TeacherName:Pigg Class/GradeLevel:8th Date:1 st SixWeeks UnitTitle:AnalyzingFictionandDrama TEKS: 08NELA02 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. A). determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. B). use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words or words with novel meanings. E). use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. 08NELA03 Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. A). analyze literary works that share similar themes across cultures. B). compare and contrast the similarities and differences in mythologies from various cultures (e.g., ideas of afterlife, roles and characteristics of deities, purposes of myths). C). explain how the values and beliefs of particular characters are affected by the historical and cultural setting of the literary work. 08NELA05 Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. A). analyze how different playwrights characterize their protagonists and antagonists through the dialogue and staging of their plays. 08NELA06 Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. A). analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved. B). analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict. C). analyze different forms of point of view, including limited versus omniscient, subjective versus objective. 08NELA08 Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. A).
explain the effect of similes and extended metaphors in literary text. 08NELA13 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. B). interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message. C). evaluate various techniques used to create a point of view in media and the impact on audience GuidingQuestionsRelatedtoKeyUnderstandings: How does knowledge of roots and affixes help you determine the meaning of unfamiliar words? How do you analyze the elements of fiction in order to improve your understanding of a text? How do you analyze connections between literary elements in order to make meaning of a novel? How do you use comprehension skills in order to make intertextual links among and across texts, including other media? How do you analyze literary elements in order to create connections? How does point of view affect a story? How do you analyze the elements of fiction in order to improve your understanding of a text? Why do you write? How do you generate and develop ideas for effective writing? Why are the rules of written language important? How do you apply the rules of written language to improve your writing? How do you edit your writing in order to communicate effectively? Why do you read? How does your purpose for reading affect how you read? What strategies can you use to improve your understanding while reading? How does knowledge of roots and affixes help you determine the meaning of unfamiliar words? How can a dictionary and other resources help you as a reader and a writer? How do you consult reference sources in order to define, understand, and use unfamiliar words? PerformanceIndicators: Afterreadingafictionaltext,completeagraphicorganizerthatidentifiesthelinearplotdevelopmentincludingthe typeofconflictandthecentralcharacter sroleinthatconflict.inaparagraph,determinewhetherornotthe conflictwasresolvedandifso,how.providetextualevidencetosupportyourresponse.(8.fig19a,8.fig19b, 8.Fig19C,8.Fig19D,8.Fig19E;8.6A,8.6B;8.17C;8.20A,8.20Bi;8.28A)ELPS4D,4E,4F,4G,4I,4J;5B,5C,5F,5G Afterreadingtwoormoreplays(orexcerptsfromplays)bydifferentplaywrights,createacharactermaporgraphic representationidentifyingthecharacteristicsoftheprotagonistsandantagonists.inashortparagraph,evaluate howeffectivelytheplaywrightsuseddialogueandstagingtodeveloptheircharacters.(8.fig19a,8.fig19b,8.fig19c, 8.Fig19D,8.Fig19E,8.Fig19F;8.3C;8.5A;8.6A,8.6B;8.17C)ELPS4D,4E,4F,4G,4I,4J;5B,5C,5F,5G Analyzethedifferentformsofpointofviewinfictionaltexts.Createagraphicorganizer(e.g,T chart)toinclude eachoftheselectedtexts,typesofpointofview,andtheirinfluenceonthestory.(8.fig19a,8.fig19b,8.fig19c, 8.Fig19D,8.Fig19E;8.6A,8.6C)ELPS1E,1H;4E,4F,4I,4J,4K;5G Writemultipleresponseentriesincludingthoughts,connections,and/orstrategiesthatdeepenunderstandingof fiction,drama,andmedia.provideevidencefromthetexttosupportideas.(8.fig19a,8.fig19b,8.fig19c,8.fig19d, 8.Fig19E,8.Fig19F;8.17C)ELPS1E;4D,4F,4G,4I,4J,4K;5F,5G Materials/Resources: Highlighter (class set, optional) Sticky note (22 per student)
