Scary Story Writing
Goals and Objectives:
Common Core Alignement:
Common Core Language Arts, Grade 2:
CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Common Core Language Arts, Grade 3:
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
o CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
o CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
o CCSS.ELA-Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
o CCSS.ELA-Literacy.W.3.3c Use temporal words and phrases to signal event order.
o CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
See full lesson plan here
- Discuss ideas and details from the story "Creepy Carrots"
- Define characters, setting, and conflict (or a problem) as three important areas to consider while creating a story
- Describe scary elements in the story "Creepy Carrots"
- Create an outline of their own scary story, including basic story elements and scary details
Common Core Alignement:
Common Core Language Arts, Grade 2:
CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Common Core Language Arts, Grade 3:
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
o CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
o CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
o CCSS.ELA-Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
o CCSS.ELA-Literacy.W.3.3c Use temporal words and phrases to signal event order.
o CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.
CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
See full lesson plan here
Evidence of Student Learning
Students are currently, back at my aiding placement, using the scary story outline from my lesson plan to write their own scary story. My aiding teacher has commented that the outlines were filled out well, and that students are able to translate them into stories effectively.