Storytelling: Fictional Narratives, Imaginary People, and the Reader's Real Life

Lesson Plan Activity #2

The Storytelling Cycle: Navigating Our Way through the Listening and Sharing of Stories

Standards

RL5.2 – Determine the theme of the story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize a text.

RF5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RF5.7 – Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

SL5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Informational Text

- Yop Up Peas, taken from the book, Pete Seeger's Storytelling Book by Pete Seeger and Paul DuBois Jacobs

Description of Tasks

Task 1: Students will identify elements of a good story.

Task 2: Students will respond to a series of questions connected to the read aloud shared by the instructor.

Task 3: Students will be encouraged to carefully listen to each story in preparation for responding and discussing each question within small groups and as a whole class.

Task 4: Students will participate in small group and whole group discussions around the questions.

Directions for Administering Activities

1. Discuss with students the purpose for relaxing and clearly listening to the story.

2. Allow students the opportunity to write the title of the story, text, and questions within his or her Writing Notebook. Questions: (1) What makes this story good?; and (2) What text evidence helps to come to this conclusion?

3. Provide students with time to respond to each question in his or her Writing Notebook after reading the story.

4. Allow students the opportunity to go through a think-pair-share activity with a partner to formulate ideas to share as a whole group.

5. Allow students to share his or her ideas through a whole group discussion.

6. Record student responses on a chart entitled, "Elements of a Good Story."

Special Education Students

Students will be provided additional time and resources, if necessary, to meet the needs of their IEP (this can include peer buddies, text read aloud more than once, or leveled text options).

English Language Learners

Students will be provided with access to information to assist them in their native language in order to assess their achievement of the comprehension standards.