provide for
relatable conversations regarding characters
in their literacy book.
Explain to students that now that we have
discussed various elements of a story and a
storys plot we are analyzing who is involved
in the story.
Ask: What is characterization? Have you
heard this word before? What do you predict
it means, think about parts of the word that
you may already understand.
Begin PowerPoint about static/dynamic
characters and flat/round characters.
Throughout PowerPoint, provide relatable
Students will gather with their
literacy groups at a previously
selected table. Each student
will be expected to actively
participate and provide
insights from their reading
experiences.


5 minutes
characters to the students, allow time for
group discussions about what characters fit
into each type of characterization from their
literacy book.
As a whole group come up with student-
friendly definitions for each type of
character.

Help to compose student-
friendly definitions for
character types.
Instructional Input: PowerPoint, anchor chart, teacher questioning, turn & talk, intentional
grouping
5 minutes

60 minutes

(3 rotations of
20 minutes
each)
down definitions for each key dynamic and
static character.

students.
journal, copy down
characterization definitions
from anchor chart.

per rotation. Day 2

Seat Work: Complete
compare & contrast
worksheet using 2 main
characters from lit. book.
(individually or with book club
group)
Preparation The Right to
Vote. Comprehension Qs
Guided Group: Plot elements
review. From literacy book, fill
in plot diagram.
Stamina: Read to self or
complete assignments from
guided group
Closure:
10 minutes Come back together as a whole group and
discuss ways to decipher how a character fits
into being static or dynamic, flat or round.
Similarities between various books?

Students will participate in
wrap-up discussion and share
any findings, questions, or
connections that they found
throughout the


Exit Card:
Prompt: Write down the name of a main
character from your literacy book, briefly
explain what type of character he/she is and
why.
lesson/workshop.

Complete exit card.

Students will be exploring various types of characters through the lens of their literacy
books. Students will be looking back through their books to understand how characters
progresses throughout a story. Categorizing different types of characters will support students
in understanding how and why and author develops characters in particular ways.
Comparing and contrasting characters will also help to deepen their understanding of
why particular characters fit into a designated type. This skill is an important piece of literacy.
Throughout this unit students must develop the ability to find both similarities and differences
between not only characters but also settings, events, etc.
By the end of this lesson students will be expected to understand different types of
characterization based on how the author chooses to develop a particular character throughout
the story. Students will need to revisit their books to find evidence in order to support their
claim of what type of characters were involved in their books. Students will be assessed based
on the comparing and contrasting worksheet as well as the exit card response.
Characterization PowerPoint (adapted via slideshare.com)
Types of character anchor chart
Compare/Contrast Character worksheet (attached)
Sentence frames
______ and _____ differ because _____.
I predict that ________ means _______ because ______.
A notable difference between ______ and _____ is ______.
The anchor chart and PowerPoint provided (Character Types) will be helpful for students
who require extra visual support. By having these references readily available students can
easily see an example in order to model the expectations of a particular assignment. (IEP, ELL)
By creating student-friendly definitions as a whole group students will be more involved
in the process of note taking rather than simply copying an abundance of information that has


just been presented to them. Through this collaborative process students should be able to
retain information easier because they are a part of the teaching. (IEP, ELL)
Students will be strategically grouped in their assigned literacy book club groups. This
intentional grouping is in an effort to support students in relevant discussion about characters
from their books. I want students to be able to bounce ideas off one another about who is a
dynamic character, etc.
During readers workshop students will be rotating with their specified reading
groups to each station. Stamina is an independent station because students are expected to be
reading their literacy books and using sticky notes to complete their leaving tracks for the
week. However, during the remainder of the stations students are allowed to work in partners
within their groups. This allows for the opportunity to collaborate with one another and utilize
each others strengths in order to succeed at the work assigned for each station.



Characterization Cont. February 27
th
, 2014
Define static/dynamic and flat/round characters in a fictional story based on the traits
given by the author.
Compare and contrast two main characters from a story.
Learning Targets:
I can define particular characterizations based on traits and descriptions by an author.
I can compare and contrast two main characters from my literacy book.
15 minutes

5 minutes
Again, group students together based on
their literacy book club book. This grouping
will provide for relatable conversations
regarding characters in their assigned book.
Briefly review definitions and examples of
static/dynamic and flat/round characters.
Ask students to explain how certain
characters from their books fit into those
various categories.
Begin PowerPoint about protagonist vs.
antagonist and major/minor characters.
Throughout PowerPoint, provide relatable
characters to the students; allow time for
group discussions about what characters fit
into each type of characterization from their
literacy book.
As a whole group come up with student-
friendly definitions for each type of
character.
Students will gather with their
literacy groups at a previously
selected table. Each student
will be expected to actively
participate and provide
insights from their reading
experiences.

