| · | 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 day 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. | ||
| · | Prereading strategy for Raymond’s Run by Toni Bambara | |
| 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 293 ?#2, 5 | |
| · | Page 295 ?#7 | |
| · | With “Clock Partners: answer questions on page 299 |
| · | FOCUS: CHARACTERS |
| · | Draw them back to the definition of character and compare/discuss |
ACTIVITY: Poem (individual, pairs, or triads)
Squeaky is “characterized” as sensitive and extremely observant. Create a poem that Squeaky might write about her brother Raymond and her feelings toward him. In your poem, imitate Squeaky’s “voice” by using comparisons and expressions that she might use.
MODEL
As you fill out the class storymap section of “character” have the students fill out their own storymap
| · | 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. | ||
| · | Prereading Strategy: WORD SORT (follow activity in folder) | ||
| · | The Drummer Boy of Shiloh by Ray Bradbury (PH pg. 3) | ||
| · | HO page 1 and 2 from PH Transparency book | ||
| 1. | Page 1 = Literary Reading Strategies | |
| 2. | Page 2 = Historical Setting | |
| 1. | Fill out page 1 as you read | |
| 2. | Partner read | |
| 3. | Check your comprehension by VERBALLY answering the questions on page 8 | |
| 4. | As a whole group share some context clues (exs. from page 1 worksheet) | |
| 5. | TE pg. 9 “Literary Focus on Historical Settings” : use page 2 on overhead while following teacher directions and suggestions from the Literary Transparency book page ix | |
| 2. | DEBATE: Form 2 groups and debate this position: the age of enlistment in the armed forces should be lowered to 16. | |
| · | |
| 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 | |
| D. | Problem Resolved | |
| E. | Falling Action: a BRIEF ending – ties up lose endings and gives a feeling of completion | |
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| Read picture book Little Red Riding Hood and fill out the plot section of the storymap |
| New Activity |
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| The Tell-Tale Heart by Edgar Allen Poe (PH pg 540) | |||
| · | |||
| Prereading Strategy: WORD SPLASH (follow attached activity) | |||
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| A MUST! Teacher read the story aloud to the students | |||
| · | |||
| Discuss |
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| 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. | ||
| · | 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 Thank you M’am by Langston Hughs (PH pg.186) | ||
| · | 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 (see attached filled in sheet) | ||
| · | Two possible THEMES from this story: | ||
| 1. | People can learn right from wrong by people who behave with kindness and not punishment | ||
2. A belief that people can change the direction of their lives
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| · | Fill out storymap in Theme area | ||
| 1. | Word Splash Activity | ||
| A. | |
| Define the 5 literary elements | |
| B. | |
| Read a short story and fill out a storymap | |
| C. | |
| 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. 39-54 | |
| 2. | pgs. 55-68 | |