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8.10 B - Story Maps -
Night We Started Dancing
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Plan Author: David Riddick
Date Created: 3/18/2003 10:27:07 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Reading
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Goal(s):
Students will have an appreciation of story maps to explore comparisons of
two different characters.
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Concept(s):
Students learn how to create a Character Cluster story map to pre-write an
essay comparing the difference between two characters.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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Standard : CSTP: Standard for Planning Instruction and Designing
Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences
for Students
CSTP Description: Teachers plan instruction that draws on and values
students backgrounds, prior knowledge, and interests. Teachers establish
challenging learning goals for all students based on student experience,
language, development, and home and school expectations. Teachers
sequence curriculum and design long-term and short-range plans that
incorporate subject matter knowledge, reflect grade-level curriculum
expectations, and include a repertoire of instructional strategies.
Teachers use instructional activities that promote learning goals and
connect with student experiences and interests. Teachers modify and
adjust instructional plans according to student engagement and
achievement.
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CSTP Key Element : Establishing and articulating goals for student
learning.
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 Question : ensure that each
instructional activity is related to learning goals?
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CA- California K-12 Academic Content
Standards
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Subject : English Language Arts
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Grade : Grade Five
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Area : Reading
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Sub-Strand 2.0: Reading Comprehension (Focus on Informational
Materials)
Students read and understand grade-level-appropriate material. They
describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowl-edge of text structure, organization, and
purpose. The selections in Recommended Readings in Literature,
Kindergarten Through Grade Eight illustrate the quality and complexity of
the materials to be read by students. In addition, by grade eight,
students read one million words annually on their own, including a good representation
of grade-level-appropriate narrative and expository text (e.g., classic
and contemporary literature, magazines, newspapers, online information).
In grade five, students make progress toward this goal.
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Concept : Comprehension and Analysis of
Grade-Level-Appropriate Text
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Standard 2.4: Draw inferences,
conclusions, or generalizations about text and support them with
textual evidence and prior knowledge.
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Area : Writing
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Sub-Strand 2.0: Writing Applications (Genres and Their
Characteristics)
Students write narrative, expository, persuasive, and descriptive texts
of at least 500 to 700 words in each genre. Student writing demonstrates
a command of standard Ameri-can English and the research, organizational,
and drafting strategies outlined in Writing Standard 1.0.
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Concept : Using the writing strategies of grade five outlined
in Writing Standard 1.0, students:
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Standard 2.2: Write responses to literature:
a. Demonstrate an understanding of a literary work. a. Support
judgments through references to the text and to prior knowledge. c.
Develop interpretations that exhibit careful reading and understanding.
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Objective(s):
Cognitive: Students learn how to create a Character Cluster story map to
pre-write an essay comparing the difference between two characters.
Observable behavior: After a guided lesson showing students how to use a
Character Cluster, students explore the story "The Night We Started
Dancing" to find differences between Luisito and Grandpa.
Criteria: A rubric will be utilized to determine student proficiency by
scoring a 3 or 4 on the established criterion chart.
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Prerequisite Background Skills/Knowledge:
Students are familiar with the topic and unit theme of the story "The
Night We Started Dancing." Students have been introduced and are
familiar with the words in the vocabulary section.
Students are accustomed to the pre-write activity to begin their essays.
Students have used a T-Chart and Venn Diagrams in the past as a pre-write.
Build upon prior knowledge of a T-Chart and Venn Diagram to explore Character
Cluster story maps.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their Language Arts notebooks.
Reading: Students read from Open Court anthology.
Vocabulary: ancestors, agriculture, foresee, develop, influence, Spaniard,
headquarters, Quiches, orchards,
pyramids, bougainvillea
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Open Court Anthologies
5) Comparison of Two Different Characters Rubric
6) Character Cluster Transparency
7) Student Sample Pre-Write Transparencies
8) Student Sample Essay Transparencies - Comparison of Two Different Characters
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Writing to be the first volunteers to share what they know about research
writing.
I will give out extra credit points for students who participate and who are
actively engaged.
Procedure: Body
Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by students questions of synthesis and
evaluation from Bloom's Taxonomy Chart.
3rd: I will show student samples of Venn Diagram pre-writes.
4th: As a whole group, we will discuss topics to compare the two main
characters of "The Night We Started Dancing," Luisito and Grandpa.
5th: Once three to four topics have been identified, students search the text
and write in their Character Clusters how Luisito and Grandpa are different.
6th: Students will work in cooperative groups to share what they learned.
High achieving students will be allowed to expand their research by looking
up information on Guatemala, the location of the story, and present them to
the class.
8th: As a whole group, we will discuss pre-write strategies that are
successful for them. We will review the Comparison of Two Different
Characters Rubric.
9th: Students will begin the Draft of their essays. (Assignment will last 2
to 3 days)
Procedure: Close
To close the lesson and summarize what was learned. I will hand it over to
the class to discuss what they learned, giving them ownership of their
learning.
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Assessment:
A rubric will be utilized to determine student proficiency by scoring a 3 or
4 on the established criterion chart.
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Assessment/Rubrics:
Rubrics:
Comparison of Two Different Characters Rubric
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Reflection:
The objective of the lesson was achieved. Students were able to create
character clusters to compare the difference between two characters by
scoring a 3 or 4 on the established criterion chart. Students found the
cluster activity much more successful than the prior Venn Diagram lesson.
They found they had more room to cluster details and facts and were unlimited
by space. The cluster allowed them to brainstorm their ideas with greater success.
I walk a fine line in offering too much guided instruction and not enough. In
this lesson I feel I was guiding my students too much. They were familiar
with pre-writing and caught on easily with the character cluster. If I were
to teach this lesson again, I would have stepped back and allowed them more
of an opportunity to work independently. Perhaps I could work with students
who are struggling in a small group in the front of the class to provide more
guided instruction. This lesson was appropriate because I was able to
establish and articulate student learning goals and they were able to achieve
them.
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