CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in ...

LESSON PLAN: Create A Story

Learning Segment Focus or "Big Idea": It is important that as readers in first grade begin encountering more and more

complex texts, that they understand story elements and parts of the text that help to develop meaning. In this lesson

segment, students will look closely at characters, setting and plot. They will develop an awareness for how pictures play

an important role in developing the story.

Grade: First Grade

Content Area: English Language Arts

Time Allotted: 45 minutes

Classroom organization: Whole class instruction. Children will meet on the

carpet and then move back to their desks to complete the project.

Resources and materials: Pictures from a children's book (photocopied without the words, but still in sequential order),

Primary writing lines (copied underneath photos), pencils

Content Standard(s):

CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Specific Academic Learning Objectives: ? What do you want students to learn in this lesson? Students will learn the way pictures help to support the text in developing and describing characters, setting or events.

? What should students be able to do after the lesson? By the end of the lesson, students will demonstrate their understanding by creating the text in a story based on what they see in the photographs/illustrations.

Assessment: ? What evidence of student learning will you collect? The teacher will collect student writing in order to assess their level of understanding of the learning objectives. ? How will you use this evidence? The evidence collected from this arts-based literacy lesson will be used to determine the next steps of the lesson sequence. ? What criteria will you use to interpret the evidence? The teacher will be looking for students to describe the illustrations and use what they know from the pictures to create a story. The teacher will be looking for details in the writing that describe characters, setting and events in the story. ? How will the evidence affect your next steps in teaching? The teacher will use this information to determine what the next steps are, either revisiting the way illustrations help to shape a story, or moving on to discuss other story elements.

Instructional Sequence:

Time

Set or introduction: How will you begin the lesson? How will you engage and motivate learners, connect to prior experience, activate prior knowledge and/or share learning outcomes?

The lesson will begin with a meeting on the carpet. The teacher will say, "Today, I want to teach you that illustrations in books can help add meaning! When we read picture books, our brain combines the information in the words with the information in the pictures to create an understanding of the whole story. We are going to focus on the story elements setting, characters and events today."

The teacher will hold up a picture of a place and ask students, "How would you describe this setting?" The class will brainstorm describing words. The teacher will record their ideas. Then the class will work together to create a couple sentences that establish a setting.

The teacher will hold up a picture of a character and ask students, "How would you describe this character? What's her name? Who is she? What does she like to do?" The class will brainstorm describing words. The teacher will record their ideas. Then the class will work together to create a couple sentences that create the character.

The teacher will hold up a picture of the character in the setting and ask students, "What do you think is happening?" The class will brainstorm ideas. The teacher will record their ideas. Then the class will work together to create a couple sentences that tell part of a story. Developing Content/Body of Lesson: What instructional strategies and learning tasks will you use in the main part of the lesson?

The teacher will tell students, "You are going to use pictures to tell a story on your own. You each have a book on your desk, but you need to add the words that tell the story!"

Students will move back to their desks to work on the writing. The teacher will move around the class and help students using guiding questions. Checks for Understanding / On-going informal assessment: How will you know what students are understanding? (questioning and observing throughout the lesson)

During the lesson, the teacher will use questioning to check for understanding, asking students to explain what they see in the pictures and how their writing tells the same story they see in the pictures.

Closure: How will learners summarize or reflect on what they learned (for example, share work, share a strategy, share a process, discuss what they learned, raise a new question)?

Students will meet back on the carpet and the teacher will reveal the author's original version of the story. Students will be asked to compare their version of the story with the author's story. Reflection, Next Steps:

Students will continue their study of story elements and art in story books to support their comprehension.

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