Title/Topic:

Writing, Webbing and Story Telling!

This lesson is part of a Language Arts unit where students will learn
about story components and story writing.

Grade/Level:

3rd Grade

Related Content
Standards/
Objectives:

Objectives:
Students will be able to develop an original story.
Students will be able organize story components using a story web.
Student will be able to publish an original story using My Story Maker.
AZ CCRS- 3.W.3
Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences.
a. Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings
to develop experiences and events or show the response of
characters to situations.
c. c. Use temporal words and phrases to signal event order.
d. d. Provide a sense of closure.
AZ CCRS 3.W.5
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing. (Editing
for conventions should demonstrate command of language standards
1-3 up to and including grade 3.)

Related Technology Objective: Students will be able to utilize web 2.0 tools to create and
animate an original story with a partner.
Standards/
Strand 1: Creativity and Innovation
Objectives:
Concept 4: Original Works - Use technology to create original works in
innovative ways
Performance Objective 1: Use digital collaborative tools to analyze
information to produce original works
Strand 2: Communication and Collaboration
Concept 2: Digital Solutions - Contribute to project teams to produce
original works or solve problems.
Performance Objective 1: Contribute to a cooperative learning project
and demonstrate effective group behaviors while using digital
collaborative resources.

Instructional
Activity:

Prior to this lesson the students will have completed a story web
organizing the elements of the story read as a class. The teacher will
begin the lesson by activating prior knowledge and reviewing what the
students already know about story webs.
1. At the beginning of the lesson the teacher will review academic
vocabulary words and story elements as a class. Review must
be completed to make sure comprehension in intact.
Academic Vocabulary: Character, Plot, Setting, Conflict,

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.

Resolution.
2. Students will work in groups of 2 for this assignment. The
groups will be established with student diversity in mind.
Students of different academic and language levels will be
paired together to allow the chance for them to collaborate and
learn from each other (Clifford, 2012).
3. Before the students begin to map out their story components,
the pairs will visit My Story Maker
(http://www.clpgh.org/kids/storymaker/embed.cfm). The pairs
will tour the tool, understand any limitations and discover what
types of characters, settings, props, objects, etc. are available.
They will also use this as time to gain inspiration for the story
and brainstorm ideas together.
4. They will then proceed to access the online story web
(http://www.readwritethink.org/files/resources/interactives/story
map) and begin to map out the elements of their original story
keeping what they learned from My Story Maker in mind.
Students must fill out all components of the web
completely.
If students are unsure how to fill in one of the components,
they will need to conduct research on the Internet for
further clarification and explanations to be able to complete
a web for their own story.
5. Students must collaborate and communicate clearly with their
partner to decide on their story plot, characters, setting, etc.
(Clifford, 2012).
The teacher will perform quick assessment by checking in
with each group to make sure all components will be
included and students are on track.
6. Once the story web is complete, students will discuss with
teacher for a final assessment before they create on online
animated story.
Students should review and make any edits necessary
Assessment from the teachers will determine what/if final
revisions are necessary.
7. With approval from the teacher, student pairs will then proceed
to My Story Maker to write their stories:
http://www.clpgh.org/kids/storymaker/embed.cfm
8. Students must focus on incorporating all elements of the story
they mapped out. Their writing must demonstrate effective use
of mechanics, spelling, etc. Students will incorporate the
animation from My Story Maker to enhance their writing and
demonstrate their words.
9. Once the story is complete, they will save them (students must
record the unique access code for their stories to be viewed
again):
The class will regroup and the teacher will ask if any of the
pairs would like to share their stories
They can be viewed on the smart board and the class will
discuss and identify the components of the stories they
viewed.
Stories will also be printed out like books so students can
keep a copy of their original story to share with their
families.

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.

Support for Diverse

Learners:

Assessment
Strategies:

1. Review key vocabulary words:

Support for EL/SpEd students- Teacher will physically
demonstrate, bring in realia and show pictures that
represent vocabulary words to aid in comprehension
(Haynes & Zacarian, 2010).
Support for advanced readers- the teacher will ask them to
come up with synonyms and antonyms for select
vocabulary words and write them in their reading journals.
2. EL and SpEd students will be paired with fluent English
speakers to assist with online prompts and reading. The lower
level students will be able to learn from their peers while
completing the assignment. (Tomlinson, 2000).
3. Students must access story web and fill in all components of
the web: Character, Setting, Conflict, and Resolution.
EL students may refer to a vocabulary glossary of
content words to complete the web. The addition of
illustrations to demonstrate their story my also be
necessary.
Advanced readers/writers may use extended
vocabulary including adjectives and adverbs.
4. Student pairs with EL students will use more animation and
illustration to share their story.
5. Advanced readers/writers will be asked to include descriptive
language and advanced use of mechanics in their writing.
Formative assessments during the lesson:
The teacher will check in to make sure groups are on task and
working towards lesson objectives effectively and re-direct
when necessary.
The teacher will monitor and encourage communication and
collaboration within the pairs.
The teacher will direct students to utilize the Internet to
research questions regarding story elements and raise their
hand to discuss when they learn the answer.
Summative Assessment- The final story web and completed stories will
be graded on a rubric:
Utilizing a rubric will keep standards clear and allow for fair
assessment of all groups, while keeping diverse learners in
mind (Wolf & Stevens, 2007).
The rubric will be shared with the class at the beginning of the
lesson so learning objectives are clear and students have an
idea how to meet the standards of the assignment (Wolf &
Stevens, 2007).
The rubric will assess writing, fluency, spelling, and grammar,
use of sentence structure and length.
Overall use of the Internet to assist in understanding of story
components.
Completeness of the story web

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.

Resources:

Completeness of digital story.

Students will need access to a computer with Internet for the following
online tools:
My Story Maker: http://www.clpgh.org/kids/storymaker/embed.cfm
Help Site: http://www.carnegielibrary.org/kids/storymaker/help.cfm)
Story Mapping Tool:
http://www.readwritethink.org/files/resources/interactives/storymap
Search Engine: Google, Bing, etc.
School IT department will assist with computer lab issues and Internet
connection issues.

References:

Clifford, M. (2012, November 8). Facilitating collaborative

learning: 20 things you need to know from the pros.
Retrieved from http://www.opencolleges.edu.au
/informed/features/facilitating-collaborative-learning-20things-you-need-to-know-from-the-pros/
Haynes, J. & Zacarian, D. (2010). Lesson planning to ensure optimal
engagement of ELLs. In Teaching English Language Learners
Across the Content Areas (Ch. 2). Retrieved from http://www.
ascd.org/publications/books/109032/chapters/LessonPlanning-to-Ensure-Optimal-Engagement-of-ELLs.aspx
Tomlinson, C. (2000). Differentiation of instruction in the elementary
grades. ERIC Digest. Champaign, IL. ERIC Clearinghouse on
Elementary and Early Childhood Education. (ERIC Document
Reproduction No. ED443572).
Wolf, K. & Stevens, E. (2007). The role of rubrics in advancing and
assessing student learning. The Journal of Effective Teaching, 7
(1), 3-14. http://www.uncw.edu/cte/et/articles/vol7_1/wolf.pdf

This Lesson Plan Template was adapted from the template provided by Dr. Stephen Mills in Using the Internet for
Active Teaching and Learning (2006, p. 13-14) and TaskStream (http://www/taskstream.com).

Created by Cynthia Conn, Northern Arizona University, Educational Technology Program, January 5, 2007, Revised July 5, 2010.