Help to compose student-
friendly definitions for
character types.


Instructional Input: PowerPoint, anchor chart, teacher questioning, turn & talk, intentional
grouping
5 minutes

60 minutes

(3 rotations of
20 minutes
each)
down definitions for each key plot element
exposition, rising action, climax, falling
action, resolution

students.

about
journal, copy down new
characterization definitions
from anchor chart. (continued
from previous lessons notes.)

per rotation. Day 2

Seat Work: Complete
compare & contrast
worksheet using 2 main
characters from lit. book.
(individually or with book club
group)
Preparation The Right to
Vote. Comprehension Qs
Guided Group: Plot elements
review. From literacy book, fill
in plot diagram.
guided group
Closure:
5 minutes Exit Card:
Prompt: In my book, _____ is the _____
because _____.
Students will complete exit
card.

Students will be exploring various types of characters through the lens of their literacy
books. Students will be looking back through their books to understand how characters
progresses throughout a story. Categorizing different types of characters will support students
in understanding how and why and author develops characters in particular ways.


Comparing and contrasting characters will also help to deepen their understanding of
why particular characters fit into a designated type. This skill is an important piece of literacy.
Throughout this unit students must develop the ability to find both similarities and differences
between not only characters but also settings, events, etc.
By the end of this lesson students will be expected to understand different types of
characterization based on how the author chooses to develop a particular character throughout
the story. Students will need to revisit their books to find evidence in order to support their
claim of what type of characters were involved in their books. Students will be assessed based
on the comparing and contrasting worksheet as well as the exit card response.
Characterization PowerPoint
Types of character anchor chart
Compare/Contrast Character worksheet (attached)
The anchor chart and PowerPoint provided (Character Types) will be helpful for students
who require extra visual support. By having these references readily available students can
easily see an example in order to model the expectations of a particular assignment. (IEP, ELL)
By intentionally grouping students by their literacy book, students will then also be in
leveled groups. This may allow for better conversations between students not only because
they have a common factor of reading the same book but also for the fact that they have had
these conversations before. Small groups help in the fact that students can utilize one anothers
strengths in a discussion based form; students should be asking one another questions in order
to more deeply understand. (IEP, ELL, TAG)
By creating student-friendly definitions as a whole group students will be more involved
in the process of note taking rather than simply copying an abundance of information that has
just been presented to them. Through this collaborative process students should be able to
retain information easier because they are a part of the teaching. (IEP, ELL)
Students will be strategically grouped in their assigned literacy book club groups. This
intentional grouping is in an effort to support students in relevant discussion about characters
from their books. I want students to be able to bounce ideas off one another about who is a
dynamic character, etc.
During readers workshop students will be rotating with their specified reading
groups to each station. Stamina is an independent station because students are expected to be
reading their literacy books and using sticky notes to complete their leaving tracks for the


week. However, during the remainder of the stations students are allowed to work in partners
within their groups. This allows for the opportunity to collaborate with one another and utilize
each others strengths in order to succeed at the work assigned for each station.



Perspective February 28
th
, 2014
Define and analyze a characters perspective and its affect on fictional text.
Compare and reflect on a characters perspective and their own.
Learning Targets:
I can define perspective.
I can reflect on a differing perspective than my own.
Language Objective:
I can explain how a characters perspective affects how the story is told based on key
events and details.
5.RL.6 Describe how a narrators or speakers point of view influences how events are
described.
5 minutes

15 minutes
Gather all the students together on the
carpet.
Ask students Have you ever heard the
saying: there are always two sides to every
story? What does this mean?
Allow students to talk in small groups about
what this might mean. Introduce the word
perspective. Talk through a definition and
write this on chart paper as a heading.
Remind students how perspective differs
from person to person (schema).

Have the students pair with another student
close to them. Students will choose who is
partner A and partner B. in order to describe

Actively participate in
discussion about saying and
what perspective means.

