Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Amanda Powell

Subject: Reading

Standard:
Determine a theme of a story, drama, or poem from details in the text, including how characters
in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;
summarize the text. (5.RL.2)
Objective (Explicit):
Students will be able to analyze the evidence in the text to identify the theme of a short story
using a guiding checklist, graphic organizers, and sentence frames.
Student Friendly objective: Students will be able to identify the theme in a story by analyzing
evidence from the text.
Evidence of Mastery (Measurable):
90% of students will score a meets or exceeds on their Ticket-Out-The-Door.
Exceeds: Student will have identified the correct theme. Students will have supported their
theme with proper evidence from the text using the sentence stem I infer the theme
is_________ because, ______________. The conflict, plot events, and resolution are all
correct.
Meets: The student has identified the correct theme and supported their theme with proper
evidence from the text using the sentence stem I infer the theme is_______,
because_________________ 0-1 elements besides the theme on the graphic organizer is
incorrect (plot event 1 plot event 2, plot event 3, resolution, or conflict).
Approaches: The theme is correct but the evidence supporting the theme is irrelevant. A
student can also receive approaches if two or more elements besides the theme on the
graphic organizer are incorrect.
Falls Far Below: The incorrect theme was chosen. A student can also receive a FFB if
three or more elements besides the theme on the graphic organizer are incorrect.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will be able to identify main characters, plot, and resolution in text
Students will be able to infer using evidence
Students will be able to create graphic organizers to identify theme
Key vocabulary:
Materials:
Theme
Theme check-list
Conflict
White boards
Resolution
Dry erase board markers
Plot Events
PowerPoint on discovering theme
https://docs.google.com/presentation/
d/12xXVgap5ixuBu9yScf0yEp_6rHWX0
jzKQJVFFcBj77A/edit?usp=sharing

Graphic organizer notes for different

stories.
Camping and Cookies story
The Book Report story
Playing Minecraft story
Ticket-out-the-Door The Ant and the
Grasshopper- Kindergarten reading
level
Ticket-Out-The-Door A Wolf in Sheeps
Clothing- 2nd grade reading level.
Ticket-Out-The-Door Camping
Catastrophe 3rd grade reading level
Ticket-Out-The-Door Dannys Bike- 4th
grade reading level

Instructional Input (15 minutes)

Opening (5 minutes)
Students will take a short quiz where they review plot events, conflict, and resolution, and
the definition of theme. Students will read the student friendly objective. Tell the students that
it is important to learn about theme because they need it for college and so they can
understand a message that the author wants to teach. Go over the outline of the lesson
using the traffic light analogy.
Teacher Will:
Student Will:
1. Teacher will have passed out the
1. Come into class and sit down.
guided notes and theme checklist
already.
2. Tell students to take out their
graphic organizer labeled Playing
2. Students will take out the papers labeled
Mineraft and the story labeled
Minecraft Graphic Organizer and the
Playing Minecraft. Explain that
story Playing Minecraft.
you are going to use the graphic
organizer to help you find theme or
the message in the story.
3. The teacher will read aloud the
short story to the class. Replacing
3. Students will follow along as the teacher
the characters names with
reads Playing Minecraft
students names.
4. Tell students take out the graphic
organizer labeled Playing Minecraft.
4. Students will place the Minecraft Graphic
Explain that you are going to use
Organizer in front of them. Students will
this graphic organizer to help you
listen to the teachers explanation of the
find the theme of the short story
graphic organizer.
you just read. Tell students that you
are going to show them how to fill it
out and they must follow along and
fill out the graphic organizer with

you by filling in the blanks.

