Standard 1Doyle_Technology Integration Unit-FRIT8530

8/11/2019 Standard 1Doyle_Technology Integration Unit-FRIT8530

1/28

Dr. Kenneth Clark

FRIT 8530

Applications of Instructional Technology

y! "ynn C. Doyle

#eorgia $outhern %ni&ersity

'uly ()* +00,


2/28

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


5/28

)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


6/28

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


7/28

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


8/28

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


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


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



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


9/28

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




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.





$tu-ents ill continue to use

the ?e site

http!.rea-ritethin

k.org/aterialslit1ele/entsan- choose a graphic




the class.





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



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



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.

,
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10/28

omp(terla3Activity 1Daily assigne- co/puter ti/e














the class.











the class.





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.


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.


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/


11/28

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/



RRe:3.ht/



RRe:5.ht/

an- anser the 2uestions on

the narrati&e ele/ents of a

story.

1@nrich/ent Acti&ity!




sites



RRe:+.ht/



RRe:3.ht/



RRe:5.ht/



story.





sites



RRe:+.ht/



RRe:3.ht/



RRe:5.ht/



story.





sites



RRe:+.ht/



RRe:3.ht/



RRe:5.ht/



story.


$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


uil-(RRe:3.ht/

http!.harcourtsc


uil-(RRe:5.ht/

an- anser the 2uestio

on the narrati&e ele/e

of a story.

((
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12/28

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

(+


13/28

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


19/28

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


20/28

Alternative S(mmary Graphic %rganier


21/28

NAME_________________________________

Literature Summarizing

Characters (Who)

Setting (Where?)

First

Problem

Solution

Summar!


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25/28

;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


26/28


27/28

"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

Documents

Standard 1Doyle_Technology Integration Unit-FRIT8530