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Identifying parts of a story
The document provides a lesson plan for teaching 3rd grade students about identifying elements of a story, including characters, setting, and plot. It includes objectives, subject matter, teaching strategies, and a teaching-learning sequence. As part of the lesson, students read the fable "Belling the Cat" and participate in activities to identify the story elements, including a "Dare Cube" game where they act out characters, settings, and events from the story. The lesson aims to help students understand and describe literary elements in texts.
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Identifying parts of a story
- 1. IDENTIFYING PARTS OF ASTORY DE GUZMAN, MIA
- 2. • COMPENTENCY: DepEdK to 12 BASIC EDUCATION CURRICULUM – READING COMPREHENSION EN3RC- Ic-e2.1 Describe literary elements of texts including characters, setting, and plot • GRADE LEVEL: 3 Identifying Parts of a Story, Mia de Guzman
- 3. Objectives At the endof the lesson the students will be able to: • recall the noted details on elements of literary texts through the ‘You Don’t Sssssssay’ Snake activity; • sequence events in a given text with the help of Events Waterfall; • reflect on the importance of resourcefulness as presented by the characters in the texts; and to • demonstrate genre-based knowledge of the characters, setting, and plot via ‘Do I Dare?’ cube. Identifying Parts of a Story, Mia de Guzman
- 4. Subject Matter TEXT/s: • TheCrow and the Pitcher • Belling the Cat REFERENCES • K to 12 BASIC EDUCATION CURRICULUM (2016). GRADE 3. Retrieved from https://www.deped.gov.ph/wp- content/uploads/2019/01/English-CG.pdf on October 25, 2020 Identifying Parts of a Story, Mia de Guzman Teacher’s Guide (NA). DepEd. Retrieved from https://www.depednegor.net/uploads/8/3/5/ 2/8352879/english_3_tg_quarter_1.pdf on October 27, 2020
- 5. Subject Matter STRATEGIES • ‘YouDon’t Sssssssay’ Snake, Events Waterfall, Dare Cube, Back to the Future Materials • PPT slide presentation • art materials • Zoom • Other online platforms for activities Identifying Parts of a Story, Mia de Guzman
- 6. Teaching – LearningSequence • Before Reading – Motivation • ‘You Don’t Sssssssay’ Snake • Motive Question – Unlocking of Difficulties (Vocabulary) • Reading – Reading the text • Question and Answer Identifying Parts of a Story, Mia de Guzman
- 7. Teaching – LearningSequence • After Reading • Dare Cube • Evaluation • Assignment – FOLLOW UP • Back to the Future Identifying Parts of a Story, Mia de Guzman
- 8. IDENTIFYING PARTS OF ASTORY Identifying Parts of a Story, Mia de Guzman
- 10. Identifying Parts ofa Story, Mia de Guzman
- 11. Identifying Parts ofa Story, Mia de Guzman Attendance Check
- 12. Meet Identifying Parts ofa Story, Mia de Guzman Ssssadie the Snake
- 13. Identifying Parts ofa Story, Mia de Guzman Do you still remember last week’s story? Try to fill in the blanks to refresh your memory.
- 14. The _ row _nd the Pi _ cher Identifying Parts of a Story, Mia de Guzman
- 15. The _ row _nd the Pi _ cher Identifying Parts of a Story, Mia de Guzman
- 16. The _ row _nd the Pi _ cher Identifying Parts of a Story, Mia de Guzman
- 17. The _ row _nd the Pi _ cher Identifying Parts of a Story, Mia de Guzman
- 18. Last week’s storywas… Identifying Parts of a Story, Mia de Guzman
- 19. Identifying Parts ofa Story, Mia de Guzman Take note of the letters that were used to complete the title…
- 20. Identifying Parts ofa Story, Mia de Guzman The letters can actually form a watchful foe for our today’s friends…
- 21. Identifying Parts ofa Story, Mia de Guzman What word can we form from the letters?