Students will each take on the
perspective of either person A
or person B. Discussion will be


a perspective from someone or something
else. (Post scenarios up on SMARTboard).
Remind students that they are taking on a
new perspective, so try to take out their own
biases or schema.
1. A double cheese, double pepperoni
pizza. (A: person who has been
shipwrecked on a deserted island for
2 months. B: person who has just had
a stomach virus.)
2. A buzzer beater during the last
seconds of a basketball game. (A:
winning team B: losing team)
Discuss how each partners perspective
differed. Why? What impacted your opinion
or feelings? How do you think a differing
perspective could affect how a plot is laid
out?
Record key discussion points and differing
perspectives on the chart paper for student
reference.
from the given perspective.
Students must try to ignore
personal biases and embrace
the feelings of implied from
the scenario description.

Instructional Input: teacher questioning, workshop stations, turn & talk
5 minutes

60 minutes

(3 rotations of
20 minutes
each)
down the definition of perspective.

students.

In student response journal
copy down definition of
perspective.

per rotation. Day 1

Seat Work: Fill in captions
looking at a pictures with
various perspectives
(complete on separate piece
of paper)
Fluency/Writing: Looking at a
different perspective in
literacy book. How might the
climax/conflict differ from
their perspective? (separate
piece of paper)


Guided Group: Plot diagram
check-in. Character Analysis
protagonist vs. antagonist
guided group
Closure:
5 minutes Students will complete a response on a note
card as an exit card.
Prompt: How does George Washingtons
Socks relate to the idea of differing
perspective? Do you think ______ is
interpreting the events the same as George
Washington? Why?
Complete exit card.

Students will be intentionally looking at how perspective in a scenario, text, or
photograph may differ between characters or those involved. Students will actively participate
in conversations with a partner by taking on vastly different perspectives.
During the workshop portion of the lesson students will be asked to then analyze their
own literacy books by taking on another perspective and looking at how the climax, rising
actions, may have differed from another characters schema (perspective). This skill is
important to further analyze any text, and realize how a story could be drastically changed by
looking through the eyes of another character.
Students are expected to be able to take on the perspective of someone else during the
scenario partner activity. Based on teacher observation, it is expected that participation in the
partner discussion and ability to think about a situation through different eyes will be
displayed by students.
During workshop students will be completing a caption activity where they are asked to
write in a thought bubble from different perspectives in a scene. This will be similar to the
partner activity in that students must stop and think about differing people, objects and how
their feelings, opinions, and thoughts may vary within the scene. Another activity that students
will be expected to compete is a short paragraph or list about how the story would change if it
was told from a different perspective. They must apply their knowledge of another characters
traits as well as the plot of the story. How might this change the story?


The exit card will be a formative assessment looking at how well the students are
grasping the concept of perspective. They must apply this new knowledge to the classs read
aloud.
Perspective anchor chart
George Washingtons Socks
Pictures with Caption bubbles
Note cards
Sentence frames:
_(character/partners)_ perspective is best described as ______ because _____.
The differences between two perspectives is important because _____.
By comparing _____ to _____, it becomes clear that _____.
Having sentence frames readily available for students will allow for an extra support to
be in place for group conversations as well as responses to teacher questioning. By having a
frame to guide the discussion students will understand the type of complete answers that I
expect (IEP, ELL)
Throughout the introduction of the lesson students will all be gathered on the rug. By
having students at close proximity on the rug I can easily manage student behavior and move
students around if disruptions occur. It also fosters better discussion because students can
simply turn to their neighbor when discussion questions are asked.


Perspective Cont. March 3
rd
, 2014
Define and analyze a characters perspective and its affect on fictional text.
Compare and reflect on a characters perspective and their own.
Learning Targets:
I can define and analyze a characters perspective.
I can compare and reflect on a characters perspective and my own.
Language Objective:
I can use key details and events to explain different characters' perspectives in a story.
described.
15 minutes

10 minutes
Ask students to think back a few days when
we acted out snapshots/freeze frames of the
classic story of The Three Little Pigs.
From the author/narrators perspective
what would you say is assumed about the
wolf? The pigs?
Now we are going to take a look at the
same story but from a different perspective,
the wolfs.
Explain to students to think of how the story
differs from the story that we heard
previously. Read The True Story of the Three
Little Pigs.
How do the main events in the plot change
from each perspective?
Create a T-chart using each of the versions of
Actively participate in
discussion about saying and
what perspective means.

