standard 1doyle_technology integration unit-frit8530
TRANSCRIPT
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8/11/2019 Standard 1Doyle_Technology Integration Unit-FRIT8530
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Dr. Kenneth Clark
FRIT 8530
Applications of Instructional Technology
y! "ynn C. Doyle
#eorgia $outhern %ni&ersity
'uly ()* +00,
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Lesson Topic: Narrative Elements of a Story Grade level: 4th Grade
Length of lesson: 3 Weeks TEA!E": L#NN $%#LE
Stage & ' $esired "es(lts
)nformation Literacy Standard &:The stu-ent ho is infor/ation literate accessesinfor/ation efficiently an- effecti&ely. The stu-ent ho is infor/ation literate recognies
that ha&ing goo- infor/ation is central to /eeting the opportunities an- challenges of
-ay1to1-ay li&ing. That stu-ent knos hen to seek infor/ation eyon- his or herpersonal knole-ge* ho to fra/e 2uestions that ill lea- to the appropriate infor/ation*
an- here to seek that infor/ation. The stu-ent knos ho to structure a search across a
&ariety of sources an- for/ats to locate the est infor/ation to /eet a particular nee-.
ontent Standard*s+: ELA4"&1The stu-ent -e/onstrates co/prehension an- shose&i-ence of a arrante- an- responsile eplanation of a &ariety of literary an-
infor/ational tets.
,or literary te-ts. the st(dent identifies the characteristics of vario(s genres and
prod(ces evidence of reading that:
a. I-entifies an- analyes the ele/ents of plot* character* an- setting in stories rea-.
. 4akes u-g/ents an- inferences aout setting* characters* an- e&ents an- supports
the/ ith elaorating an- con&incing e&i-ence fro/ the tet.
c. I-entifies the/es an- lessons in folktales* tall tales* an- fales.
-. I-entifies an- uses knole-ge of co//on graphic features 6e.g.* charts* /aps*
-iagra/s* illustrations.
e. I-entifies an- uses knole-ge of co//on organiational structures 6e.g.*
chronological or-er* /ain i-eas an- -etails* 7 su//ariing
/nderstanding *s+0goals:
St(dents 1ill (nderstand: There are /any parts of a story.
6Facet (
9o an- hy characters act the
ay they -o. 6Facet (
The -ecisions an- actions of
characters re&eal their personalities.
6Facet :
The i/pact the the/e has on the
/eaning of a story. 6Facet +
;o /atter ho ig or s/all a
Essential 2(estion*s+:
9o -o literary ele/ents help /eun-erstan- a storyretest.
Check for possile an- proale /isconceptions y ha&ing stu-ents share their
ansers ith the class to oth acti&ities.
@&aluate stu-ents knole-ge an- rea-ing co/prehension skills y a-/inistering
the "iterary @le/ents Eui.
http://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Story%20Map.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Literary%20Elements%20Pretest.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Literary%20Elements%20Quiz.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Story%20Map.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Literary%20Elements%20Pretest.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Literary%20Elements%20Quiz.doc -
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)ntrod(cing 6racticing the Lesson:
The lesson ill egin y intro-ucing the -efinitions of the literary ele/ents on the
pro/ethean oar- ith the teacher create- &i-eo >o-cast on narrati&e ele/ents
6Character* $etting* 7 >lot . During the >o-cast a short story ill e presente-*
an- the stu-ents ill ork in their groups to fin- the character* setting* 7 plot ofthe story. ?e ill -iscuss their ansers hen finishe-. $tu-ents ill e assigne-
a -ay for the net + eeks to co/e to the co/puter to re&ie the >o-cast an-click on the e site for etra practice on the literary ele/ents of a story.
$kill Car- (A on the ;arrati&e @le/ents of a $toryill then e intro-uce- on a
flipchart an- the character* setting* 7 plot ill e re&iee-.
$tu-ents ill then e aske- to co/plete the graphic organier $kill Car- (B on the
;arrati&e @le/ents of a $tory1Character* $etting* 7 >lot. $tu-ents ill share their
ansers ith the class.
