| · | Understanding “Literary Elements” | |
| · | Using “Before Reading Strategies” | |
| · | Meeting ESD Reading Targets for first trimester | |
| · | Knowledge of these elements can enhance students’ enjoyment of literature. | |
| · | They increases understanding of the text they read. | |
| · | They help the students to read beyond the words and literal meaning, to be swept up in inferences that shape and drive their thinking. | |
| · | They cause awareness of how the author uses language, symbolism, or other literary devices to foreshadow events and outcomes | |
| · | They enable students to think more deeply about issues and relationships. | |
| · | A storymap is a graphic organizer that shows the story’s main elements as they follow one another to a resolution of the problem. | |
| · | These organizers create an awareness of narrative structure, and they help students learn the special vocabulary that people use to discuss a story. | |
| · | As students share and compare their storymaps, the teacher can promote a rich discussion around their comprehension of the story. | |
| · | Brain research shows that visual representations of written and read text help cement the learning and understanding of the text. | |
| Demonstrate understanding of literary elements (genres; story elements such as plot, character, setting; stylistic devices) and graphic elements/illustrations (Reading GLE 2.2.2, 2.2.3, 2.3.3) | What is the main conflict in the story/selection/poem? According to the story/selection/poem, which word best describes (character/ setting)? What object does the author/poet personify? How does (character) feel about (character/event, etc)? Which two objects does the author/poet compare using a simile/metaphor? NOTE: This item type should be passage-dependent; i.e., students should have to return to the text in order to answer the question. | How does (character’s action or trait) contribute to the conflict in the story/selection/poem? Include two details from the story/selection/poem in your answer. | What problem does (character) experience? What are three steps he/ she takes to solve this problem? Include information from the story/selection/poem in your answer. |
| 5B | 5BB | ||
| Any of these words could be used to describe (character) in the story/selection/poem. Choose the word you think best describes (character). Adjective Adjective Adjective Provide two details from the story/selection/poem to support your choice. | According to the story/selection/poem, describe how (character) feels about (character/event/issue). Provide three details from the story/selection/poem to support your answer. | ||
| 5C | |||
| How does (character) change in the story/selection/poem? Use information from the story/selection/poem to support your answer. |
| · | Restate purpose and introduce “storymap” on OH or infocus | |
| 1. | setting | |
| 2. | characters | |
| 3. | main idea | |
| 4. | plot (rising action, climax, falling action) | |
| 5. | theme | |
| · | Make a poster that has the five elements on it and hang it up. As the lessons in following days illustrate, the definitions will be added | |
| · | Point out “Prediction” area | |
| · | Point out connection between “ The 4 P’s” and the “Storymap” | |
| · | Read a story/picture book to class (ex. Strega Nona) and MODEL filling out a storymap, discussing the five story elements | |
| · | On OH or infocus, revisit the storymap and its five elements (6 with Prediction) | |
| · | Read picture book The New Kid by Katie Couric focusing on character | |
| · | On a piece of paper list story elements (or a premade sheet entitled Literary Elements Definition Sheet) Hand out to students. | |
| · | Record definition for character: the people who carry the story forward. (main and minor). The main character MUST change. | ||
| · | Do the following WIrd Sort as prereading strategy for The Stolen Day by S. Anderson; page 484 PH | |
| 1. | HO “Clock Partners” fill out, put in reading folder | |
| 2. | HO Literary Elements “Character” sheet | |
| 3. | Read story independently OR with a partner | |
| 4. | Focus on all “Word Sort” vocab/concepts | |
| 5. | Discuss the following questions from TE, especially focus on: | |
| · | Page 484 ?#2, 3, 4 | |
| · | Page 485 ?#7, 8 | |
| · | Page 486?#1, 2, 3, 5 | |
| · | Discuss with Clock partners answer questions on page 4867 |
| · | Quickly discuss as whole group |
| · | FOCUS: CHARACTERS |
| · | Draw them back to the definition of character and compare/discuss |
| · | Revisit storymap (show visually) | ||
| · | Read picture book Smoky Night by Eve Bunting focusing on setting | ||
| · | On their definition sheet record definition for “setting” : The (1) time and (2) place of action within a story. (ex. Time of year, time of day, place, country, state, building, home, etc...) | ||