Students will listen to the
read aloud and compare and
contrast both stories about
the three little pigs when they
are told by different
perspectives.


the folktale. Have students offer differences
between the narrators perspective and the
wolfs.
Instructional Input: Read aloud, teacher questioning, workshop stations, turn & talk, T-chart to
compare
5 minutes

60 minutes

(3 rotations of
20 minutes
each)
students.

per rotation. Day 2

Seat Work: Fill in captions
looking at a picture with
various perspectives
(complete on separate piece
of paper)
Fluency/Writing: Looking at a
different perspective in
literacy book. How might the
climax/conflict differ from
their perspective? (separate
piece of paper)
Guided Group: Plot diagram
check-in. Character Analysis
protagonist vs. antagonist
guided group
Closure:
5 minutes Bring students attention back together as a
whole group. Discuss: What did you find out
when you looked at a perspective other than
that was their book was written from? How
did the story differ? Particular events within
the plot?
Actively participate in group
discussion about new
discoveries during



Students will be intentionally looking at how perspective in a scenario, text, or
photograph may differ between characters or those involved. Students will actively participate
in conversations with a partner by taking on vastly different perspectives.
During the workshop portion of the lesson students will be asked to then analyze their
own literacy books by taking on another perspective and looking at how the climax, rising
actions, may have differed from another characters schema (perspective). This skill is
important to further analyze any text, and realize how a story could be drastically changed by
looking through the eyes of another character.

During workshop students will be completing a caption activity where they are asked to
write in a thought bubble from different perspectives in a scene. This will be similar to the
partner activity in that students must stop and think about differing people, objects and how
their feelings, opinions, and thoughts may vary within the scene. Another activity that students
will be expected to compete is a short paragraph or list about how the story would change if it
was told from a different perspective. They must apply their knowledge of another characters
traits as well as the plot of the story. How might this change the story?
The True Story of the Three Little Pigs by: Jon Scieszka illustrated by: Lane Smith
Perspective Anchor chart
T-chart comparing perspective of narrator and wolf
Sentence Frames
_(character)_ perspective is best described as ______ because _____.
The differences between the two perspectives is important because _____.
The difference between _____ and _____ are important because _____.
One similarity/difference between _(book titles)_ is ______.
By reading another version of the classic folktale of the three little pigs students will be
building off of prior experience. However, during this lesson students will be comparing what
they know about the folktale with a completely different perspective of the story. By already
reading one version of the story students will have the background knowledge to compare the
differing perspectives. The class T-chart along with sentence frames will also be a helpful
support for students to see the how thoughts, responses, and discussions should be organized
in a comparison. (IEP, ELL)
Throughout the read aloud and introduction of the lesson students will all be gathered
on the rug. By having students at close proximity on the rug I can easily manage student


behavior and move students around if disruptions occur. It also fosters better discussion
because students can simply turn to their neighbor when discussion questions are asked.



Lit. Elements Analysis- Plot March 4
th
, 2014
Explain and organize elements of plot from a given film.
Learning Targets:
I can explain and organize elements of the plot from the short film Boundin.
Language Objective:
I can explain how key details/events/dialogue represents different parts of a story's
dialog.

5 minutes

15 minutes
Have students get into small groups on the
carpet. Ask: What are the five elements of
plot? What happens during each? What is
the difference between rising action and the
climax? How can you tell when youve
reached the climax?

Explain to students we will be doing a plot
analysis after watching Boundin a Pixar
short film. Prompt students to think about
this videos plot. What is happening what is
the story-line? Watch the film one time
through.
Then, replay the video. Prior to playing assign
each table group a plot element. Have
students write down key events that pertain
Students will participate in
the whole group discussion.
Providing insights, opinions,
and responses about plot
elements.

Watch the video intentionally,
plot elements.

Watch the video another time
through and jot down notes
about given plot element.


to their assigned element. Using student
notes, discuss as a small group what events
pertain to their assigned element.
Create a quick plot map of this short film as a
class using student responses.
Volunteer one speaker to
explain what happened during
their assigned point in the
plot and why it fits.
Instructional Input: video, teacher questioning, turn& talk, interactive anchor chart, popsicle
stick questioning, workshop stations
5 minutes

60 minutes

(3 rotations of
20 minutes
each)

students.

per rotation. Day 2

Seat Work:
Fluency/Writing: Brain storm
ideas about dynamic
character in literacy book.
Guided Group: Character
analysis (responses).
Perspective discussion how
would the story change?
Stamina: Read to self. Finish
assignment from guided
group.
Closure:
10 minutes Bring students back together as a whole
group. Discuss: How is the plot related to
certain types characters? What effect does
the protagonist have on plot? Antagonist?
How would your book have been different the
roles of characters were reversed?
Actively participate in group
discussion with opinions.

