August 4, 2015
by Dee Mulhern
Lesson Plan:

The Recipe for a Perfect Story

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Students will be able to identify and describe story elements.

(5 minutes)
  • Explain to your students that they will learn about all the parts that make a story. Explain that they would add the parts of a story in the same way that ingredients are added in a recipe.
  • Raise a discussion on recipe. Potential guiding questions include: Why do you need a recipe? What happens if you forget an ingredient? Explain that when an author writes a story, she must have certain parts.
  • Ask your students how the story of The Three Little Pigs would change if there were no pigs and wolf. Potential discussion questions include: How would the story change if the wolf never tried to blow down the pigs' houses?
  • Explain that these are the parts that make the story what it is.
(20 minutes)
  • Tell students that there are several ingredients that a story must have, including character, or the people or animals involved, setting, or the time and place, problem, or the issue the story revolves around, and solution, how the problem is fixed.
  • Read a model fiction book of your choosing to the students, and identify each element.
  • Display chart paper with a list of the ingredients needed for the story.
  • Check off with the class that each of the four elements was present in the story.
  • Next to the ingredient, write an example from the story you read.
(15 minutes)
  • Pass out the story, story map, and blank cube worksheet to each student. Ask your students to cut the cube out.
  • Have your students write one story element on each side of the cube. Some may repeat.
  • Model how to roll the cube as a die.
  • Explain that whichever face is up is the element they need to name and give an example of from the story worksheet they read with their partners.
  • Instruct your students to read the story.
  • Once students have read the story and rolled the cube, call them to return to their seats.
(15 minutes)
  • Direct your students to complete the story map based on their discussions with their partners.
  • Encourage students to refer to the story as they complete the story map.
  • Enrichment: Have students write down the elements for other well-known stories. Have students find the story elements of their independent reading story.
  • Support: Encourage students who are struggling to reference the example from your model. Use guided questions such as “who?” for the characters, “where?” for the setting, etc.
(5 minutes)
  • Circulate and monitor as students read and discuss the elements.
  • Collect the graphic organizers to further check for student understanding.
  • Question students as they work about how they identified the elements.
(5 minutes)
  • Call students back together.
  • Ask them to describe how having all of the parts of a story compares to following a recipe.
  • Have them identify elements of a story and examples of each.

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