5. Tell students that the first thing you
need to find is the conflict. Use the
think-aloud strategy and say I
remember that I can find conflict by
filling in the blanks for somebody
wanted_______ but _____. I know
somebody is my main character
and my main character is Alex
and I know Alex wanted to play
Mind Craft with his friends but his
mom wouldnt let him. So that is my
conflict.
6. The teacher will write down the
conflict and ask students to copy
the conflict into their notes by filling
in the blanks.
7. Next the teacher will explain that
she has to find plot events to figure
out the theme. The teacher will say
that she remembers plot events are
the major events that happen in the
middle of the story.
8. Use the think aloud strategy and
say, I know for Plot Event #1 I
need to write the first major thing
that happened in the story. Oh I
know the first major thing that Alex
did was tell his mom he was going
to play Minecraft. The teacher will
write this down for Plot Event #1
9. The teacher will ask students to fill
in their notes for Plot Event #1 by
filling in the blanks for what she
wrote down.
10. The teacher thinks-aloud and says
I now need my second major event
in the story. I know what happens
next is Alex went and played Minecraft with his friends.
11. The teacher will write the above
statement in the box Plot #2 and
will ask the students to write the
same statement in Plot #2 in their
graphic organizer notes.
12. The teacher will think-aloud and

5. Students will listen to the teachers thinkaloud process for finding conflict.

6. Students will copy the conflict into their

Minecraft organizer notes.
7. Students will listen as the teacher
explains what plot events are.

8. Students will listen to how the teacher

finds Plot Event #1

9. Students will copy down plot event #1 into

their Minecraft organizer notes.
10. Students will listen to the teachers thinkaloud.

11. Students will copy Plot event #2 into their

Minecraft graphic organizer.

12. Students will listen to the teachers think-

say I now need my third major

event in the story. I know what
happens next is Alexs mom found
out he lied.
13. Tell the students the last step is to
identify the resolution the teacher
will say, I know the resolution is the
solution is the end of the story. This
means I should look for the
resolution at the end. The end of
the story says that, Alex was
grounded from being with friends
and playing Minecraft for two
weeks.
14. Ask students to write the resolution
in their graphic organizer notes.
15. Tell students it is now time to find
the theme and you know the theme
has to be the message of the story.
16. Think aloud I know the theme is
the message and I know if Alex
hadnt of lied he wouldnt have had
the been in so much trouble. So I
think the message is that Alex
should have been honest.
17. Write down the theme Alex should
have been honest.
18. Show students how to use the
theme checklist. Read through
each checkpoint to see if the theme
the teacher created was correct.
Stop at the bullet point that says the
theme of the lesson is a real life
lesson. Explain that the theme you
wrote down is not a real life lesson.
You cant give the advice to
someone Alex should have been
honest.
19. Explain that you need to rewrite the
theme so it can be a real life
lesson. Write the theme It is better
to be honest than to lie.
20. Continue down the checklist. The
theme is good.
21. Let the students write down the
theme.

aloud. Students will copy Plot Event #3

into their Minecraft graphic organizer.
13. Students will listen to the teachers thinkaloud on finding the resolution.

14. Students will write the resolution in their

graphic organizer.
15. Listen to the teacher.

16. Students will listen to the teachers thinkaloud on finding the resolution.
17. Listen to the teacher.

18. Listen to the teachers listen think-aloud.

19. Listen to the teacher.

20. Listen to the teacher.
21. Students will copy down the theme into
their Minecraft graphic organizer.
22. Listen to the teacher explain how to use
the sentence stem.

23. Students will copy the inference

statement onto their notes

Guided Practice (20 minutes)

22. Write the theme using an inference

statement. I infer the theme
is______________ because,
________________. Explain to
students that the blank after the
because is evidence from the text.
23. Write I infer the theme is: It better
to be honest than to lie because in
the story Alex got in trouble
because he lied.
24. Ask students if they have any
questions.
Co-Teaching Strategy/Differentiation

24. Students will ask any questions they

have.

