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Lesson Plan Using PowerPoint

Story Mapping K-4

 

Subject: Language Arts, Literature, Reading


Grade: K-3

 

Content Standards:

 

Literary Text Standard

 

Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

 

A. Compare and contrast plot across literary works.

B. Use supporting details to identify and describe main ideas, characters and setting.

C. Recognize the defining characteristics and features of different types of literary forms and genres.

D. Explain how an author’s word choice and use of methods influences the reader.

E. Identify the theme of a literary text.

 

Technology Standards:

Student:

  1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. Students:

  1. Apply existing knowledge to generate new ideas, products or processes.
  2. Create original works as a means of personal or group expression.
  3. Use models and simulations to explore complex systems and issues.
  4. Identify trends and forecast possibilities.
  1. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

  1. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media.
  2. Communicate information and ideas effectively to multiple audiences using variety of media and formats.
  3. Develop cultural understanding and global awareness by engaging with learners of other cultures.
  4. Contribute to project teams to produce original works or solve problems.
  1. Research and Information Fluency

Students apply digital tools to gather, evaluate and use information. Students:

  1. Plan strategies to guide inquiry.
  2. Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media.
  3. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
  4. Process data and report results.
  1. Critical Thinking, Problem Solving and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:

  1. Identify and define authentic problems and significant questions for investigations.
  2. Plan and manage activities to develop a solution and complete a project.
  3. Collect and analyze data to identify solutions and/or make informed decisions.
  4. Use multiple processes and diverse perspectives to explore alternative solutions.
  1. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

  1. Advocate and practice safe, legal and responsible use of information and technology.
  2. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
  3. Demonstrate personal responsibility for lifelong learning.
  4. Exhibit leadership for digital citizenship.
  1. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems and operations. Students:

  1. Understand and use technology systems.
  2. Select and use applications effectively and productively.
  3. Troubleshoot systems and applications.
  4. Transfer current knowledge to learning of new technologies.

 

 Teacher:

  1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity and innovation in both face-to-face and virtual environments.

  1. Promote, support and model creative and innovative thinking and inventiveness.
  2. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
  3. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning and creative processes.
  4. Model collaborative knowledge construction by engaging in learning with students, colleagues and others in face-to-face and virtual environments.
  1. Design and Develop Digital Age Learning Experiences and Assessments

Teachers design, develop and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills and attributes identified in the NETS-S.

  1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
  2. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning and assessing their own progress.
  3. Customize and personalize learning activities to address students’ diverse learning styles, working strategies and abilities using digital tools and resources.
  4. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
  1. Model Digital Age Work and Learning

Teachers exhibit knowledge, skills and work processes representative of innovative professional in a global and digital society.

  1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
  2. Collaborate with students, peers, parents and community members using digital tools and resources to support student success and innovation.
  3. Communicate relevant information and ideas effectively to students, parents and peers using a variety of digital age media and formats.
  4. Model and facilitate effective use of current and emerging digital tools to locate analyze, evaluate and use information resources to support research and learning.
  1. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

  1. Advocate, model, and teach safe, legal and ethical use of digital information and technology, including respect for copyright, intellectual property and the appropriate documentation of sources.
  2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
  3. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
  4. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
  1. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

  1. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
  2. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building and developing the leadership and technology skills of others.
  3. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
  4. Contribute to the effectiveness, vitality and self-renewal of the teaching profession and of their school and community.

 

Brief Description

 

Students use a story map PowerPoint template to create a presentation of the parts of a story and information about a book they have read. Students share the story slides as an alternative to book reports.

 

Objectives

 

Students will identify and describe the 5 literary elements: setting, character, plot, problem, and resolution.

Students learn about story maps as a tool for identifying the elements of a story.

 

Keywords

 

Elements of a story, graphic organizer, story map,

 

Materials Needed

  • Whole group: Teacher selected book.
  • Small group: student selected book.
  • Copies of Story Map slide template to use as a work sheet (one per student).
  • Access to PowerPoint software with prepared template.

 

Lesson Plan

Part 1:

  • As a whole group introduce the lesson by assessing how well the students are able to identify the elements of a story. Have students preview the text, vocabulary, and any pictures in the teacher selected book.
  • Based on the drawings or photographs, ask students to guess the events that take place in the book. Discuss students' predictions as a whole group.
  • Students will choose a book for their small group to story map. Distribute the story map work sheet. Tell students to write their predictions about the book on the back of their story maps so that they can compare their predictions at the end of the lesson.
  • Have students read the book in small groups of 2 or 3. As students read the book, they will stop and fill out portions of the story map worksheet.
  • When students have completed their story map worksheet they will wait for teacher approval.

 

Part 2:

  • Whole group lesson/tutorial to learn how the slides are hyperlinked and how to present the finished slide show to the class
  • Explain to students that they must fill in the PowerPoint slides using the following information from their story map work sheets:

Slide 1: Title and author

Slide 2: Story Map
Slide 3: Setting
Slide 4: Characters
Slide 5: Plot
Slide 6: Problem
Slide 7: Resolution

  • Working in their small group students will use their story map work sheets as their guides to input the information into the PowerPoint template.

 

Slide 1: Title Slide

  • Enter the title of the book in the title text box.
  • Enter the Author (and Illustrator, if available) in the lower text box.

 

Slide 2: Story Map Organizer, Elements of Literature

 

Slide 3: Setting

  • Describe setting, insert picture.

 

Slide 4: Characters

  • List at least 2 characters, insert picture.

 

Slide 5: Plot

  • Describe the plot, insert picture.

 

Slide 6: Problem

  • Describe at least one problem in the story, insert picture.

 

Slide 7: Resolution

  • Describe how the story problem is resolved, insert picture.

 

Assessment:

 

Use the story map rubric to assess how well each student completed the story map and presented the story map slide show.

 

Criteria

4

3

2

1

Story Map

All required elements are filled in completely; main details have enough description for clarity.

All required elements are filled in completely; main details have some description.

Some elements are complete; details are missing.

Elements are incomplete; details are missing.

PowerPoint slide show

7 slides are completed with full descriptions and pictures.

7 slides are completed with incomplete descriptions and pictures.  

7 slides are completed; work looks hurried, not neat; some descriptions and pictures are missing.

Not all slides completed; work looks hurried, not neat; descriptions and pictures are missing.

Spelling

There are no mistakes in grammar or spelling.

There is one or two grammar or spelling mistakes.

There is three or four grammar or spelling mistakes.

There are numerous mistakes in grammar or spelling.

 

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