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Lesson Name: Sequencing & Summarizing Fictional Texts - Fantasy

Grading Period: CRM1/ Unit 1/ Arc1

Grade Level: Language Arts Grade 3

Estimated timeframe: See Pacing Suggestions

This lesson is appropriate for both Dual Language and Monolingual teachers. Suggested Pacing

Monolingual Pacing: Day 1 – Engage and SE Focus Lesson (Teacher Model), Revisit Engage T-Chart

Day 2 – Review SE Focus Lesson and Partners complete Activity 1, Begin Activity 2

Day 3 – Complete Activity 2 and Share, Teacher Leads Closure Discussion Activity, Students Write in their WTL Journals

Dual Language Pacing: Day 1 – Engage and Beginning of SE Focus Lesson (Teacher Model)

Day 2 – Finish SE Focus Lesson (Teacher Model) Revisit Engage T-Chart. Students write

(WTL Journal or Writing Process; see DL CRM.)

Day 3 – Partners do Activity 1 and begin Activity 2

Day 4 – Complete Activity 2 and Share. Students write (WTL Journal or Writing Process;

see DL CRM.)

Day 5 – Teacher Leads Closure Discussion Activity, Students Write in their WTL Journals, Students Share Journal Entries

|Lesson Components |

|Lesson Objectives: Students will use a graphic organizer to record story elements and important events of a fiction text in sequence for the |

|purpose of summarizing the plot’s main events. |

|Language Objectives: The students will use academic language to discuss story elements and the main events of a story in sequence to |

|collaboratively summarize the text. |

|Prior Learning: Students can describe similarities and differences in the plots and settings of several works by the same author. |

|Standards(Texas Essential Knowledge and Skills: |

|3.2 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. |

|3.2B ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence |

|from text |

|3.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about structure and elements of |

|fiction and provide evidence from text to support their understanding. Students are expected to: |

|3.8A sequence and summarize the plot’s main events and explain their influence on future events |

|College and Career Readiness: |

|Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying |

|lengths. |

|Draw and support complex inferences from text to summarize and draw conclusions. |

|Essential Questions: |

|How does understanding the structures and features of a text help you comprehend better when reading? |

|Why is placing the main events of the plot in the correct order important? |

|How do readers use the character, main problem and solution to summarize a story? |

|How does summarizing the main events of a story help a reader understand the text? |

|Vocabulary: |Essential: genre, literary, fiction, fantasy, structures, features, story elements, character, setting, problem, conflict, |

| |problem, plot, events, solution, summary, summarize, sequence, signal words, order, first, next, then, finally, text |

| |evidence, predictions |

|Lesson Preparation |Prepare a large anchor chart of the Story Mapping Graphic Organizer for reference and support when identifying story |

| |elements, sequencing events, and summarizing. |

| |Chart Paper T-Chart (Left Questions: Right Predictions) |

| |Copies of Story Mapping Graphic Organizer (attached below this lesson) for student use OR Students’ Readers’ Notebooks in |

| |which they can draw/complete their own graphic organizer |

| |Post-it notes for class responses |

| |Variety of fantasy books for students to choose from (for independent practice) at all independent reading levels of your |

| |students. |

| |Recommended English Fantasy Texts |Recommended Spanish Fantasy Texts |

| |Texas Treasures “Wilbur’s Boast” from Charlotte’s Web by E.B.|Tesoros El Paro que abria y cerraba p. 230 |

| |White (student book) |Library Picture Books |

| |Leveled Readers: |Los Fantasticos Libros Voladores de Morris Lessmore por |

| |Approaching-The Elephant’s Boast, The Monster’s Riddle |William Joyce |

| |ELL- Animal Friends, The Mystery of the |Un Caso Grave de Rayas por David Shannon |

| |OnLevel-Mike’s Surprise, Magpie’s Mystery of the Magpie |Mi Vida Con la Ola por Catherine Cowan |

| |Beyond-The Grizzly and the Frigate Bird, Adding With Kevin |La Verdadera Historia de los Tres Cerditos por Jon Scieska |

| |Library Picture Books | |

| |Hooway for Wodney Wat by Helen Lester | |

| |Bad Case of Stripes by David Shannon | |

| |Sitting Ducks by Michael Bedard | |

| |My Life with the Wave by Catherine Cowan | |

| |The Fantastic Flying Books of Mr. Morris Lessmore by William | |

| |Joyce | |

|Anchors of Support |Class Story Map Template on large chart paper (located below, after lesson) |

| |Anchor Cart: Story Elements defined |

| |Anchor Chart: Sequence Word Bank |

| |Anchor Chart Genre: Characteristics and examples of Fantasy |

| | |

| |[pic] |

| |[pic] |

|Differentiation |For the individual/pair work, be sure to have plenty of books available for the range of independent reading levels of your |

|strategies |students (addressing readers below, on, and above grade level). |

| |Vocabulary Support: Refer to Treasures 5-Day Vocabulary support strategies TE 233C-D |

| | |

| |Special Education: If needed, read the student-selected story to/with students and allow them to verbalize their summary |