Co- teaching Strategy- One- teach- one observe

Differentiation- Many students struggle with writing and taking notes so the students will
have fill-in-the-blank notes.
Teacher Will:
Student Will:
1. Show a graphic organizer for the
movie Wreck-It-Ralph with the
1. Students will read the information listed
resolution missing.
on the Wreck-It-Ralph graphic organizer.
2. Show the students the ending
2. Students will watch the ending scene of
scene of Wreck-It-Ralph where
Wreck-It-Ralph.
Ralph is happy being the bad guy
and Venelope becomes a great
3. Students will come up with their
racer even with her glitching.
resolution and will share their answer with
3. Ask students to come up with the
their shoulder partner with the shortest
resolution and share their answer
hair sharing first.
with their shoulder partner. Have
students use the sentence stem
Wreck-It-Ralph now___________
being the bad guy. Venelope is
now_____________. The person
with the shortest hair will share
4. Students will share their answers.
first.
4. Ask students to share their
5. Students will listen to the teacher.
answers.
5. Tell students the resolution you
came up with is Wreck-It-Ralph
now enjoys his job of being the bad
guy and Venelope is happy being
who she always was and doesnt
care about being a princess.
6. Student will decide what the theme is of
6. Give students a list of themes. Ask
Wreck-It-Ralph
students to read the themes and
decide which theme is the theme of

Wreck-It-Ralph.
7. Have students share their themes
with their face partner.
8. The person with the smallest hand
will share first. They will say I infer
the theme
is_________because_________
The person will the largest hand
will say I agree
because___________ or I
respectfully disagree
because___________. Then the
partners will switch roles.
9. Pull sticks and have students share
their answer.
10. Ask students which short story they
would like to read Cookies and
Camp or The Book Report.
11. Pass out the short story. If Cookies
and Camping follow numbers 1219. If Book Report follow numbers
20-27
12. Read Camping and Cookies
aloud. Ask students to identify the
conflict on their graphic organizers
13. Ask students to share what they
put for the conflict.
14. Ask students if they have any
questions about how the conflict
was found.
15. Next ask students to identify the
first main event with their shoulder
partner. Ask for a volunteer to
share their first main event. It
should be ( Cassie received a box
of the best chocolate chip cookies
from her mom)
16. Give students a multiple choice
question as to what the second
event of the story is. Ask students
to write their answer on the
whiteboard. Ask students to show
their answers on the whiteboard.
(The answer should be C. the girls
ask Cassie to share her cookies.)
17. Ask students to identify the 3rd Plot

7. Students will share their theme with their

face partner.
8. The person with the smallest hand will
share first using the sentence stem. I
infer the theme
is_________because_________ The
person will the largest hand will say I
agree because___________ or I
respectfully disagree
because___________. Then the partners
will switch roles.
9. Students will share the theme they chose
and why.
10. Students will choose what short story
they want to read.
11. Students will receive a copy of the short
story.
12. Follow along as the teacher reads the
story aloud. Students will write down the
conflict of the story on their graphic
organizer.
13. Students will share what they wrote
down for the conflict.
14. Ask questions about finding questions if
they have one.
15. Students will raise their hand to share
what they think the first plot event is.

16. Students will choose from a list of

multiple choice questions what the
second event of the story is. They will
write their answer on the whiteboard and
show their answers to the teacher.

event in the story. Ask a student to

share their answer. (Answer:
Cassie decides to not share her
cookies.)
18. Ask students to share what the
resolution of the story is. Call on
someone with their hand raised.
19. Students will decide what the
theme is based on a multiplechoice question.
20. Ask students to use the Theme
checklist to check their theme.
21. Have the students mix-pair-share
their theme with a partner. They will
have to use the sentence stem I
infer the theme is ______________
because ____________ and their
partner will say I
agree__________________ or I
respectfully disagree
because_______________.
22. Ask students to return to their
seats.
23. Teacher will ask students to raise
one finger if they chose A, two
fingers for B and three fingers C for
the theme. Ask a student what
evidence they used from the story
to pick the theme they did.
24. Pass out the story The Book
Report.
25. Read The Book Report aloud. Ask
students to identify the conflict on
their graphic organizers
26. Ask students to share what they
put for the conflict,
27. Next ask students to identify the
first main event with their shoulder
partner. Ask for a volunteer to
share their first main event. It
should be (Kevin doesnt start his
book report so he can play a video
game)
28. Give students a multiple-choice
question as to what the second
event of the story is. Ask students

