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-ChartDay 2 – Review SE Focus Lesson and Partners complete Activity 1, Begin Activity 2Day 3 – Complete Activity 2 and Share, Teacher Leads Closure Discussion Activity,

Students Write in their WTL JournalsDual 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 2Day 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 ComponentsLesson 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 text3.8 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 eventsCollege 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

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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 TextsTexas Treasures “Wilbur’s Boast” from Charlotte’s Web by E.B. White (student book)Leveled Readers: Approaching-The Elephant’s Boast, The

Monster’s Riddle ELL- Animal Friends, The Mystery of the OnLevel-Mike’s Surprise, Magpie’s Mystery

of the Magpie Beyond-The Grizzly and the Frigate Bird,

Adding With KevinLibrary 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

Tesoros El Paro que abria y cerraba p. 230Library Picture Books Los Fantasticos Libros Voladores de Morris

Lessmore por William Joyce Un Caso Grave de Rayas por David Shannon Mi Vida Con la Ola por Catherine Cowan La Verdadera Historia de los Tres Cerditos

por Jon Scieska

Anchors of Support

Class Story Map Template on large chart paper (located below, after lesson)Anchor Cart: Story Elements definedAnchor Chart: Sequence Word BankAnchor Chart Genre: Characteristics and examples of Fantasy

Differentiation For the individual/pair work, be sure to have plenty of books available for the range of independent Austin ISD Updated 07/22/14

strategies reading levels of your 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 ChartStudents 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 ThinkingAnalyze 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. http://www.inklestudios.com/inklewriter/

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 CycleEngage 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.

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.

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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

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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.

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Check for understanding (evaluation)

Formative: Keep anecdotal notes while students are working with partners and groups. Use these

notes to help guide further 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

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Story MappingIdentify story elements and sequence important events

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Setting:

When?

Problem/Conflict: Characters:

Event: Next, Event: First, Event: Then,

Solution: Finally,