- 22. Identifying Parts ofa Story, Mia de Guzman Correct! C-A-T
- 23. Identifying Parts ofa Story, Mia de Guzman A what?! Oh, hello! A cat, Mr. Mouse. Oh, no! I better go. Wait -
- 24. Looks like Mr.Mouse left some things behind… I wonder what they are... Identifying Parts of a Story, Mia de Guzman
- 25. Identifying Parts ofa Story, Mia de Guzman It’s a book made of stone which contains the following… Letters C, S, and P C is for Characters S for SettingP is for… haracters etting It is for plot. lot All of them are what we call ELEMENTS. Elements of a Story
- 26. Identifying Parts ofa Story, Mia de Guzman The bell lead us to this. It’s one of Aesop’s famous fables. Why don’t we take a look into it, and get to learn more about the story and elements of the story that we just learned about…
- 27. Time to Read Bellingthe Cat Identifying Parts of a Story, Mia de Guzman
- 28. Belling the Cat Along time ago, there were three mice that lived in a big house. They had an enemy- Pat the Cat. Now, Pat the Cat was a watchful cat. She watched the house so closely that the three mice could hardly go out from their small hole. They could not look for tasty food to eat. Identifying Parts of a Story, Mia de Guzman Question Time: • Who was the enemy of the three mice? • What kind of cat was Pat? • Why was Pat the Cat their enemy? • What was the mice’s problem? • What do you think the three mice will do to solve the problem? So First Mouse called for a meeting to solve the problem. “We need to fool Pat the Cat,” said First Mouse. “Yes, or we will be so hungry, we will die,” agreed Second Mouse. “What should we do to fool Pat?” The mice were silent for a while, thinking. Suddenly, Third Mouse shouted, “Oh, I know how!” “How?” asked First Mouse and Second Mouse. Belling the Cat Question Time: • Who called for a meeting? • What did they agree to do? • Who had a plan? • Can you guess what his plan might be? “We can put a bell on Pat‟s collar. When Pat walks, the bell will ring. We will know where she is,” answered Third Mouse. “Then, we know when to hide and when to go out.” Question Time: • What was the plan of Third Mouse? • Do you think it is a good plan? Why or why not? • Who do you think would put the bell on Pat’s collar? “But who will bell the cat?” asked Second Mouse. “Not I!” said First Mouse. “If not you, then who?” asked Third Mouse, looking at Second Mouse. “Uh-uh, not I!” said Second Mouse. “If not you, then who?” asked Third Mouse. “You!” chorused First Mouse and Second Mouse. “Not I!” answered Third Mouse. So the three mice had a brilliant idea to solve the problem, but not one of them could do it.
- 29. Now that wehave read the story… Can you try to tell me what information from the story best fits in each box? CHARACTER Answers the question WHO Main character’s name Supporting characters’ name SETTING WHEN and WHERE place and time PLOT WHAT The events *In the beginning, Then, Next, In the end, A LITERARY TEXT (STORY) Identifying Parts of a Story, Mia de Guzman
- 30. Identifying Parts ofa Story, Mia de Guzman CHARACTER WHO SETTING WHEN and WHERE PLOT WHAT A LITERARY TEXT (STORY)
- 31. Now, that wehave given ourselves more information about what to expect to find in a story, Identifying Parts of a Story, Mia de Guzman …how about we see how well you’ll be able to find them and some other equally important aspects of the Belling the Cat?
- 32. Dare Cube Directions: Theclass will be divided into four factions (groups): Abnegation, Amity, Candor, and Erudite. Each group will need to release their inner Dauntless to be able to complete all the tasks and become Champions. Teams will prepare and perform the task assigned to them by the cube later in class: Identifying Parts of a Story, Mia de Guzman Dare Cube
- 33. Identifying Parts ofa Story, Mia de Guzman
- 34. Hi, I am… Identifythe characters in the story, the three mice and portray how they may look, sound, or act like. Identifying Parts of a Story, Mia de Guzman Bonus points if you will be able to include the Pat the Cat, giving it its own looks, sounds, and actions.
- 35. Imagination Bubble Picture howthe big house looked like and where the mice might’ve liked to stay. It may be in the living room, kitchen, attic, or even in someone’s bedroom (yikes!). Identifying Parts of a Story, Mia de Guzman Bonus point if you’ll be able to include where the watchful Pat the Cat may be waiting for the sneaky mice.
- 36. Events Waterfall This plotsequencing aid must be used to recall the important events in the story. The team will shuffle the events shown in the PPT/interactive presentation or make their own using art materials. Identifying Parts of a Story, Mia de Guzman Bonus point if you’ll be able to tell us what Pat the Cat must have been doing while the three mice were arguing.
