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Day 2:
Pull a Benchmark Shared Reading lesson that focuses on discovering Key Points/Details. Start by defining what a key point/detail is (something included that is essential to the meaning of a writing piece and will change the whole writing piece if not included). Then, let them know who the main characters are and the setting of the story. Read the story whole class while pausing after each paragraph to identify the key detail of that paragraph. Call on students to identify what they think the key detail is. If they were incorrect, point out why they may have chosen it, but how it could be better. Most likely, students will be caught up onto extra and unnecessary details rather than key points/details. If this continues to happen, model pointing out the key point while also showing what lines may be confused for key details but are actually just interesting details to help the story. Show how removing the line that could be confused as a key detail does not change the meaning of the story. At the end, pull sticks to have students name all the main characters and the setting. They likely looked out for this throughout the story since they were told exactly who the main characters and what the setting was before reading. Continue pulling sticks to identify the problem and the steps take to solve it. Ask students to use specific lines from the text to support their answers. When done, have students write or type a quick summary of what we just went over.

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Benchmark Education provides solutions to help educate all kinds of students: gifted, on-level, and struggling readers, students with learning disabilities, and those still mastering English as a second language.

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CCSS.ELA-LITERACY.RL.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

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Provide student(s) with the story printed in the language they feel most comfortable reading in. If somewhat proficient in English, provide students with a Chromebook to access the story online with pictures. The online page can be translated to another language if student is low and not proficient in English. If needed, gather ELL students in a small group to verbally summarize the fairy tale story including the main characters, specific key details, setting, problem, solution, and theme.

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Explore the enchanting world of Disney Princess. With games, videos, activities, products, and endless magic, your dream has only just begun.

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If needed, provided a copy of the fairy tale, on a Chromebook, with minimal text and the use of pictures to help decode the text and identify key points. Depending on the need required, hold a small group or individual discussion about the summary. If they have an aide, have student discuss with aide and have aide take notes of discussion.

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Explore the enchanting world of Disney Princess. With games, videos, activities, products, and endless magic, your dream has only just begun.

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Day 1:
Read commonly known fairy tale (Cinderella) whole class, then have students read along while story is read aloud. Have students write short summary that includes main characters, specific key details, setting, problem, solution, and theme. Because it will likely not be the first time student’s have heard this story, they should have a good idea how to find this information. The summary will allow teacher to see what areas will need to be focused on most.

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Day 3:
After the lesson, the teacher will describe setting of the play and name all the character. Read the play whole class while students follow along on their own script. After, break class into groups of 8 while giving each student the character they will play. Have them read the script twice through, as a group, in character. When they are done, groups must discuss who the main characters are, the setting, any specific key details, the problem, the solution, and the theme. Group will take notes on these aspects and turn in.
The Emperor's New Clothes:

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Provide copy of story from Shared Reading in student's native language. Pull students for small group during another independent work time to solidify lesson and concepts taught. Use a story that relates to the culture the student came from so they may have an easier time identify key points.

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Cultures Activities, Worksheets, Printables, and Lesson Plans

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Cultures Activities, Worksheets, Printables, and Lesson Plans

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Provide version of the story that is easier to read; larger text, more pictures. Benchmark does supply Shared Reading books that are specifically designed for students with special needs. Students who require this adapted text will likely have an aide or will be pulled out during this time.

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Day 4:
Put students into groups of 2-3. Give each group a well-known short Disney story. Give students about 20-25 minutes to read their stories and then identify the problem, the solution, the setting, key points/details, and the main characters on a separate piece of paper. Each group will go to the class and start describing their story by telling the class the problem and solution in a very vague manner. Students will have to guess what story they are describing. Tell students to only guess if they are very certain. If they can not guess from the problem and solution, the group will then describe the key points/details. Following this will be the setting and last will be the main characters. This will be a fun way to solidify student’s learning as it will spark a small, harmless level of competition and allow students to try their best in applying the learned concepts to stories without teacher direction or too much peer input.

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Are you ready to read online Disney Short Stories ? Now is perfect time to cozy up with your favorite book.

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All activities in this unit already have an assessment specifically embedded into them. Bases on each activity and assessment, the teacher will be able to determine whether the class can move onto the Enrichment Activity or need to go through the Remedial Activity, first.

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Day 4:
The hardest part for students to grasp will be identifying key points rather than supporting details. If more practice is needed, the teacher should continue to provide common fairy tales along with the attached graphic organizer. It will allow for students to identify the main idea and make sure they are correct by adding in multiple supporting details that show the main idea is what will impact the direction of the story.