White board or paper (class set) Marker or dry erase marker (class set) Chart paper Examples of personally read texts (3 or more) Short text(s) or excerpt(s) about being a writer (optional) 3 grade-appropriate short myths (class set of each) Grade-appropriate novel (class set) Personal photo of an important or memorable event (1 per student) Collection of grade-appropriate texts for students to select for Independent Reading StudentsNeedtheFollowingSupplies: Reader s Notebook (1 per student) Writer s Notebook (1 per student) Set of three different color highlighters (1 set per student) LessonActivity1:8/23/ 9/6 ExploringShortFiction Studentsreadandanalyzeshortmythswithlinearplotstructuresthatrepresentvariouscultures,illustratedifferent pointsofview,andshareacommontheme.studentsapplyreadingstrategiesinordertosupportunderstandingof fictionaltexts.studentsengageinthewritingprocessastheybegintobuildportfoliosofdifferenttypesofwriting, includingapersonalnarrative.theyalsobegintogenerateideasforimaginativestories.studentsuseappropriate resourcesandapplyknowledgeofrootsandaffixesinordertodeterminethemeaningofunfamiliarwords. 8/23/11: 1. Share personal reading habits, talk about personal purposes for reading, and share examples of personal texts. 2. Ask: What do you read? Why do you read what you read? Encourage students to be honest, even if it means discussing what they don t like about reading. Share the types of texts you don t enjoy or that you find difficult. 3. Ask: What are the different reasons that we read? As a class, brainstorm a list of the various purposes for reading. Create an Anchor Chart: Purposes for Reading. Students record the list in their Reader s Notebook. 4. Students write My History as a Reader entry in their Reader s Notebook. 5. Students share their entries with a partner. 8/24/11:1. Explain to students that they will practice a strategy called questioning while reading a myth. 2. Students read the second third of the text with a partner or in a small group. 3. Students refer the question stems displayed on the Anchor Chart: Types of Questions Effective Readers Ask. 4. Students record their questions on sticky notes and post them in the margins of the text. 5. Students read final third of the text independently. Students continue to record their questions on sticky notes. 6. When students finish reading, they move their sticky notes onto a designated page in the Reader s Notebook. 8/25/11: 1. Students read the second third of the text with a partner or in a small group. 2. Students refer to the Anchor Chart: Types of Connections Effective Readers Make.
3. Students record their connections on small sticky notes and post them in the margins of the text. 4. Students read the final third of the text independently. Students continue to record their questions on small sticky notes. 5. When students finish reading, they move their sticky notes onto a designated page in the Reader s Notebook. 6. Students choose a connection from their sticky notes and write a short response elaborating on the connection in their Reader s Notebook. 8/26/11: 1. Display a paragraph with an unfamiliar word underlined. Instruct students to read the paragraph and use context to determine or clarify the meaning of the word. Students write their definition on a piece of paper or an individual white board and hold it up. 2. Distribute a different paragraph to each small group. 3. Students read their designated paragraph and determine or clarify the meaning of the underlined word using the context. 4. On a sheet of paper or on a white board, students write the word, their definition for the word, and the context strategy they used to determine/clarify its meaning. 5. Students present their work to the class. 6. Students engage in Independent Reading if time permits. 8/29/11: 1. Explain to students that they will analyze the linear plot for each of the stories read over the past couple of days. Recording the elements of the linear plot on a story map will help students write an effective summary of the text. 2. Use the Teacher Resource: Plot for Teachers to define and explain the components of plot and the types of conflict, referencing one of the grade-appropriate myths as applicable. Students take notes in their Reader s Notebook. 3. Students work in partners or small groups to complete the Handout: Story Map for the other gradeappropriate myth. Students discuss whether or not the conflict was resolved and if so, how the conflict was resolved. 4. Students work individually using the completed story map to write a summary of the grade-appropriate myth in their Reader s Notebooks. 5. Students refer to the Anchor Chart: Summarizing a Fictional Text in order to review and evaluate their summary. Students make revisions as needed. 8/30: Content Objective: Students explain how authors create meaning in poetry using hyperbole. 1. Reading Appetizer: 3-5 minutes 2. Display the Anchor Chart: Techniques Poets Use to Create Meaning from Daily Lesson 4. Review the techniques listed so far. 3. Explain that another technique that poets use is hyperbole. Tell students that hyperbole is an intentionally exaggerated figure of speech for emphasis or effect. Provide examples such as the following: The book weighs a ton. I will die if he asks me to the dance. I am the last one on earth to get a cell phone. I waited in line forever. I ve told you a million times to clean your room. 4. Display the selected poem for modeling. Read the poem aloud with fluency. Instruct students to listen for examples of hyperbole. 5. Ask: What are some examples of hyperbole in the poem? Discuss responses and