- 37. What if We? Our micefriends clearly need help with their problem. Do your best to help them out by coming up with solutions to the cat situation. Three would be great. Identifying Parts of a Story, Mia de Guzman Bonus point if you’ll be able to include the CLEVER CROW from our precious story in how you’ll be helping the three mice.
- 38. Every group willhave 10-15 minutes to prepare and a maximum of 5 minutes each to showcase finished outputs. Identifying Parts of a Story, Mia de Guzman
- 39. READY? Identifying Parts ofa Story, Mia de Guzman
- 40. Evaluation: Time to showus what you’ve got Identifying Parts of a Story, Mia de Guzman If it’s not your team’s time to present, you’ll be grading the other teams based on the rubric for each different works.
- 41. Identifying Parts ofa Story, Mia de Guzman
- 42. Assignment CHARACTER Who werein the story? SETTING When and where did the story happen? PLOT What are the events in the story? MY FRIEND’S/FAMILY’S STORY ______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ ___________________________________________ Identifying Parts of a Story, Mia de Guzman Back to the Future Try your hand telling us a funny or unforgettable story someone has shared with you, maybe from a friend, classmate, or family. Write 3-5 sentences that’ll retell your story using the table below, which will be shared next meeting.
- 43. Any questions? Clarifications? Identifying Partsof a Story, Mia de Guzman
- 45. Friend vs. Friend Friend •a person who you know well and who you like a lot, but who is usually not a member of your family Foe • a person who hates or opposes a nother person and tries to harm t hem or stop them from doing something Identifying Parts of a Story, Mia de Guzman
- 46. Aesop Aesop (c. 620– 564 BCE) was a Greek fabulist and storyteller credited with a number of fables now collectively known as Aesop's Fables. Notable works: Number of fables Died: 564 BCE (aged c. 56); Delphi, Greece Born: c. 620 BCE Genre: Fable Identifying Parts of a Story, Mia de Guzman
- 47. ELEMENTS OF ASTORY Identifying Parts of a Story, Mia de Guzman CHARACTER Answers the question WHO Main character’s name Supporting characters; name SETTING WHEN and WHERE place and time PLOT WHAT The events *In the beginning, Then, Next, In the end, A LITERARY TEXT (STORY)
- 48. Characters (Example) 1. TheCrow and the Pitcher – Crow 2. Spongebob Squarepants – Spongebob Squarepants 3. Frozen – Elsa, Anna Identifying Parts of a Story, Mia de Guzman
- 49. Setting (Example) 1. TheCrow and the Pitcher – on a hot summer day 2. Spongebob Squarepants – Bikini Bottom 3. Frozen – Arendelle Identifying Parts of a Story, Mia de Guzman
- 50. Plot (Example) The Crow and the Pitcher 1. Athirsty crow looked for water to drink 2. He finally found a pitcher near a well. But there was only little water in the pitcher. 3. He tried to drink from the pitcher but no matter how much he tried, he could not reach the water. 4. Then an idea came to the crow. He picked up some small stones. He dropped them into the pitcher one by one. 5. The crow was able to drink the cool water. Identifying Parts of a Story, Mia de Guzman
Editor's Notes
- #7 Before Reading Motivation ‘You Don’t Sssssssay’ snake The teacher presents a group of words and images to the class. S/he then emphasizes the words with missing letters will form the title of their first week reading material: The _ row _ nd the Pi _ cher These letters are then used by the teacher to hint what today’s reading material will be (Belling the Cat). Motive Question Upon unraveling the correct answer, s/he throws the question: You Don’t Sssssssay snake: Great! That is the title of last week’s story. But can you tell me the character that wowed us with cleverness and resourcefulness? How about the time when the story happened? These details are very important. We better learn how to identify them then, but first: Unlocking of Difficulties (Vocabulary) A set of words (related terms) will be flashed to participants, thanks to the You Don’t Sssssssay snake. These words must be clustered within their corresponding heading. Directions: Place the following terms inside their corresponding basket. They might be either related to CHARACTER, SETTING, or PLOT. A LITERARY TEXT (STORY) CHARACTER Answers the question WHO Main Supporting SETTING WHEN and WHERE place and time PLOT WHAT The events Reading The teacher will introduce the new text for today. The students will be given 5-10 minutes to read, after the teacher models. Pauses will be made in order to retain attention and to be able to check what the students understand from the text. *a copy will be provided as attachment A LITERARY TEXT (STORY) CHARACTER Answers the question WHO Main character’s name Supporting character’s name SETTING WHEN and WHERE place and time PLOT WHAT The events *In the beginning, Then, Next, In the end, Once done, the teacher will follow up the recall and comprehension questions with rounding up the details and importance of the elements of a story using week 1’s The Crow and the Pitcher.
