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Reading
Applications: Literary Text: Benchmark
A: Describe and analyze the elements of character development. Indicator
1: Describe the thoughts, words and
interactions of characters. Benchmark
B: Analyze the importance of setting. Indicator
2: Identify the influence of setting on the
selection. Benchmark
C: Identify
the elements of plot and establish a connection between an element and a
future event. Indicator 3:
Identify the main incidents of the plot sequence, identifying the major
conflict and its resolution. Benchmark
E: Demonstrate comprehension by inferring
themes patterns and symbols Indicator
5: Determine the theme and whether it is
implied or stated directly. Library
Guidelines: Information
Literacy Guideline: Benchmark E: Students explore various forms of
literature for schoolwork and personal enjoyment. Indicator
1: Listen to stories, books, and other
informational items read by library media center staff. (Gr. 4) Indicator
2: Read for pleasure and information. (Gr. 4) Indicator 3: Identify characters, plot, setting, themes in reading material. (Gr. 4) |
Focus questions will be used: Week 1: Are your favorite book characters people or animals? Week 2: Do you like stories that take place outdoors, in school, or at home? Week 3: Do you think you are
too old to read picture books? Week 4: Is your favorite theme of a book realistic or make-believe? Scoring Guidelines: Scoring will simply involve informal data collection and discussion based on observations of teacher and students. Post-Assessment: During independent classroom reading, students should attempt to read a different book each day by the featured author and complete a graphic organizer: Week 1: Character Chart Week 2: Story Board Week 3: Points of Decision Week 4: What’s The Main Idea? Scoring Guidelines: Completed written work and teacher led class discussion will reflect student understanding.
Introduction in the library: 1. As students enter the library, the focus question will be answered individually and then discussed as a class. Week 1: Are your favorite book characters people or animals? (Use tiny stuffed bears and place in appropriate container on a balance.) Week 2: Do you like stories that take place outdoors, in school, or at home? (Place a sticker dot on a 3-way Venn Diagram indicating preference.) Week 3: Do you think you’re too old to read picture books? (Place a sticker dot on a T-chart.) Week 4: Do you like realistic stories or make-believe stories best? (Place a sticker dot on a Venn Diagram indicating preference.) 2. Media specialist introduces the featured author. Week 1: Patricia Polacco Week 2: Chris Van Allsburg Week 3: Robert D. San Souci Week 4: Bill Peet 3. Media specialist reads featured book, discussing featured literary element. Week 1: Thank You, Mr. Falker – discuss primary and secondary characters, changes in characters, goals characters had, results of actions Week 2: Bad Day at Riverbend – discuss setting (time and place), influence setting has on characters, “real” setting of this story revealed at end Week 3: The Hired Hand – discuss order of events, conflict between son and hired hand, climax and resolution Week 4: Cyrus the Unsinkable Sea Serpent – main idea, lesson you can learn from the story, statement about human nature, different people find different themes 4. Media specialist introduces other books by author available in classroom for independent reading during the week. 5. Teacher explains requirements: a minimum of 5 additional books to be read during the week and the written response for each week. All weeks: My Reading Record Week 1: Character Chart Week 2: Story Board Week 3: Points of Decision Week 4: What’s The Main Idea? Classroom Work: 1. 45 min. independent reading period will be provided daily for reading and completion of written response. 2. At the end of each week, the teacher will lead a class discussion to examine the books read and the featured literary element in those books. Differentiated Instructional Support Lower ability readers will have a 3 – 4 book minimum for independent reading. More capable students may read more than 5 books. Some lower ability students may be paired with a more capable student who will help in the reading of the books. Extension More capable students will read more stories. Materials and Resources:
Character, primary character, secondary character, setting, plot, conflict, resolution, climax, theme Technology Connections See lesson 2 in this unit. Research Connections See lesson 2 in this unit. General Tips Borrow plenty of books from the public library for each author – at least 5 more books than you have children in the room. Other favorite authors may be substituted. Attachments (adaptations made to fit lesson needs) 1. My 2. Character Chart from The Big Book of Reproducible Graphic Organizers – Scholastic 3. Story Board from The Big Book of Reproducible Graphic Organizers – Scholastic 4. Points of Decision from Better Than Book Reports - Scholastic 5. What’s The Main Idea? from The Big Book of Reproducible Graphic Organizers – Scholastic |
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