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This lesson provided by:
Author: Mary Rease
System:Etowah County
School:Highland Elementary School
Lesson Plan ID: 33239
Title:

Analyzing Text:  What is the Author really saying? We Better Take This Thing Apart!

Overview/Annotation:

Critical thinking skills such as analyzing text requires a true understanding of the text. Analyzing requires the students to break the text apart and looking carefully "closely" at the different components and making sense of the text. Students must be lead to break the text into it's components and then reorganize the text.  Teachers can teach analyzing skills by modeling their thinking through questioning the text and making students aware of the authors purpose.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
ELA2013(2) 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. [RL.2.2]
ELA2013(2) 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. [RL.2.5]
ELA2013(2) 9. By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10]
ELA2013(2) 24. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3]
ELA2013(2) 30. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. [SL.2.2]
ELA2013(2) 31. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]
ELA2013(2) 32. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. [SL.2.4]
Local/National Standards:  
Primary Learning Objective(s):

I can retell a story.

I can retell a story using details from the story.

Additional Learning Objective(s):

Students should be able to identify key details in a story and sequence story using Beginning, Middle and End.

Students understand authors purpose in a narrative text.

Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

One page Story-

Narrative Graphic Organizer- Comic Strip

Technology Resources Needed:
Background/Preparation:

Talk to your students about Story Elements:

Authors purpose: Entertain

Sequencing: Beginning, Middle and End for retelling story.

Procedures/Activities:

Hook- Tell your students that today you are going to turn a story into a puzzle.

You Do

Then take a pair of scissors and cut the story into three pieces. What you are doing is getting your students attention as well as teaching them that most narrative texts (stories) can be dissected or taking apart to make three sections a beginning, middle and an end.  Then, read the pieces and put them together as a class. Explain to your class that a narrative, nonfiction texts are written by an author to entertain, to tell a story and follow a sequence.

Sort -The Giant Carrot pieces by writing Beginning, Middle and End on board or Chart paper. As you read the possibilities have children talk to each other and question the Text. Sort the 3 pieces into the three categories and remind students that narrative text follows a sequence Beginning, Middle and End.

Talk about Clue words with your students. What happened First, Next, Then what happened? After this...

And last… At the end of the story…

When you put the story together put the story together by retelling using clue words.

Firs,t the farmer planted a garden in rows with lots of carrot.

Then, the farmer noticed a huge carrot. He tried to pull the carrot out of the ground but he could not.

At last, the farmer had plenty of help, his wife, the cat and a mouse pulled the giant carrot from the ground.

 

We do

When you have talked about sequence have your student chorally retell the story with you.

  • In the beginning- the farmer planted a garden with carrots.  

  • In the middle of the story- The farmer found a huge carrot. He tried to pull up the carrot but could not.

  • In the end of the story – The farmer had plenty of help and the carrot came out.

Formative assessment ideas- listen as they retell each other as partners: Beginning, Middle and End or for lower learners, you say the beginning of the story and have the students tell their partner the middle and the end of the story. Walk around and listen to your students.

 

I Do

Set a Purpose for Reading- Tell your students that they are going to read a story and look/ listen for sequence words to help them sequence the story into beginning, middle and end. Remind students that a story can be broken into three parts: Beginning, middle and end. Tell your students to listen for key words like:

 Once upon a time, next, then, the next day, at last

If you think you need more practice have students

  • Have your students sort these transitional words into beginning middle and end.

  • Say these words and have your students hold 1 finger for Beginning, 2 for middle and 3 for ending

Read Together the Three Billy Goats Gruff.  Before you read remind the students their purpose is to look for words that sequence story. Have your students give a thumbs up when they hear them or put their finger on the words in text.

Formative Assessment- Have students retell story by drawing and writing answers in the attached three box comic strip or using the Comic Creator by ReadWriteThink.

 


Attachments:**Some files will display in a new window. Others will prompt you to download. SequencingGraphicOrganizer.docx
Assessment Strategies:

Formative- Embedded Teacher Questions.

                 Student Question Text

Extension:

Extend the lesson by students write their own story using prompt.

Remediation:

Remediation:

Teacher using more time for students to sort words.

Gradual scaffold lesson where teacher models thinking.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

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The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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