- #8 After Reading Now, that we have given ourselves more information about what to expect to find in a story, how about we see how well you’ll be able to find them and some other equally important aspects about Belling the Cat? The teacher will present the activity: Dare Cube Directions: The class shall be divided into four factions namely Abnegation, Amity, Candor, and Erudite. Each group will need to release their inner Dauntless to be able to become the game’s Champions. The Dare Cube shall be rolled and whatever comes up, the teams will prepare and perform the activity later in class: Hi, I am… Identify the characters in the story, the three mice and portray how they may look, sound, or act like. Bonus points if you will be able to include the Pat the Cat, giving it its own looks, sounds, and actions. Imagination Bubble Picture how the big house looked like and where the mice might’ve liked to stay. It may be in the living room, kitchen, attic, or even in someone’s bedroom (yikes!). Bonus point if you’ll be able to include where the watchful Pat the Cat may be waiting for the sneaky mice. Events Waterfall This plot sequencing aid must be used to recall the important events in the story. The team will shuffle the events shown in the PPT/interactive presentation or make their own using art materials. Bonus point if you’ll be able to tell us what Pat the Cat must have been doing while the three mice were arguing. What is We? Our mice friends clearly need help with their problem. Do your best to help them out by coming up with solutions to the cat situation. Three would be great. Bonus point if you’ll be able to include the CLEVER CROW from our precious story in how you’ll be helping the three mice. (two joker faces – roll the die again) Before proceeding with the group work, the teacher will have to make sure to give the students tips and reminders about their respective tasks. Evaluation Every faction will be given 10-15 minutes to prepare and a chance for them to showcase their works for a maximum of 5 minutes each. The others will grade them based on the rubric found along with this plan. Their grade will be added and averaged along with the teacher’s own grading. Each visual output will be posted on the classroom bulletin or to be added to the students’ individual portfolios. Assignment Now, do you think you can easily tell stories to your family and friends complete with the elements of the story? FOLLOW UP Back to the Future Try your hand telling us a funny or unforgettable story someone has shared with you, maybe from a friend, classmate, or family. Write 3-5 sentences that’ll retell your story using the table below, which will be shared next meeting. MY FRIEND’S/FAMILY’S STORY CHARACTER Who were in the story? SETTING When and where did the story happen? PLOT What are the events in the story?
- #13 Before Reading Motivation You don’t Ssssssssay Snake (Ssssadie the Snake) The teacher presents a group of words and images to the class. S/he then emphasizes the words with missing letters will form the title of their first week reading material: The _ row _ nd the Pi _ cher These letters are then used by the teacher to hint what today’s reading material will be (Belling the Cat). Motive Question Upon unraveling the correct answer, s/he throws the question: Ssssadie the Snake: Great! That is the title of last week’s story. But can you tell me the character that wowed us with cleverness and resourcefulness? How about the time when the story happened? These details are very important. We better learn how to identify them then, but first: Unlocking of Difficulties (Vocabulary) A set of words (related terms) will be flashed to participants, thanks to the You Don’t Sssssssay snake. These words must be clustered within their corresponding heading. Directions: Place the following terms inside their corresponding basket. They might be either related to CHARACTER, SETTING, or PLOT. CHARACTER Answers the question WHO Main Supporting A LITERARY TEXT (STORY) PLOT WHAT The events SETTING WHEN and WHERE place and time
- #19 The Crow and the Pitcher Adapted from Aesop By Dinah C. Bonao On a hot summer day, a thirsty crow looked for water to drink. “It’s hot! I am thirsty!” said the crow. “I need to find water.” (Have the pupils predict: What do you think will the crow do?) The crow flew from one place to another looking for water to drink. He finally found a pitcher near a well. But there was only little water in the pitcher. He tried to drink from the pitcher but no matter how much he tried, he could not reach the water. “My beak is too big. The pitcher’s neck is very narrow. How will I get the water?” he thought. Then an idea came to the crow. He picked up some small stones. He dropped them into the pitcher one by one. “One, two, three…” Plop, plip, plop. Little by little, the water rose in the pitcher. “Four, five, six…” Plop, plip, plop. The water rose some more. Soon the crow could reach the water. “Now, I can drink!” said the crow. “Ah! It’s cold and good!”