| |responses while you write them. Incorporate picture clues into the graphic organizer to help clarify each component. Allow |

| |for cooperative learning opportunities (pair students strategically). Refer to the student’s IEP for other routinely offered|

| |accommodations. |

| |English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow|

| |for cooperative learning opportunities. Provide sentence stems to help students form oral and written responses. |

| |Extension for Learning: Reality and Make-Believe Chart |

| |Students will find three events from the beginning, middle and end of their story that could happen in real life and three |

| |that are ‘make believe.’ Next, they will write a paragraph explaining which of these events they would adapt to create a |

| |different story. “Can you predict the outcome if….?” |

|21st Century Skills |CRITICAL THINKING AND PROBLEM SOLVING: Use Systems Thinking |

|[pic] |Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems. |

| | |

| |Students create an interactive Choose Your Own Adventure type story using a website, app, PowerPoint or paper and pencil. |

| | |

| |Website Suggestion: Inklewriter - This website helps writers tell creative interactive tales with useful online tools. |

| |Branching stories will stay organized so students can focus on the plot and characters. There is also a built in mapping |

| |tool for planning. Suggestions are given for creating student accounts and tutorials are available. |

| | |

| | |

| |For PowerPoint use slides and the action buttons to given students alternative plot options in planning their interactive |

| |story. |

|English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency |

|Standards (ELPS) to support English Language Learners. |

|Lesson Cycle |

|Engage |Creative Learning Strategy: Art Talk with Questioning and Predicting |

| |Display black and white picture from Treasures “Wilbur’s Boast” p. 223 for all students to see. |

| |[pic] |

| |Allow brief independent ‘think and observe’ time. |

| |(Note: Since Charlotte’s Web is a popular book and movie, many students may recognize it. That’s okay. Encourage |

| |students to share what they see, but require them support each observation, question and prediction with evidence|

| |or reasoning.) |

| |Prompt students to describe what they see. (There’s a pig running with something on his tail.) |

| |Next, ask them to share any questions they have about the picture. |

| |Record the student questions for all to see on a T-chart: left questions (Why does the pig have a string on his |

| |tail?) |

| |Then, ask students to predict answers to their questions based on picture evidence and background knowledge. |

| |Record predictions on the right side of the T-chart (I predict he has a string on his tail because he wants to |

| |pull something.) |

| | |

| |Explain that this picture was borrowed from a fantasy book. It is from a chapter in Charlotte’s Web called |

| |“Wilbur’s Boast.” We used this picture to help generate questions and make predictions that will help set a |

| |purpose for our reading today. We will need to read closely for important information that helps us determine if|

| |we can confirm our predictions. It’s okay if our predictions are incorrect as long as we adjust our thinking |

| |along the way. |

|Lesson stages |SE Focus Lesson: (Teacher-led/ Whole Group) |

| |Since we are reading a fantasy, begin by asking students to share their ideas about the genre, fantasy. How are |

| |fantasies structured, and what features do they typically have? Add comments and titles to the Fantasy Genre |

| |Anchor Chart. Provide students with a basket of fantasies that they may explore at a later time. |

| | |

| |Next, encourage students to make predictions about the title, “Wilbur’s Boast.” Link these ideas to those on the |

| |question and prediction chart. |

| | |

| |Explain that a boast or boasting is bragging, showing off or talking about oneself in an overly proud way. Ask |

| |for connections or scenarios in which someone was boasting. How does boasting make others feel? What do we think |

| |Wilbur is going to “boast” about? |

| | |

| |The focus for this lesson will be to have students identify the story elements and organize them in sequence on a|

| |Story Mapping Graphic Organizer. This practice should help increase students' awareness that story characters and|

| |events are interrelated. It should also develop students' sense of story, which will assist in storytelling, |

| |retelling and writing. |

| | |

| |As you read the story, stop along the way and think aloud about how you identify the story elements (setting, |

| |characters, problem, events, solution.) Place hints, icons or definitions on the class graphic organizer anchor |

| |chart to help those students who need additional support. Explain and support challenging vocabulary |

| |comprehension briefly. |

| | |

| |Highlight that this organizer is a tool that helps us record ideas in sequence, the order in which the main |

| |events in a story’s plot happen from beginning to end. Sometimes the authors use signal words, such as first, |

| |next, after, and last to help readers figure out sequence. Add these words to the Sequence Word Bank. |

| | |

| |After reading the entire story through, ask for volunteers to help you complete the class graphic organizer. As |

| |students share ideas, record them on the chart. Revise ideas as needed and lead students to understand that the |

| |elements such as character and events “Drive” the story. One thing leads to another and if any of those things |

| |are changed, it changes the plot. |

| |Discuss: |

| |Setting: When and where? How would the story change if the setting were in the jungle? The ocean? |

| |Characters: What do we notice about the characters? What would happen if they couldn’t talk? What if Charlotte |

| |was unkind to Wilbur? |

| |Problem: What if Wilbur could spin a web? |

| |Events: How would things have changed if Wilbur gave up immediately? |

| |Conclusion: Wilbur realized he would leave the spinning to the spiders. What would have happened if he became |