Through observation and group discussion students will analyze a storys plot. Students
will be asked to decipher which event in the short film fits into their assigned plot. As a whole
group students will discuss and decipher which events fit where based on small group
responses.
Students will take notes on the videos events in order to accurately remember what
happens as when. Throughout their upcoming years in school note taking will be very


important, it is helpful to practice this skill from a non-written text. Being able to compose short
notes on a visual text is important.
Students have had experience with analyzing different plot elements from a given text.
By the end of this lesson students will show a deep understanding of what all 5 plot elements
are, what their function is within a storys plot, as well as begin able to pick out key events and
fit them into the corresponding element. This activity is a review of plot elements however
students will be analyzing a new medium of text, a short film.
Video: Boundin http://vimeo.com/45732240
Reading Response Journals
Sticky notes
Elements of Plot anchor chart
Sentence frames (sticky note):
The _(plot element)_ is when _________ happens. This represents the _(plot
element)_ because ______.
Sentence frames are helpful for those learners who benefit from having structured
support during partner or small group conversations. These sentence frames will not only
support oral conversations but also enhance student organization within writing. (IEP,ELL)
Students will use a video as text in order to analyze events within a storys plot. This
visual representation of a story will support visual learners as well as challenge other learners
to think about plot within the medium of a video. As a class we have discussed plot using
written text (literacy books, and picture books, snapshot activity) however, students have now
had the opportunity of creating a plot diagram from a video. (IEP,ELL,TAG)



Lit. Elements Analysis-Character March 5
th
, 2014
Identify a character types from a given text.
Use supporting evidence and details from a text in order describe a character type.
Learning Targets:
I can identify character types from my literacy book.
I can use text evidence to support my claim about a dynamic character.
Language Objective:
I can explain and provide examples for a particular character type.
described.

5 minutes

15 minutes
Have students get into small groups on the
carpet. Ask: What are the character types
we have discussed and analyzed in our
literacy books? How do you decipher which
character falls into each type? How do
certain characters affect the story?

Review the short film Boundin (plot map
created previous day). Prompt students to
think about certain character types within
this film. Watch the film.
Discuss the character of the lamb using
evidence of events from the film. What type
Students will actively
participate in group discussion
providing insights, opinions,
and ideas to teacher
questions.

Watch the video and look for
particular character types and
reasoning why that character
type fits.


of character is the lamb? Why?
Compile ideas about character traits and
events that affect the lamb character
(brainstorm process).
As a whole group fill in the Dynamic
Character Outline Prompt students to be
thinking about the dynamic character in their
story, they will completing their own outline
of a particular character in their book, they
will analyze what type of character, traits,
and evidence to support

Help in the creation of an
outline graphic organizer
about a dynamic character
type based on the film
Boundin.
Instructional Input: video, teacher questioning, power point, shared writing, popsicle stick
questioning, intentional discussion groups (closure), workshop stations
5 minutes

60 minutes

(3 rotations of
20 minutes
each)

students.

per rotation. Day 2

Seat Work:
Fluency/Writing: Brain storm
ideas about dynamic
character in literacy book.
Guided Group: Character
analysis (responses).
Perspective discussion how
would the story change?
Stamina: Read to self. Finish
assignment from guided
group.
Closure:
10 minutes Have students gather in literacy groups and
discuss ideas about characters.
*Give one; get one character traits, ideas
about each others characters.
Students will discuss in small
literacy groups ideas, traits,
and descriptions about their
characters. Write down
information gained from peer
conversations.

Students will be analyzing characters from a given text, Boundin. As a whole group
students will help to create a shared writing piece about a character from the short film. In this


writing, the whole group must think about details from the text and decipher what type of
character the lamb is, while using evidence from the video to support the character type.
Using text based evidence students will begin to brainstorm an informational paragraph
about a specific character from their literacy book. Students have been working on finding
evidence within various types of text throughout the year. This skill is important in order to
create strong writing. Students will be making a claim about a particular character within their
book as to what type of character they are within the story.
Students have had experience with analyzing different types of characters from their
literacy book text. By the end of this lesson students will show a deep understanding of what
are kinds of characters are in a story. In addition to analyzing characters students will be able to
pick out key events and descriptions of characters from the text as evidence to support their
claims. This activity is a review of character types however students will be analyzing a new
medium of text, a short film.
Video: Boundin http://vimeo.com/45732240
Reading Response Journals
Boundin character analysis brainstorm (chart paper)
Dynamic Character Outline (attached)
Sentence stems
I know _____ is a ______ character because _____.
______ can be described as ______.
Students will use a video as text in order to analyze characters types. This visual
representation of a story will support visual learners as well as challenge other learners to think
about types of characters within the medium of a video. As a class we have discussed
characters using written text (literacy books, and picture books, scenarios) however, students
now will have the opportunity of analyzing characters from a video. (IEP,ELL,TAG)
Sentence frames are helpful for those learners who benefit from having structured
support during partner or small group conversations. These sentence frames will not only
support oral conversations but also enhance student organization within writing. (IEP,ELL)