- #24 REVISION Unlocking of Difficulties (Vocabulary) A mouse appears, frantic and scared upon hearing the word cat. The mouse quickly goes away and leaves something behind, revealing today’s vocabulary set: characters, setting, and plot. +++++++ …can you tell me the character that wowed us with cleverness and resourcefulness? How about the time when the story happened? These details are very important. We better learn how to identify them then, but first: Unlocking of Difficulties (Vocabulary) A set of words (related terms) will be flashed to participants, thanks to the You Don’t Sssssssay snake. These words must be clustered within their corresponding heading. Directions: Place the following terms inside their corresponding basket. They might be either related to CHARACTER, SETTING, or PLOT.
- #27 Aesop’s – hyper link aesop
- #28 Reading The teacher will introduce the new text for today. The students will be given 5-10 minutes to read, after the teacher models. Pauses will be made in order to retain attention and to be able to check what the students understand from the text. *a copy will be provided as attachment CHARACTER Answers the question WHO Main character’s name Supporting character’s name A LITERARY TEXT (STORY) PLOT WHAT The events *In the beginning, Then, Next, In the end, SETTING WHEN and WHERE place and time Once done, the teacher will follow up the recall and comprehension questions with rounding up the details and importance of the elements of a story using week 1’s The Crow and the Pitcher.
- #32 After Reading Now, that we have given ourselves more information about what to expect to find in a story, how about we see how well you’ll be able to find them and some other equally important aspects of the Belling the Cat? The teacher will present the activity:
- #33 Revision: Directions: The class will be divided into four factions (groups): Abnegation, Amity, Candor, and Erudite. Each group will need to release their inner Dauntless to be able to complete all the tasks and become Champions. Teams will prepare and perform the task assigned to them by the cube later in class: The teacher will present the activity: Dare Cube Directions: The class shall be divided into four factions namely Abnegation, Amity, Candor, and Erudite. Each group will need to release their inner Dauntless to be able to become the game’s Champions. The Dare Cube shall be rolled and whatever comes up, the teams will prepare and perform the activity later in class: Hi, I am… Identify the characters in the story, the three mice and portray how they may look, sound, or act like. Bonus points if you will be able to include the Pat the Cat, giving it its own looks, sounds, and actions. Imagination Bubble Picture how the big house looked like and where the mice might’ve liked to stay. It may be in the living room, kitchen, attic, or even in someone’s bedroom (yikes!). Bonus point if you’ll be able to include where the watchful Pat the Cat may be waiting for the sneaky mice. Events Waterfall This plot sequencing aid must be used to recall the important events in the story. The team will shuffle the events shown in the PPT/interactive presentation or make their own using art materials. Bonus point if you’ll be able to tell us what Pat the Cat must have been doing while the three mice were arguing. What if We? Our mice friends clearly need help with their problem. Do your best to help them out by coming up with solutions to the cat situation. Three would be great. Bonus point if you’ll be able to include the CLEVER CROW from our precious story in how you’ll be helping the three mice. (two joker faces – roll the die again) Before proceeding with the group work, the teacher will have to make sure to give the students tips and reminders about their respective tasks.
- #40 Insert among us shhhhhhhh gif Anyone not working is SUS
- #41 Emergency Meeting gif Evaluation Every faction will be given 10-15 minutes to prepare and a chance for them to showcase their works for a maximum of 5 minutes each. The others will grade them based on the rubric found along with this plan. Their grade will be added and averaged along with the teacher’s own grading. Each visual output will be posted on the classroom bulletin or to be added to the students’ individual portfolios.
- #43 FOLLOW UP Back to the Future Try your hand telling us a funny or unforgettable story someone has shared with you, maybe from a friend, classmate, or family. Write 3-5 sentences that’ll retell your story using the table below, which will be shared next meeting. MY FRIEND’S/FAMILY’S STORY CHARACTER Who were in the story? SETTING When and where did the story happen? PLOT What are the events in the story?