Funding for the VITAL/Ready to Teach collection was secured through the United States Department of Education under the Ready to Teach Program.
Loading StandardsWhen a learner makes a prediction about a character’s development or the outcome of a story, he or she is demonstrating an understanding of the various literary elements of the story. These elements may include the setting, conflict, plot development, and point of view. Being able to recognize and analyze these pieces is essential in the development of reading comprehension skills.
Students watch a video segment that shows a young injured otter’s attempts to locate his missing family, find food and remain safe while dealing with the winter elements in Yellowstone National Park. Students predict what happens next and then write a narrative account of these events from three possible points of view: the injured otter, the filmmaker or an animal behaviorist.
(1) 40-minute period and (1) 20-minute period
Day One
1. Provide the purpose for this activity: students will demonstrate their ability to make predictions about the injured otter’s future through writing a narrative story.
2. First ask the students what it means to make a prediction. What things do you need to consider when you make a prediction about the possible ending to a story? Discuss their answers during a teacher-guided question and answer period.
3. Tell the class that they will be watching a video segment about a young injured otter that is separated from his family and has to fend for himself. As students watch the video, ask them to predict what will happen next.
4. After viewing the video segment the first time, ask the students to describe what happens next to the young otter. Does the coyote attack him? Does he get reunited with his family? Ask students to provide details or evidence to support their predictions.
5. Distribute The Injured Otter Organization chart. Tell students that as they watch the video a second time to fill in the chart with details from the video that describe the events that happen to the otter. In the last box, students write details that will describe their predictions of what will happen next.
6. After viewing, discuss charts with students. Ask them to share their details with the class during a teacher-guided question and answer session. Students add to their charts as needed.
7. Pass out The Injured Otter Narrative Directions handout. Tell students they will be choosing the point of view of the otter, filmmaker or an animal behaviorist to continue the narrative of the injured otter. Let students know they may begin their stories at any point in the otter’s adventure. However, they must stick with the setting, characters and developing plot line that have already been established by the video. They must include their predictions as to how the adventure will end for the otter. Review the suggestions on the directions sheet, and answer any questions the students may have.
8. Distribute copies of The Injured Otter Narrative rubric. Discuss so students know the expectations for the story.
9. Students write rough drafts of their narratives using The Injured Otter Organization Chart, The Injured Otter Narrative Directions and The Injured Otter Narrative Rubric as a guide.
10. Students complete the first draft for homework if needed.
Day Two
1. Students exchange story drafts with fellow students to peer-edit and discuss needed revisions and/or additions.
2. After making needed revisions, students complete final versions of stories and hand in with the first drafts and rubrics for a grade.
For students who need additional guidance:
Standards
