This activity focuses on retelling and performing a story that has been formatted from a traditional version to the setting of the Old West. When retelling a story to someone else, it is important to have the sequence and all parts to the story in correct order. The beginning of a story generally tells who the characters in the story are and what the problems may be. The middle generally explains what attempts were made to solve the problems, and the end generally has the solution, results, and how the story ends. For this activity, students should be familiar with the original tale so they will see the parallel between the original and the adapted version. As you are preparing to retell/role-play the story, you will need to discuss the main characters the students will be portraying and decide what simple props, if any, may be helpful in telling the story.

During this seminar, you will describe a character in depth. You will learn how to look at characters in a narrative in both a direct and indirect way. You will be learning how to look at a character’s speech, thoughts, effects on others, actions, and looks to help describe them.  You will also be learning how to define character traits and how to analyze characterization.StandardsCC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

The Three Little Pigs is told orally with pictures only and the children are asked to make predictions based on text features.  At the end, the children are asked to compare the houses from the story to where they live. The children will enjoy a puppet show of the Three Little Pigs.  Teachers can use this video to teach a sequence of events and story elements.

These materials provide resources for those wanting to assist students with their reading comprehension and vocabulary. See section 1, titled "Overview" for additional information. The Overview (section 1) also contains a common course cartridge with the assessments for these learning materials including quizzes, discussions, and writing assignments. 

Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.

Students should have knowledge on the topic fromn the previous grade. This lesson serves as a refresher and a formative assessment for the students at the beginning of the school year.

In this seminar, you will be focusing on developing a “better beginning” to a narrative writing piece. The purpose of narrative writing is to entertain, and the beginning of your piece is an important first step. You will learn how to “hook” your reader in the beginning. Some ways you can do this is by introducing developed characters, establishing an exciting or relatable setting,  and creating the mood of your piece. In this seminar, you will work on improving all of these to create a “Better Beginning” to your narrative writing.StandardsCC.1.4.4.M/ 1.4.5.MWrite narratives to develop real or imagined experiences or events.

In this seminar, you will be working on developing your narrative writing. By focusing on the plot, or the series of events, in a narrative writing, you will be able to create a more engaging and interesting story. The emphasis will be on creating a story arc that includes a problem and a solution and/ or rising and falling action. You will learn about these elements by seeing examples, identifying them, and finally writing them yourself. You will also compare and classify elements of plot in multiple examples of text. This seminar is the next logical step after completing the “Better Beginnings” seminar because it focuses on the “middle and end” of narrative writing. After completing both of these seminars, you should feel ready to create a narrative writing that has a strong beginning-middle-end.StandardsCC.1.4.4.M/ 1.4.5.MWrite narratives to develop real or imagined experiences or events 

When reading a narrative, there are some key story elements to pay close attention to. The two we are focusing on in this seminar are setting and plot. You will be able to describe in depth the setting and the plot using specific details from the text. First, you will be applying past knowledge to help you identify the parts of a plot as well as the setting. Using a graphic organizer, you will be listening to audiobooks and filling in these five elements of exposition, rising action, climax, falling action, and resolution. By looking closely at a story, you are learning how a story is written and how important these parts are.StandardsCC.1.3.4.C Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

In this seminar, you will be learning the difference between retelling and summarizing a fictional story. You will be given questions to ask yourself to help you pick out the most important details in a fictional story. It will introduce the Somebody Wanted But So Then strategy to help you summarize stories you have read. You will be applying past knowledge to new situations. Some activities you will be doing include creating a comic strip summary of story, as well as, creating a project of your choosing to summarize a story you have read.StandardsCC.1.3.4.ADetermine a theme of a text from details in the text; summarize the text.

Students will watch a video of a storyteller coming up with a rap that tells a story. They will identify story elements (who, what, and where), and record significant details. The next lesson plan ,Using Story Elements to Write a Rap, has students creating their own rap with the story elements.

Watch video Writers Speak to Kids: Nick Bruel. This video describes how he comes up with ideas on writing and illustrations. https://www.youtube-nocookie.com/embed/DOm7S8uJD3s

Review plot elements: Review book, Bad Kitty Drawn to Trouble in the series "Bad Kitty". Using this book as a read aloud in classroom, teachers can show the develop of story takes place. The character bad Kitty faces his creator Nick Bruel and shows how great stories can be told. This book is good for all ages, even teens to enjoy humor and can learn from reading.

Six-word Story:
A. Characters name
B. Setting
C. Conflict
D. Resolution