$tu-ents ill e intro-uce- to the literary ele/ents -efinitions of
ConflictResolution on the pro/ethean oar- ith the teacher create- &i-eo
>o-cast. During the >o-cast a short story ill e presente-* an- the stu-ents ill
ork in their groups to fin- the character* setting* plot* conflict* 7 resolution ofthe story. ?e ill -iscuss their ansers hen finishe-. $tu-ents ill e assigne-
a -ay for the net + eeks to co/e to the co/puter to re&ie the >o-cast an-
click on the e site for etra practice on the literary ele/ents of a story.
$kill Car- 3A on the ;arrati&e @le/ents of a $toryill then e intro-uce- on a
flipchart an- the conflictresolution ill e re&iee-.
$tu-ents ill then e aske- to co/plete the graphic organier $kill Car- 3B on the
;arrati&e @le/ents of a $tory1ConflictResolution. $tu-ents ill share theiransers ith the class. $tu-ents ill rea- The @/peror an- the Kite an- create*
-esign* an- lael a kite ith the literary ele/ents of the story. A /o-el ill e
pro&i-e- for the stu-ents to go y in creating their kite.
$tu-ents ill choose a teacher appro&e- ook to create the perfect san-ich ookreport. $tu-ents ill e gi&en the Ruric or Alternate Ruricto gui-e the/ ith
the re2uire/ents of the ook report.
$tu-ents ill rea- The #ar-ener an- ork in groups to co/plete a graphic
organier literary /ap on the co/puter fro/http!.rea-ritethink.org/aterialslit1ele/ents. The teacher ill /o-el the
graphic organier ith an ea/ple fro/ the ?e site on the pro/ethean oar-.
The teacher ill also /onitor stu-ents progress hile orking on the co/puters.
"eflecting. "evie1ing. Self7Eval(ating:
$tu-ents ill use a $u//aryorAlternati&e $u//arygraphic organier to
su//arie their stories to help the/ un-erstan- the plot of the story.
$tu-ents ill use a graphic organierto co/plete the literary ele/ents of a story
efore orking on their kites* ook reports* an- literary /ap on the co/puter.
The teacher ill allo stu-ents to share their literary /aps in s/all groups an-
ill ha&e class/ates offer fee-ack as ell as the teacher.
$kill Car- )Aill e intro-uce- to re&ie the all of the literary ele/ents.
$tu-ents ill co/plete$kill Car- )Ban- ill -iscuss their ansers ith the
teacher in s/all groups.
$tu-ents ill ork on the focus skill re&ie sheets1 on the narrati&e ele/ents.
http://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%203A.rtfhttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%203B-Narrative%20Elements-Problem-Resolution.rtfhttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%203B-Narrative%20Elements-Problem-Resolution.rtfhttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Sandwich%20Book%20Report%20Rubric-Alternative%20Rubric.dochttp://www.readwritethink.org/materials/lit-elements/http://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Literary%20Elements%20Summary.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Alternative%20Summary%20Graphic%20Organizer.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Alternative%20Summary%20Graphic%20Organizer.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/SummaryGraphic%20Organizer.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%207A&B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%207A&B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%207A&B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Narrative%20Elements%20Worksheets-14%20&%2030.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%201A%20&%201B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%203A.rtfhttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%203B-Narrative%20Elements-Problem-Resolution.rtfhttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%203B-Narrative%20Elements-Problem-Resolution.rtfhttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Sandwich%20Book%20Report%20Rubric-Alternative%20Rubric.dochttp://www.readwritethink.org/materials/lit-elements/http://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Literary%20Elements%20Summary.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Alternative%20Summary%20Graphic%20Organizer.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/SummaryGraphic%20Organizer.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%207A&B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Skill%20Card%207A&B-Narrative%20Elements.dochttp://var/www/apps/conversion/8530/LYNN%20DOYLE/GSU/7430-Instructional%20Design-Dr.%20H/assignment%204/Narrative%20Elements%20Worksheets-14%20&%2030.doc -
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The teacher ill allo stu-ents to share their literary /aps in s/all groups an-
ill ha&e class/ates offer fee-ack as ell as the teacher.
The teacher ill ork in s/all groups to -iscuss an- re&ie an- -iscuss stu-ents
responses to the focus skill re&ie sheets (: 7 30 on the narrati&e ele/ents.
The teacher ill ork in s/all groups to -iscuss an- re&ie the story /ap graphic
organiers.
The teacher ill ork in s/all groups to -iscuss an- re&ie the su//ariing
graphic organiers.
