Ed508 Analyzing Story Elements Lesson Plan

5E Lesson Plan Template
Your name or Kianna Bouyer

Cooperating
teacher name
(if needed)
Date(s) taught April 4, 2023
Subject Reading
Grade level Kindergarten
Materials Replace these directions with your work.

Big Book: The Enormous Watermelon
Story Elements Song on YouTube (https://www.youtube.com/watch?
v=m3WHmmYTHeE)
Chart paper
Markers
Smartboard
Student Ipads
Teacher computer
Standards Replace these directions with your work.

(State and b. With prompting and support, explain the roles of the author and illustrator of a text.
ISTE
Standards for 27. Identify and describe the main story elements in a literary text.
Students)
a. With prompting and support, retell a text orally, including main character(s), setting,
and important events in logical order.
30. With prompting and support, ask and answer questions about key details in literary
and informational texts
c. use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
Objectives Replace these directions with your work.

Students will learn/review concepts about print.
Students will analyze story elements: characters, settings, problem, solution.
Page 1 of 6
Students will be able to improve their skills through feedback using technology.
Differentiation Replace these directions with your work.

Strategies
The story will be read aloud using a big book so the pictures and words are
large enough for everyone to see. All information regarding story elements will
be written on chart paper displayed for students to see. The story elements will
be labeled with pictures as well as the word. A song about story elements will
be played using YouTube. Students will work in groups and use pictures to
retell the story using the story elements.
The 5 Es
E Description
Engagement Replace these directions with your work.

The teacher will begin the lesson by playing a song on YouTube about story
elements. (https://www.youtube.com/watch?v=m3WHmmYTHeE).
After the song, the students will be asked to close their eyes and think of their
favorite story that they have read or have listened to. The students will then
engage in a turn and talk where they tell their partner the title of their favorite
story. The students will then be asked to tell their partner who the people
(characters) were in their favorite story. Then students will tell their partner
where the people in their favorite story were (setting). Then the students will tell
their partner what went wrong in the story (problem) and how the characters
fixed what was wrong (solution) in the story.
Engagement Replace these directions with your work.

Assessment
Students will be called on randomly using fair sticks during turn and talk to tell
their responses. 4-5 students will be chosen for each element.
Exploration Replace these directions with your work.

Students will work with the teacher to identify the author and story elements for
the story, The Enormous Watermelon and complete the graphic organizer. The
teacher will read the big book first and students will listen. When finished,
students will use their Ipads to help the teacher identify the story elements and
write on the graphic organizer. Using the app, students will draw pictures to
show their thinking for each part of the elements. Students’ Ipad screens will be
displayed on the smartboard after each drawing. This will be done by using the
classroom feature with the teacher’s computer that mirrors the screen of each
student’s Ipad. Students will be called on to explain their drawings.
Page 2 of 6
E Description
Exploration Assess the students’ knowledge after they complete the exploration activity.
Assessment Include the tool you will use to assess the students in his section.
After each drawing, the teacher will screenshot the screen of each student’s Ipad
from the teacher’s computer using the classroom app. This app allows the
teacher to mirror each student’s Ipad on the teacher’s computer screen so their
Ipad usage is beig monitored when needed. The teacher will conference with the
students one-on-one for the students to explain their drawing in regards to the
elements of the story.
Explanation Replace this description with your work.

A powerpoint will be shown using the smartboard and teacher computer to
explain the story elements to students.
Page 3 of 6
E Description
Questions that will be asked:

Who was in the story?
Where are the people in the story?
What happened in the story?
How did they fix the problem in the story?
Explanation Students will complete their own graphic organizer using pictures to tell the story
Assessment elements for their favorite book.
Elaboration Replace these directions with your work.

Using Canva, students will create a visual (infographic, brochure, newsletter,
etc.) using story elements to retell a story we have read this year. Students will
include the following on their visual.
Title of story
Author(s)
Characters
Page 4 of 6
E Description
Setting
Problem
Solution
Note: Later in the term you will teach the lesson and upload, insert, or
attach two student-created technology products to the Teaching &
Assessment page in your portfolio.
Evaluation Replace these directions with your work.

Poster rubric
Page 5 of 6
E Description
References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.
Page 6 of 6

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5E Lesson Plan Template

Your name or Kianna Bouyer

Date(s) taught April 4, 2023

Materials Replace these directions with your work.

Standards Replace these directions with your work.

Objectives Replace these directions with your work.

Differentiation Replace these directions with your work.

Engagement Replace these directions with your work.

Engagement Replace these directions with your work.

Exploration Replace these directions with your work.

Explanation Replace this description with your work.

Questions that will be asked:

Elaboration Replace these directions with your work.

Evaluation Replace these directions with your work.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

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