Story Wheel

Author: Jackie Snow Revision Date of Lesson Plan: Overall Goal for the Lesson: The students will be able to piece a story together by spinning a wheel to find out what happens next and adding their own content based on what is happening. Description of classroom, grade level, and students: The class will contain 25 fourth grade students. There will be one student with ADHD, one student with a hearing disability and one student with a learning disability. Student Objectives for the lesson. (Given a condition, the students will, to what
level).

Given a story wheel with several different possible series of events, the student will be able to select a random event by spinning the wheel and add at least one sentence of his or her own content based on what was just selected. After piecing the story together with the story wheel, the student will be able to create his or her own ending to the story and back it up with at least two examples from the story as to why he or she thinks the story will end that way.

Length of Lesson: (minutes, number of class periods, or days or weeks needed). The students will need about 25 minutes to complete this activity. Schedule of Activities: (Break down your activity into a timeline of events. Focus on
what students will be doing and what teachers will be doing during each part of the activity.)

The students will be complete this activity in groups of 5-6 at a time. First, I will introduce the activity and explain the instructions. Each page of the story will be started by a random selected text taken from the story wheel. The students will take turns coming up to the smart board to spin the wheel which will determine which direction the story is going (and which will also start that page)

After the student spins the wheel to see what will happen next in the story, he or she will then add at least one sentence to go along with the newly selected text in order to add more detail to the story. Some of the pages may require the students to add an appropriate illustration. I will be observing the entire time and redirecting students who get off topic or need help. After all the pages have been completed, we will reread the story from the beginning as a group to refresh our memories of what has happened. After refreshing the story, the group will decide together an appropriate ending to the story. They will then have to back up why the story should end this way with at least two examples from the story. I will still be observing and I will help out by pitching ideas for them to build on and assist them in deciding if the ending is appropriate and makes sense. After completing the ending, we will share the story with the entire class. The class will applaud.

PASS and Common Core Standards Addressed (Copy and Paste from:
http://sde.state.ok.us/Curriculum/PASS/default.html)

2. Inferences and Interpretation a. Use prior knowledge and experience to make inferences and support them with information presented in text. b. Make interpretations and draw conclusions from fiction and nonfiction text beyond personal experience. c. Make inferences and draw conclusions about characters qualities and actions (i.e., based on knowledge of plot, setting, characters motives, characters appearances, and other characters responses to a character). *d. Participate in creative responses to text (i.e., art, drama, and oral presentation). PASS Instructional Technology Standards (Copy and Paste from: http://sde.state.ok.us/Curriculum/PASS/default.html) 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. 6. Digital Citizenship a. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

Assessments: How will these activities be assessed? (Go back to your

objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it).

I will be observing the students throughout the entire process and will be taking factors into account such as participation, effort, and teamwork. During the wheel spinning, the students will be assessed by providing at least one full sentence based on the selected text, which will provide detail to the story and help it flow coherently. When the students come up with the ending to the story, they will be assessed by providing two different examples from the story to back up the reason why the story will end the way it does. They will also be assessed by their participation and their level of contribution to the group.

Accommodations: How might the lesson need to be adapted for students with special needs? The student with the hearing disability will be seated in the center in order to hear everyone in the group. The group will also be advised and reminded to talk louder. The student with ADHD will be allowed to stand the entire time (if wanted) and will be encouraged to channel his energy into creative thinking for the story.

The student with a learning disability will be accommodated by assessment modifications. Instead of having to provide full sentences to the story after spinning the wheel, she will express what she wants it to say and have the group and me help her write it out. If too much frustration occurs, I will step in and finish the sentence for her. At the end of the story, she will only be required to express one verbal example from the story instead of two. Again, I will help nudge her in the right direction when needed. The main portion of assessment will be through participation and effort (did she really try to complete the sentences and back up her ideas?) Materials Needed: Go through each activity and identify what items (both technology
and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups. Include materials that need to be created as well.

5-6 excited students per group one smart board at least one computer smart board software