The teacher ill pro&i-e a /o-el of the kite as a gui-e for stu-ents to follo in
creating* -esigning* an- laeling their kites ith the literary ele/ents of a story.
The teacher ill pro&i-e the san-ich ook report ruric for stu-ents to self1
e&aluate their on san-ich ook report an- also ha&e a class/ate use the ruric
as ell to e&aluate their ook report to pro&i-e fee-ack for each other.
$ifferentiated Learning:
$lo Rea-ers1
#i&e eten-e- ti/e on assign/ents.
>eer rea-ing
"isten to the stories on tape
Cooperati&e groups
Attention Deficit Disor-er1
Assign/ents are roken -on into s/aller assign/ents.
>eer tutoring
@ten-e- ti/e on assign/ents
$lo "earners1
The inclusion teacher an- regular e-ucation teacher ill ork together an- -eci-e
hich assign/ents the stu-ents can e inclu-e- in the hole group acti&ities an-
hich acti&ities the stu-ents ill nee- to e pulle- into the s/all group setting for
instruction. These stu-ents ruric /ay nee- to e a-uste- so that their ookreport inclu-e only the literary ele/ents taught an- not inclu-e to other aspects
in their ook report.
A-&ance- "earners1
$tu-ents ill e ale to go onto the rea-ing ?e sites to rea- stories fro/http!.harcourtschool.co/acti&itytrophiesrsruil-(RRe:+.ht/
http!.harcourtschool.co/acti&itytrophiesrsruil-(RRe:3.ht/
http!.harcourtschool.co/acti&itytrophiesrsruil-(RRe:5.ht/
an- anser the 2uestions on the narrati&e ele/ents of a story.
$ee the folloing calen-ar for -aily sche-ule of acti&ities
http://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htm -
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Fro/! ?iggins* #rant an- '. 4c Tighe. 6(,,8. Understanding by Design* Association for $uper&ision an
Curriculu/ De&elop/ent I$B; G 018)(+013(318 6ppk
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alendar
Week %ne:=onday T(esday Wednesday Th(rsday ,riday
lassroom
Activity 1Intro-uce the unit* stan-ar-s*
an- tasks.
1#i&e pretest.
1Intro-uce literary ele/ents of
character* setting* 7 plot
-uring the teacher create-
>o-cast.
1$tu-ents ill ork in groups
to fin- the character* setting*
7 plot to the short story on the
pro/ethean oar- -uring the
teacher create- >o-cast.
1Discuss their ansers alou-.
1$tu-ents ill co/plete $kill
Car- (B on character* setting*
7 plot.
1Re&ie character* setting*
plot an- intro-uce the conflict
an- resolution -uring the
teacher create- >o-cast.
1$tu-ents ill ork in groups
to fin- the character* setting*
plot* conflict* 7 resolution to
the short story on the
pro/ethean oar- -uring the
teacher create- >o-cast.
1Discuss their ansers alou-.
1$tu-ents ill co/plete $kill
Car- 3B on
conflictresolution.
1$tu-ents ill rea- The
#ar-ener an- co/plete a story
/ap inclu-ing all of the
literary ele/ents of the story.
1$tu-ents ill use the graphic
organier to su//arie the
story.
1$tu-ents ill use their story
/ap to ork ith a partner to
co/plete a graphic organier
on character* setting* or plot.
1$tu-ents ill continue
orking on their story /ap to
ork ith a partner to
co/plete a graphic organier
on character* setting* or plot.
1$tu-ents ill share th
story /aps ith the cla
1$tu-ents ill rea- pag
:8 to re&ie the narrat
ele/ents1character*setting* 7 plot* 7 ill
co/plete the test prep
2uestions on page :,.
They ill -iscuss their
ansers ith their
neighors. The teache
ill then go o&er the
2uestions an- anser a
2uestions that /ay aris
1Co/plete the focus sk
orksheet (: on the
narrati&e ele/ents.
8
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omp(terla3Activity 1Daily assigne- co/puter ti/e
to re&ie the >o-cast an-
etra practice fro/ the e
site pro&i-e- on the >o-cast.
1Daily assigne- co/puter ti/e
to re&ie the >o-cast an-
etra practice fro/ the e
site pro&i-e- on the >o-cast.