highlight examples of hyperbole. 6. Ask: How do these examples of hyperbole contribute to the meaning of the poem? Discuss responses. 1. Distribute the other selected poem to students. 2. With a partner, students read the poem with appropriate fluency. 3. Students highlight examples of hyperbole. In their Reader s Notebooks, students write a response to the following question: How do these examples of hyperbole contribute to the meaning of the poem? 4. Students engage in Independent Reading if time allows. 8/31: Content Objective: Students analyze how an author s use of different points of view can affect a story s plot. 1. Ask: How does perspective influence the way a story is told? Provide a familiar example if needed. Discuss responses. 2. Refer to the Teacher Resource: Understanding Point of View and create a blank chart like that in the Teacher Reader s Notebook. 3. Instruct students to create the chart in their Reader s Notebooks. Label the rows: Point of View, Definition, Advantages, Disadvantages. Label the rows: First Person, Third Person Limited, Third Person Omniscient, Third Person Subjective, and Third Person Objective. 4. Explain that point of view influences the story and each point of view has its own advantages and disadvantages. The author considers these advantages and disadvantages and selects a point of view that best fits with his or her purpose for writing the story. 5. Select four students to represent different elements of a story. Each student stands in front of the class and holds a sign identifying his or her part of the story: Narrator, Main Character, Other Characters, Time/People/Places/Events. Explain that the students still in their seats represent the audience. 6. Arrange the four students to represent each point of view (see Teacher s Notes). For each arrangement, discuss the advantages and disadvantages of that particular point of view. 7. As each type of point of view is discussed, complete the Chart: Understanding Point of View. Students complete the chart in their Reader s Notebooks. 8. Recall that students read two myths. Explain that they will identify the point of view in each myth and analyze the effect of the point of view on the story. 9. Refer to the Anchor Chart: Be an Effective Reader. Explain that in addition to the strategies listed, effective readers are able to make complex inferences about the texts they read. 10. Explain to students that an inference is a conclusion or generalization about a text or multiple texts. Effective readers use inductive and deductive reasoning in order to make complex inferences. Refer to the Anchor Chart: Complex Inferences. Explain the
differences between inductive and deductive reasoning. 11. Explain that they will use deductive reasoning to apply their general understanding of point of view to the two myths. Students will identify the point of view, reflect on the advantages and disadvantages of the point of view, and make complex inferences about how the point of view influences the story. 8/31: Content Objective: Students apply comprehension strategies and analyze point of view in order to demonstrate their understanding of texts. 1. Explain to students that they will have an opportunity to demonstrate their ability to apply reading strategies and analyze point of view in a myth they read independently. 2. Refer to the Anchor Chart: Be an Effective Reader and review the comprehension strategies students should apply while reading the selected myth. 3. Review expectations and assessment criteria for the Performance Indicators. 4. Display examples of graphic organizers to provide students ideas for representing an analysis of the point of view in the three myths. 9/1: Content Objective: Students analyze the influence of visual and sound techniques on media messages and evaluate how those techniques are used to create a point of view. 1. Explain to students that they will view a media clip of an interpretation of a play in order to analyze the influence of visual and sound techniques. 2. Ask: When you watch a movie, how do you form opinions about the characters? Discuss responses. 3. Provide necessary background information and active students prior knowledge regarding the selected media clip. 4. Instruct students to record the characters and their opinions of the characters as they view the media clip. 5. View media clip. 6. Identify characters in the media clip. Discuss student opinions of the characters and what influenced those opinions. 7. Explain that visual and sound techniques also influenced their opinions of characters. 8. Display chart for students to record analysis of visual and sound techniques. Students create chart in their Reader s Notebook. 9. Show the media clip again. 10. Think Aloud and analyze the use of visual and sound techniques in the media. 11. In the "Clip column, describe the characters, setting, and actions. Identify the intended message and the intended audience.
