Story
Elements
Designed
by: Andress
Carter-Sims, Burton Pack Elementary
Grade
Level: Five
Subject:
Reading
1)
Core Curriculum Objective(s): Identify,
analyze, and describe story elements in fictions and
poetry. (5-AL-5)
2)
Overview:
During this lesson students will be using several
pieces of literature to identify specific story
elements. The
teacher will begin with the discovery method as
students are exposed to the story element character,
character traits and setting. Next students will be placed into groups as they complete a
story element chart that will be shared with the
entire class. Finally
students will assessed as they select two books of
their choice and complete a story element chart for
each.
3)
Focus
Essential Question: What must be done in order
to identify, analyze and describe the character(s),
character(s) traits, and setting in a piece of
literature?
4)
Time
Frame: Four
forty-five minute class periods
5)
Resource
Materials:
Large
chart paper for each group
A
marker for each group
Several
copies of the same book as the entire class work in
four groups
with the same book.
During
the assessment several books for students to choose
from (two books for each student) Note:
No sharing during the culminating assessment.
Tape
or magnets for displaying charts
6)
Culminating
Assessment:
During
the culminating assessment students will select two
pieces of literature to read independently and
complete a story element chart for each piece of
literature. The
teacher will provide several pieces of literature
for students to select from.
| |
Correct
& Complete Evidence
|
Limited
Evidence
|
| Setting
|
10
pts.
|
N/A
|
| Character(s)
all
listed
|
10
pts.
|
5
pts.
|
| Character(s)
traits at
least four traits listed
|
10
pts.
|
5
pts.
|
*(The
highest score that can be obtained is 30 pts.)
Student
Name:
Title
of Book:
Author:
Setting:
| Character(s):
|
Character
Traits:
|
| |
|
| |
|
| |
|
| |
|
Note:
The chart
above is only a model. The rows and columns in the
chart will depend on the number of characters in the
story. Remind
students to include four or more traits, this will
help to stretch their thinking.
7)
Instructional
Activities:
Activity
One:
This
lesson can be done as an introduction to story
elements in fiction.
As an introduction to story elements, the
lesson will focus on character, character traits and
setting.
The
teacher will begin by choosing a piece of literature
that is of interest and relates to content currently
being taught in class. Note:
This is the integration component. Try if
possible not to introduce story elements with a
chapter book.
The
teacher or class should read the entire piece of
literature aloud. After reading the literature the teacher will use the
discovery method to introduce students to the story
elements character, character traits and setting.
Now the teacher is ready to place a chart on
the board as shown below.
Note: The Talking Egg retold by Robert D. San Souci is being
used as an example.
A teacher may use this particular story if
appropriate.
The
Talking Egg
| Character
|
Character
Traits
|
| Rose
|
|
| Blanche
|
|
| Mother
|
|
| Old
Lady
|
|
After
the character’s names have been placed on the
chart the teacher should prompt students with these
questions. “Why
are those specific names placed on this chart under
the Character column?”
The
teacher should listen to several student responses.
After hearing a few responses the teacher
will reinforce or correct student answers by
providing the definition for character.
Note: The teacher should say aloud and write the definition for
each story element on the board.
Definition
for Character:
A person(s) in a piece of literature
Next
the teacher will fill in traits for each character
as shown below.
| Character
|
Character
Traits
|
| Rose
|
lazy,
selfish, cross, contrary
|
| Blanche
|
hard-working,
generous, obedient, honorable
|
| Mother
|
mean,
bossy, cross, not polite
|
| Old
Lady
|
Magical,
nice, strange, kind
|
After
the traits have been placed on the chart the teacher
will ask why those words were placed by each
characters name.
After listening to several responses the
teacher will reinforce or correct student responses
by providing the definition for character traits.
Definition
for Character Traits: Describe
the person(s) in the piece of literature
Activity
Two:
The
teacher is now ready to introduce the story element
setting. When
discussing the setting you may begin by being
general. The
teacher should then explain that the setting of the Talking
Egg is in the woods. After telling students the setting, ask several students to
provide you with a definition for setting. Note:
Encourage students who had another
classmate say their answer to find another way of
saying the same thing.
This method helps reinforce or clarify the
meaning of a term for others.
After
listening to several responses the teacher will
reinforce or correct student responses by providing
the definition for setting.
Definition
for setting: Where
the story took place.
Activity
Three:
Prior to
activity three the teacher should prepare a chart as
shown below for each group.
Title:
Setting:
| Character:
|
Character
Traits
|
| |
|
| |
|
| |
|
| |
|
Note:
The
teacher may decide to allow students to draw their
chart. This
is a good assessment to see if they recognized each
character in the story.
The
teacher will now place the class into four groups.
Each group will be given a large piece of
chart paper and a marker.
The teacher should select a leader who will
make sure everyone is heard, a recorder who will
write down the information on the chart and a
presenter who will share the information that was
recorded.
The
teacher is now ready to share with the students the
piece of literature they will read in their
individual groups.
After reading the same piece of literature
that has been selected by the teacher the groups
will complete their chart by filling in the general
setting, character(s) and character traits.
Note: Each group should
be required to write at least four adjectives for
each character’s traits. This allows students to
describe a character that may change during a story.
The teacher should also monitor groups
closely to help guide discussion in small groups
when necessary.
After
each group has completed their chart the teacher
should post them side by side.
Now
the teacher will have each presenter share their
information with the large group.
Once everyone has shared the teacher will
guide a class discussion as they compare and
contrast the completed charts.
The
teacher should correct and confirm information that
has been recorded. The teacher should also have students to share why they
recorded as they did.
Having students to explain why, helps to make
their understanding of new content more concrete. Note:
Activity three may be repeated several times
with different pieces of literature for student
practice. Also
more story elements may be included.
Activity
Four:
Prior
to the culminating assessment the teacher may select
several books that he or she is familiar with.
Note: Being familiar
with the books makes assessment easier.
Some books you may be fortunate enough to
have more than one copy.
Try to select books that are of interest to
the students. The
school and public library can help with having new
books that are of high interest and multiple copies.
The
assessment will be independent using two pieces of
literature selected by each student and two story
element charts.
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