17. Students will decide what the 3rd plot

event is and share their answer with the
teacher.
18. Students will decide what the resolution
of the story is and raise their hand to
share their answer with the class.
19. Students will pick what they think the
theme of the story is based on a multiplechoice question.
20. Students will check the theme they
chose using the theme checklist.
21. Students will mix-pair-share their theme
with a partner. Students will share their
theme by saying I infer the theme is
______________ because
____________ and their partner will say I
agree__________________ or I
respectfully disagree
because_______________.
22. Students will return to their seats.
23. Teacher will ask students to raise one
finger if they chose A for the theme, two
fingers for B for the theme, and three
fingers for C for the theme. A student will
volunteer and explain why they picked
the theme they did.
24. Students will receive a copy of the story
The Book Report.
25. Students will follow along as the teacher
reads aloud the story The Book Report.
26. Students will share what they wrote down
for the conflict.
27. Students will identify the first main event
with their shoulder partner.
28. Students will choose from a list of
multiple-choice questions what the

to write their answer on the

whiteboard. Ask students to show
their answers on the whiteboard.
(The answer should be C. Kevin
doesnt go the library for two weeks
because he plays with friends and
goes to his cousins farm.)
29. Ask students to identify the 3rd Plot
event in the story. Ask a student to
share their answer. (Answer: Kevin
finally goes to the library but
doesnt have enough time to read
the book or write the report.)
30. Ask students to share what the
resolution of the story is. Call on
someone with their hand raised
(Answer: Kevin fails the
assignment).
31. Ask students to identify the theme
from a multiple-choice question.
32. Ask students to use the Theme
checklist to check their theme.
33. Then have the students Walk
around and pair-up and share their
theme with a partner. They will
have to use the sentence stem I
infer the theme is ______________
because ____________ and their
partner will say I
agree__________________ or I
respectfully disagree
because_______________.
34. Ask students to return to their
seats.
35. Teacher will ask students to raise
one finger if they chose A, two
fingers for B and three fingers C for
the theme.
36. Pull sticks to have the student
share the reason that they picked
the theme they did with the class.
37. Ask students for a thumbs up,
sideways, or down to indicate how
comfortable they are with finding
theme.

second event of the story is. They will

write their answer on the whiteboard and
show their answers to the teacher.

29. Students will decide what the 3rd plot

event is and share their answer with the
teacher.
30. Students will decide what the resolution
of the story is and raise their hand to
share their answer with the class.
31. Students will pick the theme on a
whiteboard.
32. Students will check the theme they
chose using the theme checklist.
33. Students will walk around and pair-up
and share their theme with a partner.
Students will share their theme by saying
I infer the theme is ______________
because ____________ and their partner
will say I agree__________________ or I
respectfully disagree
because_______________.
34. Students will return to their seats.
35. Teacher will ask students to raise one
finger if they chose A, two fingers for B
and three fingers C for the theme.
36. Students will be picked by the teacher
pulling sticks and they will share the
theme they picked and why they picked it.
37. Students will show with their thumbs how
comfortable they are with finding theme.

Independent Practice (20 minutes)

Co-Teaching Strategy/Differentiation
Co-Teaching Strategy- One-Teach-One observe
Differentiation: Think-Pair-Share, mix up- pair up, Guided Notes, and Theme Checklist.
Students who cannot write can draw the plot events and resolution (Nadalein).
Teacher Will:
Student Will:
1. The teacher will ask students to get into
1. Students will get into their reading groups
their reading groups. Each group will have
for their ticket-out-the-door.
2.
Students will read the passage aloud as a
their own Ticket out the Door.
group or individually.
2. The teacher will explain that students
3. Students will complete the ticket-out-thecan read the passage aloud in their
door individually.
reading groups or individually but the
Ticket-Out-The-Door has to be completed
individually.

