Isaac Clark
Integrating Technology into the Classroom
Instructor: Nancy Fitzgerald

Objectives: Students will learn about story elements by reading a story and completing a Story Element Map.

Instructional strategies:
-I will start the lesson by reading the objective and asking the students if they have any questions.
-I will assess prior knowledge of the skills by having a quick discussion.

-I will read the book Big Anthony by Tomie DePaola as a motivator. We will use a copy of the Story Elements Map that the students will be using later in the lesson to identify the Setting, Characters, Problem, and Solution of the story.
-We will start by singing the Story Elements Rap.

The CHARACTERS are the PEOPLE in the story.
The SETTING is where the story takes PLACE.
The PROBLEM is what’s WRONG in the story.
The SOLUTION is how the problem is SOLVED.

-After we sing the rap we will identify the different elements of the story “Big Anthony”
-I will call on students to come to the board and complete the story element map by using the smart board markers.


I will break my class up into 3 flexible groups of learners based on academic abilities. The three groups are the Strega Nona Group, The Hungry Caterpillar Group, and the Big Anthony Group.
The Strega Nona Group- This group consists of emerging readers who need a lot of extra support. I frequently modify the assignments and the instruction to meet the academic needs of the group. This group usually responds best to tactile types of instruction.
The Hungry Caterpillars- This group consists of readers that are near, on, or slightly above readers. This group usually requires a small amount of extra guidance at the beginning of an activity, but once they get started they usually require minimal support. This group is extremely diverse. It consists of students that respond multiple modalities of learning.
The Big Anthony Group- This group consists of readers that are all accelerated readers. This group usually requires very little additional support beyond the initial instructions. I frequently modify the assignment to make it more challenging for this group. This group usually responds best to auditory instruction.
-Each group will be given a leveld reader. Each student in the group will have their own copy of the book to read. The 3 groups will return to their table groups where they will chorally read their stories.
-I will have pre/and post reading discussion questions written on the board.
-I will walk from group to group making observations, giving praise to reinforce positive behavior and effort, and answering questions.
-When all of the groups had finished reading their stories and completed their post reading discussion I will pass out a Story Element map to each group.
-The students will work in groups to complete the story element maps.
-After every group has completed their graphic organizers the Table Captains will pick 2 popsicle Name sticks from the tables can. The 2 students who had names drawn from the can will be the 2 presenters for the group. One students will present the book and give a quick summary and the second student will present the groups graphic organizer.
-The class will have a few minutes after each group has finished their presentation to ask questions.

Computer Functions: The computers will be used demonstrate how to useof a Story Element Map.

-Computer and projector
-Story Element Map
Example of Student Work

-Teacher Observation and Discussion

Example of Student Work:
-Story Element MapStory_Elements_Graphic_Organizer.jpg

Tomie diPaola (2001). Big Anthony. New York, Penguin Group.

Story Element Map(2011). Retrieved from learning/organizers/StoryMap. htm