Title: The Teapot
Concepts to be covered: The students should understand the structure of the story, method of organization, and making predictions.
Lesson objectives: The students will identify story structure, including characters, setting, exposition, rising action, climax, falling action, and resolution.
SOLs: The student will read and demonstrate comprehension of fiction and nonfiction.
a) Make predictions about content.
b) Read to confirm predictions.
c) Relate previous experiences to the topic.
d) Ask and answer questions about what is read.
e) Locate information to answer questions.
f) Describe characters, setting, and important events in fiction and poetry.
g) Identify the problem, solution, and main idea.
Materials: paper (one piece per group)
crayons
Procedure: To introduce the lesson I will ask the students if they have ever read a fairy tale. I assume most students will answer yes. I will then explain to the students that today we will be reading a fairy tale in class called "The Teapot." Before beginning to read the fairy tale, we will review the parts of story structure to make sure all students remember what the exposition, rising action, climax, falling action, and resolution are. Once this has been completed, we will read the story aloud, pausing occasionally to allow students to make predictions. Once we finish the story we will then review it as a class. I will ask the students who the main characters are, where the story took place, the exposition, the rising action, the climax, the falling action, and the resolution. Before the students answer these questions aloud, they will work with the student sitting next to them to think-pair-share to come up with their answers. We will then share and discuss them as a class. Once we have all agreed upon these the students will be assigned groups. Each group will be assigned a different part of the story structure to create an artistic representation of their part of the story.
Once each group has finished their drawing we will meet up again as a class so that each group can share their drawing. These drawings will then be hung on a classroom bulletin board.
Modifications for Students with Special Needs: If a group of students finishes their picture much earlier than other groups, this group can take their picture and create an entirely different story based on what they have on their paper.
Assessment: In order to assess student's learning it is important to walk around the classroom during the think-pair-share to listen to what the students have to say to make sure they understand the story. If students are confused you can guide them as a whole group during the share time. In the end, the pictures the groups create can also be used to make sure they understand the assignment they received.
