This is a great teaching resource because it uses a multisensory approach to learning basic story elements. There are ten basic story elements included in this unit. Please view the file to see which terms are included.
Students love doing this unit because they move beyond the "memorization" of story elements to actually understanding and then, creating their own stories where they actually include the story elements.
This unit is perfect for students in the 8th grade and higher. My older students, have told me that this unit has helped them bridge the gap to finally internalizing story elements. How great is that? When they read short stories, fiction, and non-fiction, the story plot and other aspects of reading makes sense and this makes them want to read more. How do I know this? My students complete a reflective survey so that they have time to consider how and what they learned, and what they liked or did not like about this unit. Over 20 high school students have shared their insight and I have included that survey in the packet as well....
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Below, are lesson plans for this unit - an added bonus!
“The Basics” Lesson Plans for Story Elements: Part One
o The students will be introduced to the concept of 10 story elements/literary terms: characterization, conflict, dialogue, dialogue, imagery, plot, point of view, symbol, tone, and idiom through direct, explicit instruction, using a multisensory approach, and maximum teacher support.
o The students will engage in oral class activities related to learning the literary terms/story elements including class discussion, partner review, and use of text to speech tool (electronic), with moderate teacher support.
o The students will complete pages 4-12, with or without a partner, and with at least 90% accuracy, under teacher supervision.
o The students, using a multisensory approach, will create individualized story element “flash cards” by following directions on page 14, and under moderate teacher supervision.
o The students, using their individualized “flash cards,” will work with other students playing Literacy Term Concentration, by identifying the meaning of each term, with 100% accuracy, until student with the most terms wins.
o The students will complete a “reflections review” regarding the activities presented at the close of this unit, without teacher input.
o The students will apply story elements knowledge to identify all 10 story elements from a written short story (teacher provided), through personal connections, with maximum teacher support.
o The students will create a personal or creative story of no less than 500 words that include all ten story elements, and include all points of directions, with teacher support.
o The students will peer edit at least two other students’ stories and provide the following: two positive points related to the story, two constructive commentaries for the writer to consider when finalizing draft.
o The students will complete workbook page 13,”Review,” with at least 85% accuracy.
o The students will meet with teacher to discuss errors (if any) on review sheet, for additional student development of story element concept building.
o The students will complete the Story Elements Word Search” for fun with a partner, with minimal teacher support, with 100% accuracy (unless student has difficulty with reading words upside down, sideways and backwards).
Story elements packet; colored pencils; scissors; planner and/or personal smart phones; two color highlighters (one for student work, and another color to peer edit class mates work)
1. Teacher presents concept using a multisensory approach (visual, auditory, tactile, and kinesthetic).
2. Students are provided continual opportunities to ask questions to clarify concepts, through student and teacher verbal and visual interactions.
3. Teacher monitors students’ abilities to use memory and recall strategies so that personal knowledge base is increased in the area of story elements.
4. Students interact with classmates to better develop story element concepts.
5. Students will write down class assignments, or take a picture of visual directions on board, using personal smart phones.
6. Students will have ample opportunities to discuss with classmates in small group, and partner style activities.
7. Students will repeat directions through step by step verbal interactions with teacher. Teacher monitors for understanding and may need to clarify if student repeats directions verbatim (not always an indication of understanding but the result of strong auditory memory.
8. Student completion of “draft” phase of creative or personal story of a minimum of 500 words.
a. All directions listed have been completed, and student and teacher have met to discuss development, both positively and for suggested focus on next writing topic, based on student final draft.
9. At the conclusion of lessons, students will complete the reflections portion of the unit. This will help make decision as to whether students have achieved the objectives listed, or require further skill development.
10. Students will continually request clarification of work to be completed, and summarize in “own words” to ensure comprehension of work expectations.
completed work assignments based on objective percentages; completed “flash cards;”
student questions and responses during discussions;
Application of story elements in student created story
written coding of all 10 story elements in student created story in left margin
If you like this bundle, then click on the links below to view other lessons/bundles:
The Multisensory Approach to the Basics of a Paragraph
Part of Speech - Nouns Multisensory Workbook Bundle
V/V Word Syllabication pattern
If you are looking for an incredible value then you need to view the Table of the Contents of the link below:
Would you like to view even more multisensory lessons?
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M. S., M. A., OG-TT (IMSLEC), CDT
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