Phase II

Instructional Decisions/Teaching:
Modifications made for individuals while teaching included allowing group to stray slightly from their graphic organizer when recreating the story on the website. This was done because we realized that the website characters/settings didn't always go with the story lines that had been created.

http://carnegielibrary.org/kids/storymaker/

http://edhelper.com/teachers/Storytelling_graphic_organizers.htm

Assessment of Learning:
The students were able to achieve their lesson goals. The teacher walked around the room and used a checklist to determine if each group had met the requirements for their story. The requirements included at least 5 pages to the story and 2 sentences on each page. I feel that the lesson was very successful. The students were actively engaged and excited to write and create their stories. All the students passed by getting all the required points for the lesson.





http://carnegielibrary.org/kids/storymaker/

Phase 1

Assessing Prior Knowledge:
Prior knowledge would be assessed by having a blank poster with character, setting, problem, event and solution. TTW go through the poster explaining to the students what each of these are.
TTW pause during the story to help the students identify each of the previous elements of the story.
http://www.amazon.com/Thanks-Thanksgiving-Julie-Markes/dp/006051096X

Plans Instruction:
TTW state the objective to the students before they begin. The lesson is aligned with the state standard that focuses on identifying the plot of a story. The plot will be identified from a story that has been read to them and from a story they will create.

http://www.edhelperclipart.com/clipart/teachers/org-char-problem-solution.pdf

http://www.ade.state.az.us/standards/language-arts/articulated.asp

Designing Instrucion:

It is organized to have the students watch the teach do it, have them work together to do it with the teacher, then have them do it on their own. TTW discuss what each element of the story is to refresh the students memory. TTW engage the students in helping identify the elements as the story is being read. TTW have the students work in groups to creat a graphic organizer that will be turned in to be assessed.

Varied instructional methods used include the graphic organizer, for students who do better with paper and pencil. The website is used to give higher order thinking to students, making them be creative and organized.

http://carnegielibrary.org/kids/storymaker/

http://www.edhelperclipart.com/clipart/teachers/org-char-problem-solution.pdf

Planning Assessment:

The graphic organizer will be used as the assessment tool. We will be checking to see if it is complete. Also, we will have the students share their story with the class the following day. We will also walk around the class and use a checklist to make sure that students have followed requirements given.

The students will be required to work with a group to create a story and graphic organizer.

The students will be grouped to help those whose who are not as comfortable with using computers, or who are ELL.

http://carnegielibrary.org/kids/storymaker/