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.

Groups of students read and discuss American folklore stories, each group reading a different story. Using a jigsaw strategy, the groups compare character traits and main plot points of the stories. A diverse selection of American folk tales is used for this lesson, which is adaptable to any text set.

Cinderella without castles, coaches, or ball gowns? Students use versions of Cinderella to explore how the setting of a story--time, place, and culture--affects the characters and plot.

Comic frames are traditionally used to illustrate a story in a short, concise format. In this lesson, students use a six-paneled comic strip frame to create a story map, summarizing a book or story that they've read. Each panel retells a particular detail or explains a literary element (such as setting or character) from the story.

In this alternative to the traditional book report, students report on their novel choices using Facebook-like pages.

In this alternative book report, students identify the elements of fiction in books they have read by creating glogs, interactive multimedia posters, and then share their glogs.

Students identify the elements of fiction in a book they have read and share summaries of them by writing and illustrating their own mini-book.

In this author study, students listen to and discuss four books by Leo Lionni. They identify similarities and differences in the stories and then compare two stories of their choice.

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.

In this lesson students evaluate published children's picture storybooks. Students then plan, write, illustrate, and publish their own children's picture books.

Students analyze "choose your own adventure" stories and brainstorm to develop setting, characters, and plots for their own adventures stories and related Websites.

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 are exposed to wordless picture books and begin developing story lines, both orally and in writing, using an online, interactive story map.

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 use the elements of persuasion for a specific audience to demonstrate their understanding of Richard Wright's accessible and engaging coming-of-age novel, "Rite of Passage.

Lights, camera, action, and a bit of mystery! In this lesson, students use mystery props in a skit bag to create and perform in short, impromptu skits.

A read-aloud of Patricia Polacco's "Thank You, Mr. Falker" helps promote deeper comprehension through questioning to achieve personal connections and discussions of character and theme.

Students create math stories by first drawing, then writing, and finally using math symbols to show addition or subtraction.

Students draw a series of pictures that tell a story, including character action, problem and solution. They read their story to others, transcribe it into writing, and create an accordion book.