Co-Teaching Strategy- One teach-One Observe

Differentiation: Everyone will have a guided checklist to help them discover the theme.
Students will also have a graphic organizer to help them record their evidence. Students who
struggle with writing may draw pictures of what happened in the story (Nadeline) Other
students that have low reading scores or struggle with writing will have a graphic organizer
with sentence stems that will help them write their evidence and know what evidence to look
for (Jorge O, Luis, Ethan, Annisette, Christian, Selena, and Nadeline,) Students will also be
given a short story at their different reading levels.
Closing/Student Reflection/Real-life connections(5 minutes):
Students will write in their ELA notebooks a response to the following question. What is one thing
you learned about finding theme today?

Ticket-Out-The Door
Ant and Grasshopper

One day a grasshopper hopped along a road and saw an ant. The ant was
carrying a big ear of corn.
Hey, stop and play with me, Grasshopper said.
I am getting food for the winter, Ant said. You should too.
It is summer. I have food and I want to play, said the Grasshopper.
The ant kept gathering food and the Grasshopper kept playing. Soon winter
came. Grasshopper had no food and was hungry. Ant and his friends had
corn to eat and did not starve.

The Ant and Grasshopper Graphic Organizer

Plot Event #1
The first important thing that
happened in the story was...
Conflict (Somebody,
wanted, but)

Plot Event #2

___________

The next important

thing that happened in
the story was.

wanted_____________
_______________,
but________________
__________________

Theme
A. You should work before you play.
B. The ant and his friends had food to eat.
C. It is important to make friends.
D. Not all advice is good advice
E. One should always have a back-up plan.

Resolution

Plot Event #3

At the end of the story the

The third important

thing that happened in
the story
was_________________
__________________.

ant________________
______________________
______and the
grasshopper____________
______________________
.

I infer the theme of the story is________________________________________

________________________________________________________________
because ___________________________________________________________
______________________________________________________________________
___________________________
Ticket-Out-The-Door

A Wolf in Sheeps Clothing

A wolf put on a costume to look like a sheep. The wolf then went to a
nearby pasture where there were many sheep. The shepherd let him into
the pasture, thinking that he was a sheep. The wolf was about to bite a poor
lamb when the shepherd saw what he was doing. The shepherd threw the
wolf out of the pasture and told him not to come back. From that day on, the
shepherd never let a sheep into the pasture until he checked it for sharp
teeth.
Source: https://www.readinga-z.com/books/leveled-books/book/?id=261

A Wolfs in Sheeps Clothing Graphic Organizer

Plot Event #1
The first important thing that
happened in the story was...
Conflict (Somebody,
wanted, but)

Plot Event #2

___________

The next important

thing that happened in
the story was.

wanted_____________
_______________,
but________________
__________________

Theme
A. The shepherd should check to make sure a
sheep wasnt a wolf.
B. The way things look are not always as they
appear.
C. Not all advice is good advice
D. Face your fears.

Resolution

Plot Event #3
The third important
thing that happened in
the story was_

I infer the theme of the story is________________________________________

________________________________________________________________
because ___________________________________________________________

Ticket-out-The-Door
______________________________________________________________________
___________________________
Camping Catastrophe

Mr. Jones decided to take his family camping. It was a beautiful

weekend and the family was excited about the trip. So he packed up the car
and away they went. At first they had trouble finding an empty campsite.
Most of the other campers had made reservations ahead of time. When they
finally found one, Dad asked the kids, Tim and Katie, to pitch the tent. It
wasnt long before Tim reported that we could not find the tent stakes. Sure
enough, they were nowhere to be found.
Meanwhile, mom was trying to light the portable stove, but Dad had
forgotten the matches. Not only that, they did not have a can opener to open
the can of spaghetti sauce they had brought for dinner or a pot big enough
to cook the noodles. Then Katie discovered that they had forgotten to bring
the sleeping bags!
It soon became clear that camping was not going to happen. Grumily,
Dad packed everything back into the car and they drove back to the city.
They picked up a pizza on the way home and everyone slept in their own
beds that night.

