Short Story Lesson Plan Learners: 4th Grade Language Arts Students Overview: Over the course of a week, students will read a short story and understand how to plan and write one themselves. They will know how to write a short story on paper and how to make the story into a Power Point. They will present the project to the class. Sunshine State Standards:RF.4.4. Read with sufficient accuracy and fluency to support comprehension. RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words. RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Objectives:
Students will be able to read a short story and understand the moral of it.
Students will be able plan for their own short story.
Students will be able to write their own short story.
Students will be able to turn the story into a Power Point.
Students will be able to present the Power Point to the class.
Blooms Taxonomy Levels Used in this Lesson:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Media Used in this Lesson:
Book
Computer
Power Point
Microsoft Word
Internet
Printer
Active Board
Paper
Pen/Pencil/Markers
Require Learner Participation Day One: Students will read two short stories of their choice. When finished reading, students will use paper and a pen/pencil/markers to create an outline (in any form they choose) of a short story they would like to create.
Day Two: Students will finish their outline. Students will then begin to write their short story through Microsoft Word on a computer.
Day Three: Students will finish writing their short story. Students will begin to turn their short story into a presentation using Power Point on a computer.
Day Four: Students will finish creating their Power Point.
Day Five: Students will present their Power Point to the class using the Active Board.
Assessment and Evaluation
Grading Criteria
30
20
10
Outline
Outline is clear and easy to follow. Includes many details. Has little to no grammatical or spelling errors. Includes many illustrations.
Outline is fairly easy to follow. Has some details. Has some grammatical and spelling errors. Has a few illustrations.
Outline is not easy to follow. Includes little to no details. Has many grammatical and spelling errors. Has no illustrations.
Short Story
Story is creative and makes sense. Follows the outline. Has little to no grammatical or spelling errors.
Story is fairly creative and for the most part makes sense. Has some grammatical and spelling errors.
Story is not creative and does not make much sense. Has many grammatical and spelling errors.
Power Point
Has the same exact story line as the written short story. Includes multiple transitions, images, and audio effects.
Has a similar story line as the written short story. Includes some transitions, images, and audio effects.
Does not have the same story line as the written short story. Has little to no transitions, images, and audio effects.
Presentation
Presents the project while addressing the audience. Knows the story.
Presents the project addressing the audience some times. Knows some of the story.
Does no pay attention to the audience while presenting the project. Does not know the story.
Learners: 4th Grade Language Arts Students
Overview: Over the course of a week, students will read a short story and understand how to plan and write one themselves. They will know how to write a short story on paper and how to make the story into a Power Point. They will present the project to the class.
Sunshine State Standards:RF.4.4. Read with sufficient accuracy and fluency to support comprehension.
RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text
RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words.
RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Objectives:
Blooms Taxonomy Levels Used in this Lesson:
Media Used in this Lesson:
Require Learner Participation
Day One: Students will read two short stories of their choice. When finished reading, students will use paper and a pen/pencil/markers to create an outline (in any form they choose) of a short story they would like to create.
Day Two: Students will finish their outline. Students will then begin to write their short story through Microsoft Word on a computer.
Day Three: Students will finish writing their short story. Students will begin to turn their short story into a presentation using Power Point on a computer.
Day Four: Students will finish creating their Power Point.
Day Five: Students will present their Power Point to the class using the Active Board.
Assessment and Evaluation
30
20
10