Beacon Lesson Plan Library
Santa Rosa District Schools
Studious Students enables students to learn basic story elements by writing a short story focusing on a descriptive adjective in the title.
The student writes a story that includes most story elements (character, setting, problem, sequence of events, resolution).
The student revises and edits for sentence structure and age-appropriate usage (including but not limited to nouns, action verbs, adjectives, adverbs).
Wells, Rosemary. NOISY NORA, Scholastic, New York, 1973,
-Thesaurus and/or Dictionary (1 per small group)
-Chart paper for recording answers
-Story Elements Outline written on chart paper (See attachment)
-Paper and pencil – one per student
1. Get book NOISY NORA
2. Prepare chart paper for student responses to the story by writing the basic story elements outline on the paper. (Use the Attachment)
3. Prepare a separate piece of chart paper (same as the attachment)for students to refer to while writing their own stories.
4. Have enough dictionaries and/or thesauruses on hand so that each small group may use one.
1. Teacher will write the word “noisy” on the chalkboard and have students discuss their ideas for the word meaning. After several responses, the teacher will clarify the meaning if needed. Write the word “adjective” on the board.
2. Tell students that an adjective describes a noun(a person, place, thing, or idea).
3. Write “Noisy Nora” on the board. Explain that Nora (underline the “N”) is a noisy (underline the “N”) little mouse. Point out that both words begin with the same letter.
4. Tell students you are going to read them a story about Noisy Nora. Read the story aloud.
5. Explain to students that you want them to think of an adjective that might describe them. Divide students into small groups and have them discuss an adjective for each person in the group. They may use a thesaurus and/or dictionary as a resource for locating ideas. Have them write one adjective that begins the same letter as their name and which describes them.
6. Students will share their descriptive names and explain why that adjective best describes them. Compare some of the descriptive names chosen to Nora's descriptive name. Ask if it would be a problem for the person if they fit the descriptive name they chose.
1. Share any descriptive names from the previous day that weren’t shared. Read aloud NOISY NORA again.
2. Ask students to identify the characters, setting, and problem of the story. Organize and record on a chart the information in an outline form so the students will start to see beginning story elements. Next, discuss and record the middle (sequence of events), and ending (resolution)of the story.
3. Direct students to write a story about themselves using their descriptive names as a title. Display a blank Story Elements Outline.
4. Allow students time to write their stories.
Have students revise and edit their stories for sentence structure and usage. Share stories as time allows.
1. Teacher will assess titles of stories to determine if students have gained knowledge of adjectives.
2. Teacher will assess stories to see if students have a knowledge of the 5 basic story elements.
Scale: (6 points possible)
E – if work meets all six criteria
S – if work meets 4 – 5 of the six criteria
N – if work meets 3 of the six criteria
U – if work meets less than 3 of the six criteria
3. Teacher will assess cooperative workers using the following scale:
E - Acceptable cooperative workers
S - Satisfactory cooperative workers
N - Needs improvement as cooperative workers
Students should have the knowledge of how to use a thesaurus and/or dictionary to locate words.