Learning Resource Type

Classroom Resource

Developing Story Structure With Paper-Bag Skits

Subject Area

English Language Arts

Grade(s)

6

Overview

In this lesson, students will engage in an interactive activity that will enhance their understanding of story structure and story elements. After the teacher models the process of developing a plot, students work in cooperative groups to create semi-impromptu skits. Paper bags containing five unique props are distributed to each group; these props provide the impetus for the development of creative skits. Students then use online tools to outline the story elements in their skits. The lesson also promotes listening skills and critical thinking as students view other groups' performances and determine the conflict and resolution of each.

    English Language Arts (2021) Grade(s): 6

    ELA21.6.R1

    Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

    Unpacked Content

    UP:ELA21.6.R1

    Vocabulary

    • Active listening
    • Discussion
    • Conversation
    • Rules
    • Participation

    Knowledge

    Students know:
    • Active listening skills.
    • How to engage in discussions and conversations in a variety of settings.
    • Agreed-upon rules for participation.

    Skills

    Students are able to:
    • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
    • Converse in pairs, small groups, and large groups.
    • Practice the agreed-upon rules for participation.

    Understanding

    Students understand that:
    • Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
    English Language Arts (2021) Grade(s): 6

    ELA21.6.R4

    Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

    Unpacked Content

    UP:ELA21.6.R4

    Vocabulary

    • Writing process
    • Plan
    • Draft
    • Revise
    • Edit
    • Publish
    • Genres

    Knowledge

    Students know:
    • The writing process steps are to plan, draft, revise, edit, and publish.
    • Various genres of writing.

    Skills

    Students are able to:
    • Plan writings in various genres.
    • Draft writings in various genres.
    • Revise writings in various genres.
    • Edit writings in various genres.
    • Publish writings in various genres.

    Understanding

    Students understand that:
    • The writing process is a set of steps that make writing easier.
    • There are different categories, or genres, of writing that can be used for different purposes.
    English Language Arts (2021) Grade(s): 6

    ELA21.6.7

    Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

    Unpacked Content

    UP:ELA21.6.7

    Vocabulary

    • Narrative writing
    • Argument writing
    • Informative/explanatory writing
    • Writing development
    • Writing organization
    • Style
    • Tone
    • Task
    • Purpose
    • Audience
    • Command of language

    Knowledge

    Students know:
    • A narrative is a piece of writing that tells a story.
    • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
    • Formal academic writing should demonstrate an appropriate command of language.

      Skills

      Students are able to:
      • Produce clear, coherent narrative, argument, and informative/explanatory writings.
      • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
      • Demonstrate command of the written language.

      Understanding

      Students understand that:
      • There are different genres of writing that serve various purposes.
      • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
      • Formal academic writing should display their command of the English language.
      Link to Resource

      CR Resource Type

      Lesson/Unit Plan

      Resource Provider

      ReadWriteThink
      Accessibility
      License

      License Type

      Custom
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