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Kelcey Miller PDE Lesson Plan @ www.pdesas.org
English Language Arts
1
2 class periods, 40 minutes each
The basic elements of a story help us comprehend its
meaning. When the basic elements of a story are
changed, our comprehension of the story changes too.
How can we use our prior knowledge of a familiar story
to create a new story?
Why are the elements of a story important?
When the basic elements of a story are altered, how
does this affect our comprehension of the story?
Why is it important to include characters, setting, plot,
etc. in a story?
How do these elements help us interpret the story?
Standard CC.1.2.1.A : Identify the main idea and retell
key details of text.
Students will be able to identify and create basic story
elements using familiar fairy tales and utilize
technology to effectively create a modified fairy tale
with 90% or greater accuracy, over two lessons.
CK
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
CK
Activating Prior Knowledge
Teacher asks the students to write a short fairy tale in
their journals.
ELL students will develop a story board using pictures.
Stage 2 ELLs will write short sentences that explain each
picture.
Hook/Lead-In/Anticipatory Set
Teacher puts the students into groups of three and they
share their stories with one another.
ELL students can share their stories by pointing to the
pictures on their story boards and having their buddies
read the sentence related to the picture. ELLs repeat the
phrases (in English and Spanish) after their buddies
(BICS).
Ask the students what would happen if the basic
elements (characters, setting, plot, etc.) of a story were
changed. Teacher reads the students a sample of a fairy
tale where the elements are altered
(http://www.readwritethink.org/files/resources/interactive
s/fairytales/).
Teacher asks the ELL students the same question, but
prompts them to respond in English and their native
language (Spanish). The altered version of the fairy tale
is provided in Spanish.
Teacher instructs the students to change a few elements
of their stories such as characters, setting, and plot.
Then, the teacher randomly chooses a student by pulling
one of their names out of a hat. The student who is
picked shares how they have changed their story with
the class.
ELL students replace some of the pictures on their story
boards to change their stories. If an ELL is chosen to
share with the class, the teacher allows the student to
Explicit
Instructions
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
o
o
o
Teacher
Self-reflection
o
o
Pigeons)
Paper
Pencil
Computers (stations or a lab)
Printer
Lined Paper to write the fractured fairy tale or copies of
the fractured fairy tale template found at
http://www.readwritethink.org/files/resources/interactive
s/fairytales/
Optional:
Interactive whiteboard (IWB)
Projector
Construction paper, decorations, and colored pencils for
the authentic fairy tale
Copies of the fractured fairy tale from the website
Rubric
Note: This lesson plan was taken from pdesas.org,
Lesson plans for 1st grade, allowable by PDE
(http://www.pdesas.org/ContentWeb/Content/Content/49
06/Lesson%20Plan).