Cara Lutes

Drake Student Teacher

Madison Elementary-ELL
1st grade

Story Structure: Characters, Setting, Plot

Date: Thursday, October 1th
Subject: 1st Grade ELL group
Lesson Title: Story Structure: Characters, Setting, Plot
Materials Needed:
A Cat Named Ben Language Support Reader from Journeys Curriculum
Markers
3 large sheet of paper
Computer and Projector
Chime
Standards
Reading Standards for Literature K5
RL.1.3
Describe characters, settings, and major events in a story, using key details.
English Language Proficiency Standards 1.1
An ELL can construct meaning from oral presentations and literary and informational
text through grade appropriate listening, reading, and viewing.
English Language Proficiency Standards 1.2
An ELL can participate in grade appropriate oral and written exchanges of information,
ideas, and analyses, responding to peer, audience, or reader comments and questions
Content Objectives
Students will be able to read a leveled reader with a partner.
Students will be able to demonstrate their knowledge on the setting, characters, and
events through drawings.
Students will be able to explain their drawings with their peers.
Steps
Teacher will show a video of a cat in an elevator. This frontloads the setting of an
elevator. http://viewpure.com/GiczrzR0veg?ref=bkmk
Students will share with their elbow partner what they saw in the video.
The teacher will introduce the leveled reader. Teacher and a student will model

strong partner work with a students. Students will be asked, What did you
notice? (quiet voices, taking turns, sitting close to each other, respect, eye
contact, thanking their partners etc.)
Students will be paired off with heterogeneous partners. Students will read text
together.
Teacher will revisit the definitions of characters, setting, and plot using student
friendly language.
Teacher ask will students about the characters, setting, and plot in a group
discussion format related to the book. Teacher will use a chime when students
share (in order to connect to the sound of an elevator when it arrives on a floor).
Teacher will introduce the posters labeled characters, setting, and plot. The posters
will be spread across the room. Students will add their thinking to each poster.
Students will explain their drawings and how it connects to the story structure to
class upon completion. Students will practice listening to their peers.

6. Assessment / Closure:
The demonstration of knowledge on the poster will serve as an informal
assessment.
*Teacher will reflect on student thought and participation to determine what needs to
be revisited or extended the next day in order to best prepare students to perform on
grade level.
7. Adaptation for students who need extra help, time, or attention
Frontloading vocabulary, partner work, use of book, and simplified language will
serve as adaptations. Teacher will be in tune with individual student need
8. Extension for students of high ability
Students may add writing and labels
Students will be asked to expand upon the plot
TOTAL LESSON TIME: 30 minutes
9. References Consulted
Video: http://viewpure.com/GiczrzR0veg?ref=bkmk
A Cat Named Ben Language Support Reader from Journeys Curriculum