| · | KEYPOINT: The “setting” serves as “backdrop” that helps create a “mood” for the story. | ||
| · | Do the following activity as a prereading Strategy: WORD SORT (follow activity in folder) | ||
| · | All Summer in a Day by Ray Bradbury (PH pg. 288) | ||
| · | HO “Literary Element Setting” worksheet | ||
| · | READ story | ||
| 1. | FIRST silently | |
| 2. | SECOND aloud as a whole group OR | |
| 3. | as a whole group FIRST OR | |
| 4. | as partners FIRST | |
| · | As you read either DURING or AFTER: fill out setting worksheet | ||
| · | FOCUS on the following questions: | ||
| 1. | TE 289 ?# 1, 2 | ||
| 2. | TE 290 ?# 4 | ||
| 3. | TE 291 ?# 6 | ||
| 4. | TE 292 ?# 3 | ||
| 5. | TE293 ?#4, 6 | ||
| · | CHOICE: can use “Clock Partners” for questions on TE 295 | ||
| · | KEYPOINT: lots of discussion! | ||
| · | |
| Tell them that “Good Readers” VISUALIZE | |
| · | |
| Model filling out setting on the storymap; make sure they complete their own |
| · | On overhead or infocus, revisit the storymap and go over the sections that have been taught and filled in. | ||
| · | Point out the general flow of the map | ||
| · | |||
| On their “Literary Definition” chart, define plot: it is the description of action: 1. What happened? |
| · | |||
| If a story DOES NOT have a good plot – it will NOT hold the reader’s attention. |
| A. | Beginning: Introduces | |
| 1. | characters | |
| 2. | setting | |
| 3. | problem | |
| B. | Rising Action: a series of “sequentially important details”/events. The character(s) take ACTION to solve a problem | |
| C. | Climax: the MOST exciting part of the story; the tension is at its HIGHEST point – the problem is ALMOST resolved; problem resolved | |
| D. | Problem resolved | |
| E. | Falling Action: a BRIEF ending – ties up lose endings and gives a feeling of completion | |
| · | |||
| Read picture book Little Red Riding Hood and fill out the plot section of the storymap |
| · | |||
| After Twenty Years by O’Henry (PH pg 453) | |||
| · | |||
| Prereading Strategy: WORD SPLASH (follow activity in folder) | |||
| · | |||
| Read the story: OPTIONS: 1. have the students read silently, then read aloud OR 2. Read aloud with a partner OR 3. teacher reads it aloud to students | |||
| · | |||
| Discuss using thee questions form the TE |
| · | |||
| Model filling out setting on the storymap; make sure they complete their own |
| A. | |
| WANTED POSTER: Create a wanted poster for “Silky” Bob. Make a drawing that shows what he looks like. Provide information about his real name and aliases, distinguishing characteristics, ad crimes. |
| · | |||
| Fill out storymap on plot |
| · | On overhead or infocus, revisit the storymap and go over the sections that have been taught and filled in. | ||
| · | On literary elements definition page define theme: 1. the author’s Big idea, 2. the author’s underlying MESSAGE about LIFE | ||
| · | Ask the question: “What aspect of life does the author want me to think about?” | ||
| · | Brainstorm some ideas of theme. | ||
| · | KEYPOINT: Themes are HUGE, OVERRIDING IDEAS THAT TRANSEND TIME | ||
| · | Note: theme is a difficult concept for students to grasp | ||
| · | Handout and post in room: the “Theme” idea handout/poster | ||
| · | Read picture book The Wretched Stone by Chris Van Allsburg focusing on theme | ||
| · | Prereading Strategy: WORD SPLASH (see activity in folder) | ||
| · | HO or on infocus or on overhead: “Literary Element – Theme skills | ||
| · | Read The Cat Who Thought She was a Dog Who Thought He was a Cat by Isaac Singer (PH pg. 5) | ||
| · | Read story. Options: popcorn read, whole group, silent, partner, teacher... | ||
| · | Discuss as you read AND focus on the WORD SPLASH vocab/concepts | ||
| · | Fill out “Literary Theme” skills page on overhead or infocus | ||
| · | A possible THEME from this story: | ||
| 1. | What is inside a person counts more than outward appearance | ||
| · | Fill out storymap in Theme area | ||
| · | Pretend that a T.V. producer is interested in turning “The Cat...” story into a cartoon. You have been asked to create a storyboard : a series of boxes in which you sequentially draw the major actions of the story. | ||
| 1. | Write a short description of the scene under each picture | |
| 2. | Directly indicate HOW/WHY the storyboard depicts the significant events of the story and ILLUSTRATES THE THEME. | |
| B. | |
| Define the 5 literary elements | |
| C. | |
| Read a short story and fill out a storymap | |
| D. | |
| Feedback: make an overhead using some of the student’s storymaps and definitions that show at standard or above understanding of the Reading Target LA05: Literary Elements |
| 1. | pgs. 39-52 Essentials of a Story | |
| 2. | pgs. 145-160 Character | |
| 3. | pgs. 203-218 5 Elements | |