The Modern Educator
You're invited to complete the research survey linked below. Thank you for your participation.
Blended Learning Unit
Description:
Topic: Elements of a Plot
Grade: 5-6th ELA/Reading/Literature Unit Overview: This unit serves as an introduction to learning about the elements of a plot. This unit is designed with 5th and 6th grades in mind, however it can easily be scaffolded for struggling students or different grade levels. |
|
Research Based Practices
- Differentiated instruction
- Formative Assessment
- Technology integration
Objectives:
- Analyze plot elements including rising action, climax, falling action, and resolution.
- Establish a purpose for reading assigned and self-selected texts.
- Use print and digital resources to determine the meaning, syllabication, and pronunciation, word origin, and part of speech.
- Compose literary texts such as personal narratives, fiction, and poetry using genre specific characteristics and craft.
- Read grade appropriate texts independently.
(Grade 6 Objectives)
Classroom Set Up:
- There is a Newline/Smartboard at the front and center of the classroom.
- Desks are arranged in groups of 4 or 5
- There is a kidney bean shaped table one of the back corners where the teacher can work with small groups.
- Students have access to individual laptop devices that are on a computer cart.
- Additional supplies (markers, pencils, dictionaries, etc.) are where students are able to access them if needed.
- A classroom library, where students have access to various levels of books, is located in one corner of the room.
Materials:
- Graphic organizers- digital and printed copies
- Student dictionaries
- Student devices and headphones
- Copies of the graphic novel Noise:Based on a True Story by Kathleen Raymundo
- Digital Learning Platform: Microsoft Office (Teams and Forms)
- Printed version of the Forms assessment
- Materials will be loaded and available for the virtual learners via their Microsoft Teams digital notebook.
- Activities are found on Teachers Pay Teachers
Key Vocabulary:
DAY 1: Introduction and Vocabulary
Teacher:
- Activates prior knowledge about elements of a story. Review what characters are and what the setting is in a story (knowledge from prior lessons).
- In small groups, teach the element of a plot and guide students in learning where these elements fall on a plot diagram. If students are ready, challenge them to recall a story they have read in the past, and apply the knowledge of plot elements to that story they are familiar with.
- Use the powerpoint presentation and guided notes below. This resource can also be found on Teachers Pay Teachers.
- Recorded lesson, powerpoint, and guided notes will be uploaded to the Microsoft Team class for the virtual learning option.
- Students begin their study of the element of a plot vocabulary.
- Students have the options of using traditional printed dictionary or an online dictionary to assist them in forming their definitions of the terms.
- Students record their definitions in their ELA/Literature notebooks. Virtual learners record their definitions on a page in their Microsoft Teams notebook.
![]()
|
![]()
|
DAY 2: Direct Instruction
Teacher:
- Continues to meet with small groups to check for understanding and progress toward meeting the objective.
- Use the graphic novel Noise when explicitly teaching the elements of the plot to students in a small groups or a one to one setting.
- Clarifies any misunderstanding the students may have.
- Recorded lesson will be uploaded to the Microsoft Team class for the virtual learning option.
- Students choose a traditional fairy tale or folk tale and practice applying their knowledge of plot elements to that fairy tale. Students may use books in the classroom library, the school library, or online if they are not familiar with any fairy tales or folktales. Online Resource
- Students finish or revise their vocabulary definitions from Day 1.
![]()
|
Day 3: Guided Practice
Teacher:
- Teacher meets with students who are considered gifted/talented to enrich their learning and check on progress.
- Introduce the infographic activity and guidelines to the students. Students may use Prezi, or 8 1/2 by 11 paper to create their infographic. Assist with any technology questions that arise.
- Teacher continues to scaffold small group lessons for those learners who are struggling.
- Teacher will hold a Microsoft Teams meeting to answer questions from students who are learning virtually.
- Recorded lesson will be uploaded to the Microsoft Team class for the virtual learning option.
- Independently choose a book they will read and apply their knowledge of plot elements.
- Students work on their own short story using either Microsoft Word or StoryBoard. Their story must include all the elements of a plot.
- Enrichment Opportunity: Students use Prezi to create an infographic or presentation over the elements of a plot. Students will have an opportunity to present their work to the class.
![]()
|
![]()
|
Day 4: Independent Practice
Teacher:
- Informally check on students understanding and progress. Collect observational data where needed.
- Continue to support students with their use of the technology as they complete their assignments.
- Finish their short story/story board and Prezi activity if extra time is needed.
- Work on the "Fractured Fairy Tales" escape room activity. Students can choose to complete this activity either independently or with a partner. (Teachers Pay Teachers)
- Exit Ticket: On a note card, or on a page in their Teams notebook, students identify at least 4 of the 5 elements of a plot. (virtual learners complete this on a page in their Teams Notebook)
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
plot_escape_room_fairy_tale_final.pdf | |
File Size: | 40257 kb |
File Type: |
Day 5: Assessment
Teacher:
- Evaluates and provides feed back on student presentations, assignments, and progress.
- Complete part one and two of the quiz over the elements of a plot. Students can choose if they want to take the quiz via pencil and paper, or digitally on a Microsoft Form that is distributed to the class Microsoft Teams page.
- Students who chose to present either their story board or their Prezi presentation to the class. Students presenting has an opportunity to evaluate their own work. The students viewing the presentations provide feed back to the presenter.
- Students finish and turn in their story boards, short stories, and escape room activities. An assignment page will be created in Microsoft Teams where the virtual learners can turn in their completed work.
- Students work on independently reading a book/novel of their choice, or choose their next book to read independently.
![]()
|
![]()
|
|
Course Exit Tickets
Image Credit: eLearningIndustry
Module 1: Learning and the BrainThe file below contains notes taken from the readings and presentations studied in the first module of this course.
![]()
|
Image Credit: eSchoolNews
Module 5: Literacy and Conceptual UnderstandingThe file below contains information learned in the readings studied in module five of this course.
![]()
|
Math Vocabulary Instruction
Article Reference:
Barnes, & Stephens, S. J. (2019). Supporting mathematics vocabulary instruction through mathematics curricula. Curriculum Journal (London, England), 30(3), 322–341. (Article Linked) Synopsis: This article reviewed the study of four of the most commonly used core math curriculums in the first and second grades. The study looked for research-based instructional strategies that supported mathematics vocabulary development within these curriculum programs. The article also included implications for practice and curriculum development. Article Review Linked Here: |
|
Concept Diagram Lesson
This presentation is an example of a lesson using a concept diagram to aid in developing students' understanding of academic content.
![]()
![]()
|
Final Project
This final project was researching what it means to be a "modern educator". Thank you to all those who participated in the survey portion of this project.
The Paper![]()
|
The Presentation![]()
|