1$tu-ents ill use the ?e site
http!.rea-ritethink.org/aterialslit1
ele/entsan- choose a graphic
organier to co/plete. They
ill print their graphic
organier out to share it ith
the class.
1Daily assigne- co/puter ti/e
to re&ie the >o-cast an-
etra practice fro/ the e
site pro&i-e- on the >o-cast.
$tu-ents ill continue to use
the ?e site
http!.rea-ritethin
k.org/aterialslit1ele/entsan- choose a graphic
organier to co/plete. They
ill print their graphic
organier out to share it ith
the class.
1Daily assigne- co/puter ti/e
to re&ie the >o-cast an-
etra practice fro/ the e
site pro&i-e- on the >o-cast.
1Daily assigne- co/pu
ti/e to re&ie the >o-
an- etra practice fro/
the e site pro&i-e- o
the >o-cast.
Week T1o:
=onday T(esday Wednesday Th(rsday ,riday
lassroomA
ctivity 1Rea- The @/peror an- the
Kite.
1$tu-ents ill use the graphic
organier to su//arie the
story.
1$tu-ents ill egin choosingan- rea-ing a teacher
appro&e- ook to co/plete a
san-ich ook report.
1$tu-ents ill co/plete a
story /ap inclu-ing all of the
literary ele/ents of the story.
1$tu-ents ill egin choosing
an- rea-ing a teacher
appro&e- ook to co/plete a
san-ich ook report.
$tu-ents ill use their story
/ap to ork ith a partner to
co/plete a graphic organier
on character* setting* or plot.
1$tu-ents ill egin choosing
an- rea-ing a teacher
appro&e- ook to co/plete asan-ich ook report.
$tu-ents ill continue
orking on their story /ap to
ork ith a partner to
co/plete a graphic organier
on character* setting* or plot.
1$tu-ents ill rea- a teacher
appro&e- ook to co/plete asan-ich ook report.
1$tu-ents ill share th
story /aps ith the cla
1$tu-ents ill rea- pag
+0: to re&ie the
narrati&e ele/ents1
character* setting* 7 pl
7 ill co/plete the te
prep 2uestions on pag+05. They ill -iscus
their ansers ith thei
neighors. The teache
ill then go o&er the
2uestions an- anser a
2uestions that /ay aris
1$tu-ents ill rea- a
teacher appro&e- ook
co/plete a san-ich
report.
1#i&e "iterary @le/en
Eui.
,
http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/ -
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omp(terla3Activity 1Daily assigne- co/puter ti/e
to re&ie the >o-cast an-
etra practice fro/ the e
site pro&i-e- on the >o-cast.
1Daily assigne- co/puter ti/e
to re&ie the >o-cast an-
etra practice fro/ the e
site pro&i-e- on the >o-cast.
1$tu-ents ill use the ?e site
http!.rea-ritethink.org/aterialslit1
ele/entsan- choose a graphic
organier to co/plete. They
ill print their graphic
organier out to share it ith
the class.
1Daily assigne- co/puter ti/e
to re&ie the >o-cast an-
etra practice fro/ the e
site pro&i-e- on the >o-cast.
1$tu-ents ill use the ?e site
http!.rea-ritethink.org/aterialslit1
ele/entsan- choose a graphic
organier to co/plete. They
ill print their graphic
organier out to share it ith
the class.
1Daily assigne- co/puter ti/e
to re&ie the >o-cast an-
etra practice fro/ the e
site pro&i-e- on the >o-cast.
1Daily assigne- co/pu
ti/e to re&ie the >o-
an- etra practice fro/
the e site pro&i-e- o
the >o-cast.
Week Three
=onday T(esday Wednesday Th(rsday ,riday
lassroomA
ctivity 1Re&ie the literary ele/ents
of a story ith skill car- )A.
$tu-ents ill co/plete )B an-
-iscuss their ansers in s/all
groups ith the teacher.
1The teacher ill pro&i-e a
/o-el of the kite that inclu-es
the literary ele/ents. The
stu-ents ill create* -esign*
an- lael the kite ith the
literary ele/ents fro/ the
story The @/peror an- the
Kite.
1$tu-ents ill continue to rea-
a teacher appro&e- ook an-
egin orking on a story /ap
of their ook.
1The stu-ents ill continue to
create* -esign* an- lael the
kite ith the literary ele/ents
fro/ The story The @/peror
an- the Kite.
