LEARN NC

K–12 teaching and learning · from the UNC School of Education

"Three Cool Kids"

After reading "Three Cool Kids", by Rebecca Emberley, students will discuss literary elements: characters, setting, problem and solution. The teacher will record using the Inspiration software what students say, making a web that shows the different elements of the story.

A lesson plan for grade 1 English Language Arts

By Genevieve Kiser

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Learning outcomes

Students will learn to identify the main characters, setting, problem and solution in a story.

Teacher planning

Time required for lesson

60 minutes

Materials/resources

Book - Three Cool Kids by Rebecca Emberley

Technology resources

Inspiration Education Software
Create an empty Inspiration web that the class will fill in together or download a web from: http://www.inspiration.com/templates/

Pre-activities

Before you do this lesson you will need to go to the Inspiration website and download the templates. The address is listed below. When you go to this site scroll down to how to download the activities and decide if you need Macintosh or Windows. Click on download and follow the directions. It will be the template named Understanding Literary Elements for this lesson.

Discuss main character, setting, problem, and solution with the class to see if they know what these terms mean.

Activities

  1. Read the book, Three Cool Kids to the class.
  2. Divide the class into four groups. Assign each group to one element of the story (character, setting, problem, solution) so that during the second reading students can be listening for their part of the story.
  3. Read Three Cool Kids to the class again.
  4. Show the basic story web or template that you designed using Inspiration software.
  5. The class can fill in with the story’s main characters, settings, problem and solution.
  6. Each group will use their answers to complete their story part.
  7. After the groups give their answers talk with students about how each story has many elements, and the story would not be complete or interesting if one of the elements were missing.

Assessment

The assessment would be writing a class story. Each group would come up with their own part of the story.

  • The “character group” chooses who/what will be in the story.
  • The “setting group” chooses where the story will take place.
  • The “problem group” chooses a problem for the characters to overcome.
  • The “solution group” chooses what the character(s) must do to overcome the problem.

The teacher will record each element in the story web template.

Supplemental information

The Inspiration software has a great tutorial which is a good starting point for learning how to use Inspiration.

Related websites

http://www.inspiration.com/templates/

Comments

Teaching and learning is changing from pencil and paper into teaching students how to learn through technology. This lesson is a start for the teacher who is not using technology on an everyday basis. The teacher can use the template and students can tell what goes in each element. As the teacher becomes more familiar with the software he/she can do the lesson with a computer in front of the class. When the teacher feels comfortable with the software then the class would be able to use their own computer and do the web design with another story that they have read or heard.

North Carolina Curriculum Alignment

Computer Technology Skills (2005)

Grade 1

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.01: Identify, discuss, and represent visually uses of technology (e.g., computers, cell phones, digital cameras) at school and home. Strand - Societal/Ethical Issues
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.07: Use multimedia software to illustrate words/phrases/concepts. Strand - Multimedia/Presentation

English Language Arts (2004)

Grade 1

  • Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.03: Read and comprehend both fiction and nonfiction text appropriate for grade one using:
      • prior knowledge.
      • summary.
      • questions.
      • graphic organizers.
    • Objective 2.05: Predict and explain what will happen next in stories.
    • Objective 2.07: Respond and elaborate in answering what, when, where, and how questions.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.01: Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).
    • Objective 4.02: Use words that name characters and settings (who, where) and words that tell action and events (what happened, what did ___ do) in simple texts.