Camping Catastrophe Graphic Organizer

Plot Event #1
The first important thing that
happened in the story was...
Conflict (Somebody,
wanted, but)

Plot Event #2

___________

The next important

thing that happened in
the story was.

wanted_____________
_______________,
but________________
__________________

Theme
A. Plan ahead and be prepared.
B. Dont go camping without sleeping
bags.
C. Mr. Jones is not very good at camping.
D. Hard work pays off.

Resolution

Plot Event #3
The third important
thing that happened in
the story was.

I infer the theme of the story is________________________________________

________________________________________________________________
because ___________________________________________________________
______________________________________________________________________
___________________________ Ticket-out-The-Door

Dannys New Bike

Benny and Danny where both twins. Each week, they each got five
dollars for their allowance. Benny always spent all of his allowance. Benny
always spent all of his allowance on candy and small toys. Every so often,
Danny bought some candy, but he saved most of his money in a piggy bank
that he kept on his nightstand by his bed. Sometimes, Danny did extra
chores around the house to earn more money. He always put his earnings
into his bank.
The months passed and soon school was out for summer. One day,
Danny asked his parents to take him to the bike store. He had saved
enough money to purchase a new bike! Danny picked out a red bike with
blue handlebars. His parents were so impressed with how much he had
saved that they bought him a helmet and a bike lock. Danny spent the
summer riding his new bike around the neighborhood with his friends. Since
he did not have a bike Benny spent most of his summer alone at home.

Dannys New Bike Graphic Organizer

Plot Event #1
The first important thing that
happened in the story was...
Conflict (Somebody,
wanted, but)

Plot Event #2

___________

The next important

thing that happened in
the story was.

wanted_____________
_______________,
but________________
__________________

Theme
A. You should not spend all your money on Candy.
B. Danny was able to buy a bike by saving his
money
C. By saving your money and being patient you
can get something you really want.
D. One should always have a backup plan.

Resolution
At the end of the story the
ant________________
______________________
______and the
grasshopper____________

Plot Event #3
The third important
thing that happened in
the story
was_________________
__________________.

______________________
.

I infer the theme of the story is________________________________________

________________________________________________________________
because ___________________________________________________________
______________________________________________________________________
___________________________

Playing Minecraft
Hector S. really wanted to go to play
Minecraft with Abrian and Nathan. His
mom told him no because it was a
school night. Hector S. decided to tell
his mom he was going to visit his
grandmother, but went to play Minecraft
with his friends instead. His mom found
out and told Hector S. that he could not
go to his friends houses or play video
games for two weeks.

Playing Minecraft Graphic Organizer

Event #1
Conflict
___________
wanted_____________
_______________,

_____________ mom
told him he could not
play
___________________
___________________
__________________

but________________
__________________

Event #2
Hector S. __________
to his mom and went
and played
_______________
___________________
___________________
_____

Theme

Resolution
____________ gets
grounded from
______________________
_______________ and
hanging out with friends for
__________________.

Event #3
Hectors mom
______________ he
______________.

