Curriculum.austinisd.org
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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