| · | Understanding “Literary Elements” | |
| · | Using “Before Reading Strategies” | |
| · | Meeting Everett School District Reading Targets for first trimester | |
| · | Knowledge of these elements can enhance students’ enjoyment of literature. | |
| · | They increase 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 (overhead) 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 on the storymap | |
| · | Point out connection between “ The 4 P’s” and the “Storymap” | |
| · | Read a story/picture book to class and Model how to fill out the story map using the picture book information | |
| · | 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) | |
| · | Record definition for character: the people who carry the story forward. (main and minor). The main character MUST change. | ||
| · | Do the following Word Sort as a prereading strategy for Overdoing It by Anton Chekov; page 482 PH | |
| 1. | HO “Clock Partners” fill out, put in reading folder | |
| 2. | Do Word Sort Activity (documents in folder along with Word Sort doc directions in a document of its own.) | |
| 3. | HO or on OH or infocus show a “Thinksheet” similar to the one on TE pg 481. | |
| 4. | Read page 481 for less Proficient Readers: follow instructions | |
| 5. | Read the story to them. Have them follow along | |
| 6. | Focus on all “Word Sort” vocab/concepts | |
| 7. | Discuss the following questions from TE, especially focus on: | |
| · | Page 483 ?#3 | |
| · | Page 484 ?#2 | |
| · | Page 484 ?#5 | |
| · | Page 486 ?#1 |
| · | Discuss with partner then as a whole group page 486 |
| · | Use triangle organizer about characters – fill out |
| · | 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. | ||
| · | Prereading Strategy: WORD SORT (follow activity in folder) | ||
| · | The Lawyer and the Ghost by Charles Dickens (PH pg. 505) | ||
| · | If time, follow “Interest Grabber” pg. 505. Talk about scary movies and how they use music and sounds to enhance the setting and mood. | ||
| · | If you have some music or clips from a scary movie with music-Use them! | ||
| · | HO or on overhead/infocus the “Detail/How it adds to the setting” worksheet | ||
| · | |||
| As you read the story, fill out the organizer OR fill it out after you have read the story. | |||
| · | |||
| Focus on “Word Sort” vocab./concepts | |||
| · | |||
| Discuss questions in TE, especially |
| 1. | pg. 506 ?s 1, 2, 3 |
| 2. | pg. 507 “Visual Spatial Learners |
| · | Use “Clock Partners” to verbally answer questions on page 509 |
| · | Discuss questions and make sure the “Detail/How it adds to setting” sheet is filled out as individuals OR do as a class whole |
| · | |
| 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 | |
| · | |||
| Read picture book Little Red Riding Hood and fill out the plot section of the storymap |
| · | |||
| Stray by Cynthia Rylant (PH pg 16) | |||
| · | |||
| Prereading Strategy: WORD SPLASH (follow activity in folder and directions are in separate word doc.) | |||
| · | |||
| Read the story; OPTIONS: 1. have the students read silently, then read aloud OR 2. Read aloud with a partner | |||
| · | |||
| Choosing partners: 1. their own choice, 2. Clock Partners, 3. teacher choice | |||
| · | |||
| In TE excellent connections to prelearning: |
| 1. | Page 15- Characters (for more advanced students) | |
| 2. | Page 16- Visual/Spatial learners (setting) | |
| · | |
| Model filling out setting on the storymap; make sure they complete their own |
| · | Create a chart listing pros and cons of dog ownership. Under “Pros” list the reasons that a person would want a dog-such as love and companionship. Under “Cons” list reasons for not wanting a dog, such as the responsibilities of feeding and walking the animal. | ||
| · | Debate with a group of classmates | ||
| · | Form 2 groups/teams to debate whether or not Doris should be allowed to keep her dog. | ||
| · | Before the debate: each team should plan “arguments” that support their side of the issue | ||
| · | The class/teacher/panel can vote on which team was more persuasive | ||
| · | 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 | ||
| · | The Fun They Had by Isaac Asimov (PH pg. 382) | ||
| · | HO or on overhead/infocus the “Significant character or event/What part of life” organizer. Have students fill this out either as you read or after you have finished reading the selection | ||
| · | Prereading Strategy: WORD SPLASH (see activity in folder) | ||
| · | Follow “Interest Grabber” pg. 381 | ||
| · | Have students read “Literary Focus” pg. 381 | ||
| · | Read story. Options: popcorn read, whole group... | ||
| · | Discuss the following questions as you read AND focus on the WORD SPLASH vocab/concepts | ||
| 1. | pg. 383 ?#4 | |
| 2. | pg. 384 ?#3 | |
| 3. | pg. 385 ?#5 |
| · | Fill out theme organizer on overhead or infocus (document in folder) | ||
| · | Two possible THEMES from this story: | ||
| 1. | Technology can change the way we live and learn | ||
| · | In groups of 2 or 3, create a poster that illustrates the theme. | ||
| · | Have the students refer to: | ||
| 1. | the text | |
| 2. | the word splash | |
| 3. | theme organizer | |
| · | Model filling out setting on the storymap; make sure they complete their own | |
| 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. 55-72 | |