I infer the theme of the story is________________________________________

________________________________________________________________
because if Hector S. wouldnt have ________ he would not have been
_____________________________________________________
______________________________________________________________________

Camping and Cookies

Sierra was having a wonderful time at summer camp. Her
counselor was really nice and she had made friends with all
of the girls in her cabin.
One day, a package arrived for Sierra. All the girls at
her cabin watched as she opened it. It was a box of
homemade chocolate chip cookies. Sierras mother made
the best chocolate chip cookies in the world! Sierra took
one out of the box and was just about to take a bite when
Dulce and Maria asked if they could have a cookie. Then
Genesis asked if she could have a cookie Soon all of the
other girls in the cabin were asking for a cookie. Sierra
counted the cookies in the box. There were exactly twelve
of them. There were ten girls in the cabin. If she gave a
cookie to each girl, there would only be two left for
herself. Sierra knew that if she shared with one girl, she
would have to share with everyone, so she decided not to
share at all.
Sierra got to eat all of the cookies herself, but from
then on the other girls hardly talked to her at all and no
one wanted to be her friend anymore.

Camping and Cookies Graphic Organizer

Event #1
Conflict
___________
wanted_____________
_______________,

The first major event in

the story
was________________
___________________
___________________
__________________

but________________
__________________

Event #2
What was the 2nd major event
in the story?
A. Sierra decides to not
share the cookies
B. The girls watch Sierra
open the package
C. The girls ask Sierra to
share the cookies

Theme
A. It is rude to ask other people for stuff that
belongs to them.
B. Sharing helps you make and keep friends
C. Sierra should have shared the cookies.
D. Stick with the decisions you make.

Resolution

Event #3

I infer the theme of the story is________________________________________

________________________________________________________________
because ___________________________________________________________
______________________________________________________________________
TheBookReport
___________________________

Christopherwasntworriedabouthisbookreport.Hehadthreewhole
weekstogetitdone.Therewasnoreasontogetstartedrightaway,especially
whenhehadjustgottenanewvideogame!
Thenextday,Christopherthoughtaboutgoingtothelibrarytopickout
abookforhisreport,butdecidedtoplaywithhisfriendsinstead.Hecouldgoto
thelibraryontheweekendinstead.Theweekendcameandratherthangoingto
thelibrary,Christopherspentthewholeweekendathiscousinsfarm.Hedidnt
gotothelibrarythenextweekeither;therewasalwayssomethingfuntodo
instead.
TwoweekspassedandChristopherstillhadntpickedoutabook.Bythe
timehefinallygottothelibrary,therewasnotenoughtimetoreadthebookand
writethereport.Christophertriedtowritethereportwithoutreadingthewhole
book,butitdidnotgoverywell.Christopherfailedtheassignment.

TheBookReportGraphicOrganizer

Event #2

Event #1
Conflict
___________
wanted_____________
_______________,

The first major event in

the story
was________________
___________________
___________________
__________________

but________________

What was the 2nd major event

in the story?
A. Christopher plays his video
game.
B. Christopher works on his book
report.
C. Christopher doesnt go the
library for two weeks because he
plays with friends and goes to his
cousins farm

__________________

Theme
A. Christopher should have done his
book report first.
B. Dont wait to do things last minute
because you will regret it.
C. You can get an A if you start your
work early.

Resolution

Event #3

I infer the theme of the story is________________________________________

________________________________________________________________
because ___________________________________________________________
______________________________________________________________________
___________________________
WreckItralphGraphicOrganizer

Event #1

Event #2

Wreck-It-Ralph steals
a medal but
Venelope steals it.
Now Wreck-it-Ralph
needs Venelope to
win the race so she
can give him the
medal.

Conflict
Wreck-It-Ralph wants
to be a good guy, but
he is a bad guy in a
video game and
cant win a medal.

Venelope doesnt know how

to drive and glitches so no
one likes her. Wreck-ItRalph has to help her learn
how to drive.

Theme
A. Wreck-It-Ralph was a bad
guy but still saved the
day.
B. Who you are is enough.
C. Its nice having a good
friend.

Resolution
Ralph now feels
_________________ about
being the good guy.
Venelope_____________
__________________ even
with her glitch.

Event #3
#3 The King is really
Turbo and WreckIt-Ralph and
Venelope save the
game Candy
Crush.

I infer the theme of the story is________________________________________

________________________________________________________________
because ___________________________________________________________
______________________________________________________________________
___________________________