1$tu-ents ill continue to rea-
a teacher appro&e- ook* ork
on a story /ap of their ook*
an- egin orking on their
ook report.
1The stu-ents ill co/plete
their kite ith the literary
ele/ents fro/ the story The
@/peror an- the Kite.
1$tu-ents ill continue
orking on their ook report.
1The stu-ents ill share their
kite ith the literary ele/ents
fro/ the story The @/peror
an- the Kite.
1$tu-ents ill continue
orking on their ook report
an- ha&e a class/ate use their
ruric to /ake sure they ha&e
all of the ele/ents nee-e- for
full cre-it on their ook report.
1Co/plete the focus sk
orksheet 30 on the
narrati&e ele/ents.
1$tu-ents ill continu
orking on their ook
report an- ha&e a
class/ate use their ru
to /ake sure they ha&e
of the ele/ents nee-e-
full cre-it on their oo
report.
1Book reports are -ue.
(0
http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/http://www.readwritethink.org/materials/lit-elements/ -
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omp(terla3Activity 1@nrich/ent Acti&ity!
$tu-ents ill e ale to go
onto the rea-ing ?e site to
rea- stories fro/ the folloing
sites
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:+.ht/
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:3.ht/
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:5.ht/
an- anser the 2uestions on
the narrati&e ele/ents of a
story.
1@nrich/ent Acti&ity!
$tu-ents ill e ale to go
onto the rea-ing ?e site to
rea- stories fro/ the folloing
sites
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:+.ht/
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:3.ht/
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:5.ht/
an- anser the 2uestions on
the narrati&e ele/ents of a
story.
1@nrich/ent Acti&ity!
$tu-ents ill e ale to go
onto the rea-ing ?e site to
rea- stories fro/ the folloing
sites
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:+.ht/
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:3.ht/
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:5.ht/
an- anser the 2uestions on
the narrati&e ele/ents of a
story.
1@nrich/ent Acti&ity!
$tu-ents ill e ale to go
onto the rea-ing ?e site to
rea- stories fro/ the folloing
sites
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:+.ht/
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:3.ht/
http!.harcourtschool.co
/acti&itytrophiesrsruil-(
RRe:5.ht/
an- anser the 2uestions on
the narrati&e ele/ents of a
story.
1@nrich/ent Acti&ity!
$tu-ents ill e ale t
onto the rea-ing ?e s
to rea- stories fro/ th
folloing sites
http!.harcourtsc
l.co/acti&itytrophies
uil-(RRe:+.ht/
http!.harcourtsc
l.co/acti&itytrophies
uil-(RRe:3.ht/
http!.harcourtsc
l.co/acti&itytrophies
uil-(RRe:5.ht/
an- anser the 2uestio
on the narrati&e ele/e
of a story.
((
http://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_2.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_3.htmhttp://www.harcourtschool.com/activity/trophies/rsr/build1/RR_e_4_5.htmhttp://www.harcourtschool.com/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8/11/2019 Standard 1Doyle_Technology Integration Unit-FRIT8530
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Literary Elements 6re7Test
Name>>>>>>>>>>>>>>>>>>>>>>>>>>>>
(. Which literary term *1ord+ refers to the prolem or str(ggle that starts the
action in a story?
conflict
-ra/a
action
cli/a+. Which literary term refers to *is ao(t+ the people in a story?
narrator
persona
character
protagonist
3. Which literary term refers to that part of a story in 1hich the prolem or str(ggle is solved?
conflict
narrator
resolution
all of the ao&e
:. Which literary term refers to the message ao(t life a story relays to *gives+ the reader?
narration
-ialogue
topic
the/e
5. Which literary term refers to the time and place in 1hich the action of a story takes place?
the/e
topic
setting
contet
=. Which literary term refers to the action or se8(ence *order+ of events in a story?
plot
foresha-oing
(+
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flashack
co/e-y
(3
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(:
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(5
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(=
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T " % 6 ! ) E S
NA""AT)
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;ARRATIJ@ @"@4@;T$
$kill Re/in-er
The narrati&e ele/ents of a story inclu-e characters* setting* an- plot.
The plot generally contains a prole/* steps taken to sol&e the prole/*
an- a resolution. The prole/* or conflict* is /ost often foun- at the
eginning of a story. The steps taken to sol&e the prole/ are
generally foun- in the /i--le of the story* an- the resolution is
usually foun- at the en-.
