Lesson plan - Study Island



|Reading Lesson: Plot |Grade Level: 3 |

|Lesson Summary: Students will retell a familiar fairy tale using their own words. Students will demonstrate their knowledge of a story’s plot by highlighting the |

|plot in their stories. Students will view a PowerPoint presentation to learn about the different parts to a story’s plot. The students will learn about problem |

|and solution, cause and effect, and order of events and how they are important to the action in the story. The whole class will listen to a story and complete a |

|graphic organizer. The students will then play a plot spinner game in small groups to reinforce knowledge learned in the PowerPoint presentation. For independent|

|practice, students will read a story and complete a plot graphic organizer on their own. Advanced learners will create a “plot puzzle” that puts all the pieces of|

|plot together. They will use a familiar text to complete their project. Struggling learners will listen to a familiar text read aloud to them by the teacher. |

|Then, they will take turns drawing from a stack of cue cards similar to the cards used in the plot spinner game. The students will work with the teacher to answer|

|the cue cards. |

|Lesson Understandings: |

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|The students will know… |

|The plot is the action in the story that includes a problem and solution. |

|The plot includes the order of events and cause and effect relationships. |

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|The students will be able to… |

|Identify the important plot features including problem, solution, order of events, and cause and effect relationships. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Students will need a piece of lined paper or a journal. Have students jot down the most important events in a familiar fairy tale, such as |

|“Cinderella” or “The Three Little Pigs.” Then, discuss the parts of the story that students chose to highlight. |

|Whole-Class Instruction |

|Materials Needed: Presentation PowerPoint*, LCD projector and computer, 1 small whiteboard per student, 1 dry-erase marker per student, 1 tissue per student, |

|document camera, 1 copy of Simon’s Saturday Story* to project, 1 copy of the Graphic Organizer* to project, 1 copy of the Guided Practice Possible Answers* for |

|teacher reference, 1 copy of the Simon’s Saturday Story* per student, 1 Spinner Game* per group of 3-4 students (prepare games before lesson), 1 paper clip per |

|group of 3-4 students, 1 copy of the Independent Practice Story* per student, 1 copy of the Graphic Organizer* per student |

|Procedure: |

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|Explain to students that plot is the action that takes place in the story and that there are many different pieces in a plot. |

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|Give each student a small whiteboard, a dry-erase marker, and a tissue. Project the Presentation PowerPoint. Go through the presentation with the class. Pause at|

|the slides with question marks and let the students answer the questions on their whiteboards. Have students hold up their boards to you when they are finished so |

|that you can see their answers. Make sure that students understand the correct answers. Explain to students that problem and solution, cause and effect, and order|

|of events are all a part of plot. |

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|Collect the whiteboard, dry-erase markers, and tissues from the students. |

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|Give each student a copy of the Simon’s Saturday Story and read it aloud to the whole class. Have students listen for examples of problem and solution, cause and |

|effect, and order of events. |

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|Project the Graphic Organizer using the document camera. As a whole class, complete the graphic organizer using information from the story. See the Guided |

|Practice Possible Answers document for an example. |

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|Divide students into groups of 3-4, and give each group a Spinner Game. Show students how to layout the cards and the spinner. There should be four stacks of |

|cards placed face down, one stack for each color. Show students how to use their pencil and a paper clip to create the spinner for the game. Place a paper clip on |

|the sharp tip of a pencil. Then, place the tip of the pencil in the center of the circle. Flick the paper clip to spin the spinner. |

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|Explain the rules of the game to students. Students will use “Simon’s Saturday” to play the game. They will take turns spinning the spinner and drawing a colored|

|card that matches the color that the spinner landed on. On his/her turn, the player will read the card and answer the question/complete the task given. If s/he |

|answers the question/completes the task correctly, s/he gets to keep the card. If s/he answers the question/completes the task incorrectly, s/he needs to return |

|the card to the appropriate stack. The other group members will be responsible for determining whether an answer is correct or not. The person who has the most |

|cards at the end of the game wins. |

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|Have students play the game. Walk around and monitor students. Make sure students grasp the different parts of the plot. Allow students to play until you see that|

|they have a fair grasp of the concepts or until the cards run out. |

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|Collect the game and pass out the Independent Practice Story and a Graphic Organizer to each student. Have students read the story and complete the graphic |

|organizer on their own. If necessary, project the graphic organizer that was completed for “Simon’s Saturday” so that students can have an example to refer to. |

|Advanced Learner |

|Materials Needed: 1 copy of the Example Plot Puzzle Setup* or an example that you made yourself, 1 large piece of drawing paper per student, 1 copy of a familiar |

|text per student |

|Procedure: |

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|Give each student a large piece of drawing paper and a copy of a familiar text. Explain to students that they will use the familiar text to create a “plot puzzle” |

|that puts all the pieces of plot together. |

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|Have students draw a line across the paper about an inch from the top of the paper. Then, have students write their name and the title of the familiar text in the |

|space created at the top. |

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|Tell students that they are going to use a pencil to divide the rest of the drawing paper into at least 10 puzzle pieces. Show students the Example Plot Puzzle |

|Setup or an example that you made yourself, and explain that they are going to write something about the plot of the story in each piece of the puzzle. They will |

|need to include at least 2 causes and 2 effects, 1 problem and 1 solution, and 4 events in order. Tell students that they can set up their puzzle however they |

|like as long as it includes these things and as long as the set up makes sense. For example, the puzzle pieces for the 4 events in order should be grouped together|

|in order, each cause should be next to its effect, and the problem should be next to its solution. |

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|Allow students time to reread the familiar text, if necessary, and to create their plot puzzle. |

|Struggling Learner |

|Materials Needed: 1 copy of a familiar story per student, 1 set of pre-cut and laminated Cue Cards* |

|Procedure: |

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|Gather struggling learners in a circle. Pass out a copy of the familiar story to each student. Tell students that you are going to read the story to them, and |

|then, they will then take turns answering questions about the plot of the story. |

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|Read aloud the text to students. Then, place the stack of Cue Cards face down in the center of the circle. Have each student take turns drawing a cue card from the|

|pile. On his/her turn, the student will need to read the card aloud, answer the question, and then explain his/her answer. If the student struggles, ask the other|

|students to offer assistance. If none of them can, go over the key word(s) with the group and show the students how to find the answer in the story. Once a card |

|has been answered correctly, put it aside in a discard pile. Continue the activity until students are comfortable with identifying causes, effects, problems, |

|solutions, and the order of events. |

*see supplemental resources

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