| |angry or continued to be upset? |

| | |

| |As you complete the Story Mapping Organizer, point out how this set of ideas represents a summary, or brief |

| |retelling of the most important ideas and events in sequence. Minor details are not included. The goal is not to |

| |write a separate summary yet. However, these ideas and the organizer can be used to help students with ideas for |

| |Writing Response activities in student notebooks during this ARC1. |

| | |

| |Revisit the Question/Prediction T-Chart from the Engage Activity. Read through and discuss ideas that can be |

| |confirmed and those that need to be adjusted based on text evidence. |

| | |

| |Add any additional observations about fantasy to the Fantasy Anchor Chart. |

| | |

| |Add sequence words encountered to the Sequence Word Bank. |

| | |

| |ACTIVITY 1: Student Partners (Opportunity for Formative Assessment) |

| |Students will work collaboratively to complete a Story Mapping Graphic Organizer on another fantasy text. (Note: |

| |Partner work can be done using different colored pencils within their writing to show proof of contribution.) |

| | |

| |Distribute one graphic organizer to each set of partners. Students will collaborate to complete a Story Mapping |

| |Graphic Organizer. |

| |Introduce another text with a clear plot that works well for summarizing. See Suggested Leveled Texts. This same |

| |text will be used for activity 2 working in groups of 3-4 so make sure 2 pairs are reading the same title. |

| |Have partners work together to read the text and write notes on their graphic organizer to identify the story |

| |elements and the important events of the story. |

| |After the partner groups have finished their work, have them team up with another partner group reading the same |

| |text to share the information they recorded. Guide students to have productive discussions about any |

| |discrepancies they may find between their graphic organizer and the other partners’ information. These newly |

| |formed groups will work together for Activity 2. |

| | |

| |ACTIVITY 2: Group Work (Opportunity for Formative Assessment) |

| |Have students work in groups of 3-4 to create a Paper Slide Show from the fantasy in Activity 1. Students will |

| |use ideas collected on the Story Mapping G.O. to create a sort of slide show with narration that summarizes the |

| |story in sequence. |

| |Using full-sheets of paper, simply illustrate the plot of the story. One piece of paper for each part: Title, |

| |the Problem, Main Events 2-3 and Solution. |

| |Students will work together to come up with a sequential script or plan for narrating each page. |

| |Have members divide up the responsibilities so that everyone is contributing. |

| |Allow time for groups to practice ordering the pages and narrating as each page is revealed. |

| |Students can perform in front of the class using a document camera or video record their Paper Slide Shows to be |

| |shared on a website, wiki or blog such as Edmodo. |

| |Work with students to create a rubric for the show. Keep in mind summarization skills as well as speaking, |

| |listening and collaboration skills. |

|Closure Activity |Discussion: Revisit and discuss the Essential Questions (beginning of lesson guide). Facilitate a discussion |

| |about how and why using a Story Mapping or Sequencing G.O. can be helpful in creating a summary of a story that |

| |helps us better comprehend the author’s message and determine the most important information in a fiction text. |

| |Emphasize how the characters and the events are interrelated. Events happen in a specific order, and that order |

| |helps us predict what will happen next. Reading like a writer: Looking forward to writing workshop, similar tools|

| |will help us organize our own stories. |

| | |

| |-Provide a word bank of key terms used throughout the lesson regarding: sequencing, summary, story mapping, |

| |questioning, predicting, fantasy |

| | |

| |Play “What am I?” (riddles for key terms) Have students construct clues or riddles about the key terms and quiz |

| |partners in the room. |

|Check for understanding |Formative: |

|(evaluation) |Keep anecdotal notes while students are working with partners and groups. Use these notes to help guide further |

|[pic] |direct support for students in needing differentiation strategies |

| |Story Mapping G.O. Activity 1 |

| |Participation in Activity 2 |

| |Riddle activity in Closure |

| | |

| |Journal Writing Reflection: (Writing to Learn Journal) |

| |Have students write independently in their Writing to Learn journals in response to this question: How do you |

| |decide what is important in a fantasy text? What structures or features do they typically have? |

| | |

| |Formative assessment often continues well after the initial “summative” assessment. In this case, it is valuable |

| |for students to continue using this graphic organizer to build their summarizing and sequencing skills. Have |

| |copies available in a reading center. When asked to sequence or summarize a text, continue to note how they use |

| |the graphic organizers, and to what level of success. Reteach as needed. |

| | |

| |Summative: |

| |Students select a book on their independent reading level, read the story, and complete a Story Mapping or |

| |Sequencing Graphic Organizer. |

| |Interactive Choose Your Own Adventure Story Creator Project |

| |Independent Paper Slide Project on Sequencing or Summary |

| |Reality & Make Believe Chart |

Story Mapping

Identify story elements and sequence important events

-----------------------

Characters:

Setting:

When?

Where?

Problem/Conflict:

Event: Next,

Event: Then,

Event: First,

Solution: Finally,

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