12. Discuss visual and sound techniques (camera angles, lighting, movement, music, sound effects) in the clip. Record observations in the Techniques column. 13. Discuss the influence of visual and sound techniques on the message. Record observations in the Influence of Message column. 14. Discuss the point of view created by the visual and sound techniques and the impact on the audience. Record observations in the Point of View & Impact on Audience column. 9/2:Content Objective: Students analyze how playwrights reveal their characters, both protagonists and antagonists, through dialogue and staging. LessonActivity2:Date DateEngageorExploreorExplainorElaborateorEvaluate 1. Reader Appetizer: 5 minutes 2. Recall that in Daily Lesson 8 students viewed a media interpretation of a play. 3. Review that visual and sound techniques are tools that filmmakers use to influence the message and create a point of view. Playwrights rely on the tools of dialogue and staging to develop characters. 4. Distribute the selected play and provide necessary background information and active students prior knowledge regarding the play. Explain that playwrights intend for their dramas to be performed, but before they can be performed, they must be read. Ask: How is reading a play different from reading a narrative text? Discuss responses. 5. Explain that plays are usually read for enjoyment or entertainment. When reading a play, effective readers are able to understand, make inferences, and draw conclusions about the structures and elements in the play. 6. Explain that they will be reading two or more plays by different playwrights over the next few Daily Lessons. While they read, students need to apply reading strategies and analyze how playwrights develop characters through dialogue and staging. 7. Display the Anchor Chart: Character Log. Students create the chart in the Reader s Notebook. 8. Introduce the literary terms antagonist and protagonist. Choose a current movie or TV show and discuss which character(s) is an antagonist and which is a protagonist. 9. Read a portion of the play aloud (with student volunteers). Ask: Who is the antagonist? Who is the protagonist? How do you know? Discuss and record responses on the Anchor Chart: Character Log. Discuss whether the playwright revealed the characters through dialogue and/or staging. 9/5:Content Objective: Students analyze how playwrights reveal their characters, both protagonists and antagonists, through dialogue and staging. 1. Reading Appetizer: 5 minutes 2. Refer to the Anchor Chart: Be an Effective Reader. Recall that effective readers ask questions and make connections while reading. Explain to students that they will apply these strategies as they read the assigned play and/or script. 3. Display the Anchor Chart: Character Log. Review what was learned in Daily Lesson 9 about how playwrights reveal their characters.