> Rea- the paragraph.
Tina canHt fin- her cat* ?hiskers. 9er frien- Kate co/es to
the -oor. Tina asks Kate to help her look for ?hiskers. They look
un-er the e-. They look un-er the couch an- in the catHs e-.
Finally* the girls gi&e up an- sit on TinaHs e-. 'ust then* TinaHs cat
u/pe- off the e-. 9e ha- een sleeping on TinaHs e- in her pile
of stuffe- ani/als.
>role/!
>role/1$ol&ing $teps!
Resolution!
(8
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ternative Sand1ich @ook "eport "(ric St(dent Name >>>>>>>>>>>>>>>>>>>>>>>>>>>> $ate>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
ategory 4 3 5 &
Title0A(thor 6age Title of ook an- authors
na/e are ritten correctly
Title of ook an authors
na/e are ritten itherrors
@ither title of ook or
authors na/e are ritten6only one
There is no title of ook an-
authors page
Narrative
Elements:
*,acet &+
Inclu-es narrati&eele/ents6character* setting*
plot1%n-erstan-s that there are
/any parts of a story.1Discusses ho an- hycharacters act the ay they-o.
Inclu-es only + narrati&eele/ents6character* setting*
plot1%n-erstan-s that there are
/any parts of a story.1Discusses ho an- hycharacters act the ay they-o.
Inclu-es only ( narrati&eele/ent
;o narrati&e ele/ents inclu-e-
S(mmary:
*,acets 3. 4+
Inclu-es ell rittensu//ary to inclu-e
organiation* se2uence ofinfor/ation* an-or
co/plete sentences 7inclu-es the folloing
aspects!1Discusses ho the-ecisions an- actions of
the characters re&eal theirpersonalities.1Discuss hy it isi/portant for the /aincharacter to sa&e her
pennies.
Inclu-es ell rittensu//ary to inclu-e so/e
organiation* se2uence ofinfor/ation* an-or so/e
co/plete sentences 7inclu-es so/e of thefolloing aspects!
1Discusses ho the-ecisions an- actions of
the characters re&eal theirpersonalities.1Discuss hy it isi/portant for the /aincharacter to sa&e her
pennies.
Inclu-es su//ary ith/ini/al organiation*
se2uence* an-or feco/plete sentences 7-oes
not inclu-e any of thefolloing aspects!
1Discusses ho the-ecisions an- actions ofthe characters re&eal their
personalities.1Discuss hy it isi/portant for the /aincharacter to sa&e her
pennies.
Contains no organiation* se2uence*an-or co/plete sentences
Spelling ;o spelling errors Fe spelling @rrors $e&eral spelling errors @cessi&e spelling errors to cause-ifficulty in rea-ing the ook report
Grammar ;o capitaliation an-orpunctuation errors
Fe capitaliation an-orpunctuation errors
$e&eral capitaliationan-or punctuation errors
@cessi&e capitaliation an-orpunctuation errors
Timeliness Turne- in on ti/e ( -ay late + -ays late 3 -ays late
S%"E:>>>>>>>>>054
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Alternative S(mmary Graphic %rganier
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NAME_________________________________
Literature Summarizing
Characters (Who)
Setting (Where?)
First
Problem
Solution
Summar!
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;a/e $kills Assess/ent
L)TE"A"# "ES6%NSE AN$ ANAL#S)S: Literary Elements 2(i
Rea- the passages. Fill in the anser circle in front of the correct anser for each 2uestion.
'i//y as feeling sa-. ?hen he got ho/e fro/ school* he calle- for his -og* $pike* toco/e play ith hi/* ust as he -i- e&ery -ay after school. This ti/e* though* $pike -i- not
co/e.
I think you -og /ay e gone*L 4other sai-. I sa hi/ chasing a cat earlier to-ay. I
calle- for hi/ to co/e ack* ut he kept on running after the cat. I ha&ent seen hi/ since.L?hat are e going to -o
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"eso(rces
Cheney %$D +=8 "earning* 6+008. Retrie&e- 'uly ((* +008* fro/http!.cheney+=8.co/%$D+=8Resources.ht/
9arcourt Trophies >ulishers. Retrie&e- 'uly ((* +008* fro/
http!.harcourtschool.co//enuresources.ht/l