Being Afraid: Clyde the Monster
Plan Author: Mathew Needleman Date Created: 4/1/2003 3:51:43 PM PST
School: Saturn Street
Grade Level: 1
Students: 16 students. 8 boys and 8 girls. 8 English only or IFEP, 8 ELLs. One student is receiving resource services.
Subject Area(s): Language Arts (English)
Goal(s): Students will identify the elelements of character, setting, and plot in the story, "Clyde the Monster"
Concept(s): Students will be familiar with the beginning, middle, and end of the story. Students will dramatize the plot. Students will understand the motivations of the characters.
Standards: CA- CCTC: Aligned CSTP's and TPE's • Standard : CSTP: Standard for Assessing Student Learning TPE: B. Assessing Student Learning CSTP Description: Teachers establish and clearly communicate learning goals for all students. Teachers collect information about student performance from a variety of sources. Teachers involve all students in assessing their own learning. Teachers use information from a variety of ongoing assessments to plan and adjust learning opportunities that promote academic achievement and personal growth for all students. Teachers exchange information about student learning with students, families, and support personnel in ways that improve understanding and encourage further academic progress. • CSTP Key Element : Using the results of assessments to guide instruction.  Question : use assessment to guide my planning? CA- California K-12 Academic Content Standards • Subject : English Language Arts • Grade : Grade One • Area : Reading • Sub-Strand 3.0: Literary Response and Analysis Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. • Concept : Narrative Analysis of Grade-Level-Appropriate Text  Standard 3.1: Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.
Objective(s): After participating in a guided reading of the story, "Clyde the Monster", completing a story map, and acting out the story, students will be able to explain what happens in the beginning, middle, and end of the book with ninety-percent accuracy.
Prerequisite Background Skills/Knowledge: Children must remember that we are often afraid of things that will not or cannot actually hurt us. Sometimes we are afraid of things that do not present real danger to us.
Vocabulary / Language Skills: Plot: students have been successful previously identifying beginnings, middles, and ends but may not have incorporated the word "plot" into their vocabulary. Plot will be related simply to the story. Setting: likewise, students can explain where a story takes place but still have trouble with the word setting.
Materials: Student anthologies Butcher paper (for story map)
Classroom Management: This lesson has the potential to get out of control as students practice their dramatizations in collaborative groups. Remind students to use six-inch voices. Also ensure that groups are a respectful audience for others as they perform their plays.
Procedure: Open Remind students that they have previously shared stories of times when they were afraid that there were monsters hiding in the dark. Explain that today we will be working with a story about a monster who is afraid that there are people hiding in the dark to get him. Body Read the story "Clyde the Monster" to the children. During this first reading, conversation should focus on the feelings and motivations of the characters as well as certain vocabulary that may get in the way of ELL students' understanding of the story. Stop periodically for students to share the way the characters feel in the story in pairs. After reading the story and a brief stretch, have students assist you in completing a story map for "Clyde" which identifies the beginning, middle, and end as well as setting and characters. Tell students they will be acting out the story in groups of four. Give students the following tips: * Although the beginning, middle, and end should remain in tact, the actors may change parts of the story as they wish. * Actors onstage should remain in character (not tell anyone else what to do). * Remember acting is done with the whole body (use character voices) * Help those people who are shy. Allow students to work on acting out the story in small groups while teacher conferences with each group. Close Each group will perform their version of "Clyde the Monster." A brief discussion will follow each performance with comments/questions about both the performances and elements of the story that are brought to life.
Assessment: After acting out their stories, and watching others act out theirs, students should be able to explain what happens in the beginning, middle, and end of "Clyde the Monster" with ninety-percent accuracy.