Dynamic Character Outline
Use this outline tool for your dynamic character paper. Please include all of these items
in your final paper, written in paragraph form:

1. Who is your dynamic character? (Include book title)

2. What character traits do you know about them? (Example: age, personality, etc.)

3. How does the character change throughout the story? What are they like at the
beginning of the story? End?

4. What causes this character to change? What is the challenge or conflict that they
deal with? How do they deal with this?

5. At least 2 quotes from the text to support your claim about this dynamic
character. Use the Show Me the Evidence sentence stems (Include page
number and book title!)


Analyzing a Dynamic Character March 6
th
, 2014
Compose an informational paragraph about a particular dynamic character within my
literacy book.
Learning Targets:
I can compose a short paper about a dynamic character from my literacy book.
Language Objective:
I can explain and provide examples for a particular character type using text evidence.
described.

10 minutes Revisit paragraph written as a shared writing
from the video Boundin. Have students
discuss with one another their ideas about
what details were important that were
necessary to include in the paragraph in
order to support the claim of why lamb was
the dynamic character.
As a group, discuss what makes a strong
paper/ paragraph and why? This
conversation will help students in thinking
about their own writing that will be
completed during todays time.
Discuss ideas that were
necessary to complete
paragraph about lamb from
Boundin. This conversation
will be an important prompt
for students to know what
should be included in their
paper.
Instructional Input: teacher questioning, sample paper (example), popsicle stick questioning,
turn & talk


45 minutes This time will be used for students to
complete informative short paper. Editing
and a final copy will be expected. Papers
should be about 1-3 paragraphs, there is no
limit of how long papers should be however;
students must explain their claim as to why
the particular character is a dynamic
character rather than another type. Text as
evidence is required for this assignment.
Compose short paper about
dynamic character in their
literacy book.
Students are expected to
complete the entire writing
process, editing, and a final
copy will be expected.
Closure:
5-10 minutes Allow a few minutes for students to share
with other group members. Students can
give feedback on quotes, fluency of the
paper, or critiques to strengthen their peers
paper.
Students can meet with other
members of their literacy
groups in order to receive
feedback on their paper and
points about their chosen
dynamic character.

Students will be taking an outline or brainstorm of ideas about a particular dynamic
character from their literacy book. They will then organize those thoughts into a descriptive and
information paper describing why and how their chosen character fits into the dynamic
character type.
Analyzing literary elements such as character is an important skill within literacy.
Students will be choosing a character that goes through a change in the story; they must use
text as evidence to support their claim about the character they chose. Students have been
practicing with using evidence from the text to base their response on.
This paper requires character description, analysis, and citation use. Students will be
expected to write papers throughout the remainder of schooling using these important
elements. It is beneficial to begin practicing these writing and literacy skills now.
Students will be expected to compose an informational paper about a particular
dynamic character from their story. This performance task will demonstrate the students
ability to describe a particular character type using the text as evidence. Students must pick out
a dynamic character and explain what sort of challenge and changes the character went
through using events from their literacy book.


Boundin sample paper (attached)
Brainstorm/Outline organizer (attached)
Document camera
Show Me the Evidence anchor chart
The Dynamic Character Outline is a helpful support for organizing students ideas and
thoughts. Each component of the paper expectation was included on the outline. The questions
prompted students to critically think about the dynamic character in their book and then
analyze particular events to support that characters change. (IEP,TAG,ELL)
As students move into independent work time they can choose where they want to
complete the assignment. Students will not be working in small groups or partners because this
performance task must be an individuals own thoughts. As long as students are working and
using time effectively they should be allowed to write in a location of their choice around the
room. Some students complete their best work lying on the floor while others may choose to sit
at their assigned desk. I feel it is a responsible choice they can make for themselves in order to
be successful.

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Darcy Buchheit, Literary Elements Unit, Spring 2014 1

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