3. The student will express, communicate, evaluate, or exchange ideas effectively.
c. The student will compose narrative text relating an event with a clear beginning, middle, and end. (DOK 3).
Big Idea: Students will re-tell the story: "Cloudy With a Chance of Meatballs", including a clear beginning, middle, and end.
Preparation:
1. Introduce the components: beginning, middle, and end; of a story.
2. Ask students why they think a story must contain a beginning, middle, and end.
3. Have students brainstorm stories they have read that contained a clear beginning, middle, and end.
4.Give the students examples of beginning, middle, and end from specific stories like: "Little Red Riding Hood," "The Three Pigs", and "Cloudy With a Chance of Meatballs".
5. Distinguish between the importance of having beginning, middle, and end. Have students write a definition for beginning, middle, and end.
6. Write a short story using a clear beginning, middle, and end.
Guidance:
1. Students will brainstorm topics for short stories.
2. Students will write a short story including a clear beginning, middle, and end.
3. Teacher will walk around the class and give students feedback on their brainstorming topics as well as their short stories.
Application:
1. Show students a concrete example of a short story which includes a clear beginning, middle, and end.
2. Tests students knowledge by asking them questions from the beginning, middle, and end, of the story. Have them state whether the sentence(s) came from the beginning, middle, or end of the story.
Assessment:
I would orally assess the students by asking them questions using sentences from the beginning, middle, and end of the story. I would have a checklist to make sure that every student is getting the concept.
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