Lesson #:

Grade: 2nd

1
Group Size: 22 students

Specific Lesson: Story Structure

Curriculum Area: ELA

CENTRAL FOCUS:
The students will be taught four different lessons focusing around fractured fairy tales. During
each lesson, the students will be read material, and then learn three different literacy strategies:
story structure, point of view and compare and contrast. As a class and individually, the students
will use graphic organizers to shape their thoughts and reflect back on the lessons that have been
taught.
LEARNING OBJECTIVE:
The students will have the ability to describe the overall structure of a story, including describing
how the beginning introduces the story and the ending concludes the action.
NEW YORK STATE COMMON CORE LEARNING STANDARDS:
RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
RL.2.7Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
RL.2.1Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
MATERIALS:
Teacher made anchor chart (see attached)
Story of Cinderella, which was memorized for this lesson (see attached).
Smart Board
Story sentence scramble (teacher made) for Smart Board.
Apple sticks with students names.
25 copies of story structure worksheet.
Story structure worksheet on Smart Board.
DEVELOPMENT/PROCEDURES:
INTRODUCTION/MOTIVATION:
The teacher will ask the students to gather on the carpet. The teacher will begin to tell the
story of Cinderella, which is memorized, to grab the students attention. The story will be told
with vast detail and emotion to compensate for not having pictures to hold the students attention.
After the story is complete the teacher will ask the students if they were able to picture
Cinderella, the other characters, and the different scenarios in their mind without being shown
pictures. It is important to have the ability to use our ears to create images/pictures in our minds.
The teacher will then ask the students to point out the characteristics that made the story of
Cinderella a fairytale. The teacher will be looking for responses such as, the story started with
Once Upon a Time, there are talking animals (the two mice, Gus and Jaq), the royal characters,

Cinderellas fairy godmother, the magic spells, and Prince Charming and Cinderella lived
happily ever after.
INSTRUCTIONAL STRATEGIES:
1. Once the students have finished responding, the teacher will go through the anchor chart
with the students. (The second column revealing the next lessons book should be
covered).
2. The teacher will ask students to list off the main characters in the story.
a. Cinderella
b. Step Mother
c. Step Sisters
d. Mice
e. Fairy God Mother
f. Birds
3. The teacher will ask the students to list off the settings of the story.
a. Cinderellas home
b. The palace
4. The teacher will ask the students what the problem in the story is.
a. Cinderella wants to go to the ball but her stepmother wont let her go.
b. The Prince didnt know whom he danced with at the ball.
5. The teacher will ask the students what the solutions to these problems were.
a. Her fairy godmother casts a magical spell so she can go.
b. He sends the Grand Duke tries the slipper on everyone until he finds out that it
belonged to Cinderella.
6. The teacher will discuss/review what point of view means.
a. Who is telling the story?
b. Which character?
7. The teacher will ask the students to think about who was telling this version of
Cinderella.
a. Students will likely guess characters such as, Cinderella.
8. The teacher will ask the students if it is possible for someone not in the story to be telling
it, such as a narrator?
a. A person who tells a story of events and describes what is happening.
b. The narrator is not a character in the story.
c. The narrator is an outsider who is telling the story.
9. The teacher will now fill in narrator under the point of view column.
10. The teacher will explain that when called students will go back to their seats and we will
continue the lesson on the Smart Board.
11. Once students have returned to their seats have the Story Sentence Scramble up on the
Smart Board.
12. Explain to students that apples (sticks with students names) will be chosen to come up to
the Smart Board and help put the sentences into chronological order according to the
story.
13. Once the story sentence scramble is complete the teacher will pull up the Story Structure
Worksheet onto the Smart Board.
14. The teacher will review the worksheet with the students.

a. Name first.
b. Have student read allowed the I can statement:
i. I can identify the beginning, middle, and end of a story.
c. Write in the title on the Smart Board: Cinderella
d. Explain to the students that they will first write their sentences (at least two
sentences for each box; beginning, middle and end) and then they will draw their
pictures.
15. The teacher will hand out the worksheets and students will work independently on the
worksheet for the remainder of the time.
ACADEMIC LANGUAGE:
Characters
Setting
Problem
Solution
Point of View
Narrator
Chronological Order
DIFFERENTIATION:
A Personal Auditory Trainer/ FM microphone will be worn for a child with a hearing
impairment.
A one-on-one aid will work closely with a student who is classified with a hearing
impairment throughout the lesson.
Students with difficulty paying attention will be sat up front during the lesson to ensure
they can be re-directed.
TECHNOLOGY COMPONENT:
The SmartBoard is used for the Story Structure worksheet.
The SmartBoard is used for an interactive participation activity for students: Story
Sentence Scramble.
CLOSURE:
As students are completing their story structure worksheet, the teacher will review
important points learned throughout todays lesson, including: Point of view, using our ears to
create images in our minds, and organizing our summary of a story into beginning, middle, and
end.
ASSESSMENT:
Formative Assessment: The teacher will observe students as they organize the
information into chronological order on the Smart Board Presentation based off of the
story.

Summaticve Assessment: The students will complete a story structure worksheet based
off of the Smart Board activity with 85% accuracy.