4. Distribute the play or script being used in this Daily Lesson. Review what has been read if using the play or script from Daily Lesson 9 or introduce the new play and activate background knowledge. 5. Read a portion aloud (with the help of student volunteers). Choose a character and begin (or continue) a character log. Discuss how the playwright uses dialogue and staging to reveal the qualities of the character. 6. Discuss whether the character is a protagonist or antagonist and why. Discuss how the values and beliefs of the character are affected by the historical and/or cultural setting of the play. 9/6:Content Objective: Students analyze how playwrights reveal their characters, both protagonists and antagonists, through dialogue and staging. 1. Reading Appetizer: 5 minutes 2. Refer to the Anchor Chart: Be an Effective Reader. Recall that effective readers ask questions and make connections while reading. Explain to students that they will apply these strategies as they read the assigned play and/or script. 3. Display the Anchor Chart: Character Log. Review what was learned in Daily Lesson 9 about how playwrights reveal their characters. 4. Distribute the play or script being used in this Daily Lesson. Review what has been read if using the play or script from Daily Lesson 9 or introduce the new play and activate background knowledge. 5. Read a portion aloud (with the help of student volunteers). Choose a character and begin (or continue) a character log. Discuss how the playwright uses dialogue and staging to reveal the qualities of the character. 6. Discuss whether the character is a protagonist or antagonist and why. Discuss how the values and beliefs of the character are affected by the historical and/or cultural setting of the play. Lesson Activity 2: 9/7-9-16-Exploring Drama 9/7: Content Objective: Students analyze linear plot development in order to determine whether and how conflict is resolved in a play. 1. Reading Appetizer: 5 minutes 2. Distribute the Handout: Story Map. 3. Review what was learned Daily Lesson 5 about plot development and conflict. Remind students that they completed the handout and used it to write an effective summary. 4. Explain to students that they will complete the story map for a previously read play. 5. Review the components of plot and the types of conflict. Students may refer to the notes they took in their Reader s Notebook during Daily Lesson 5. 6. With the students, complete the story map for the previously read play. Students complete their own copy of Handout: Story Map. 7. Explain to students that the Handout: Story Map displays the linear plot of the previously read play. An analysis of the linear plot helps the reader review the conflict in the text. 8. On a blank page in the Reader s Notebook write: Conflict in (title of play). 9. Draw three columns. Label the columns with the following questions. What was the main conflict of the drama? Was the conflict resolved? What evidence from the text can you use to prove that the conflict was or wasn t resolved?
10. Discuss each question and record the responses in each column. 11. Students record notes on conflict in the Reader s Notebook. 12. Refer to the Anchor Chart: Summarizing a Fictional Text. Review expectations for an effective summary. 9/8: Content Objective: Students analyze linear plot development in order to determine whether and how conflict is resolved in a play. 1. Review the plot of the play or script read in Daily Lesson 11. Ask: What was the theme of the play? Discuss responses. 2. Explain that they will read another play or script that has similarities to the play or plays they have already read. 3. Distribute the play and provide necessary background information and activate students prior knowledge regarding the play(s). 4. Explain to students that as they read the current play or script, they will apply the same strategies and exercises that they applied while reading the play from Daily Lesson 11. 9/9: Content Objective: Students analyze linear plot development in order to determine whether and how conflict is resolved in a play. 1. Review the plot of the play or script read in Daily Lesson 11. Ask: What was the theme of the play? Discuss responses. 2. Explain that they will read another play or script that has similarities to the play or plays they have already read. 3. Distribute the play and provide necessary background information and activate students prior knowledge regarding the play(s). 4. Explain to students that as they read the current play or script, they will apply the same strategies and exercises that they applied while reading the play from Daily Lesson 11. 9/12: Content Objective: Students analyze how playwrights reveal their characters, both protagonists and antagonists, through dialogue and staging. 1. Reading Appetizer: 5 minutes 2. Distribute the two plays or excerpt from plays. 3. Explain that they will analyze the characters in the plays in order to draw conclusions about how playwrights develop characters and how these characters contribute to the overall outcome of the play. 4. Review that students created character logs to record observations about the protagonists and antagonists as they read two or more plays or excerpts from plays. 5. Display the example character maps and/or graphic organizers. Tell students they can use the character log they have been practicing, choose a different character map, or create their own. 6. Instruct students to identify the protagonists and antagonists in each play. 7. For each character, tell students to identify and list his or her qualities, values, and beliefs. 8. Display the following questions for students to consider when completing their character maps: How does the cultural and historical setting of the play influence this character s values and beliefs? How do the central characters influence the theme and the resolution of the conflict in each play?
9/13: Content Objective: Students analyze how playwrights reveal their characters, both protagonists and antagonists, through dialogue and staging. 1. Reading Appetizer: 5 minutes 2. Distribute the two plays or excerpt from plays. 3. Explain that they will analyze the characters in the plays in order to draw conclusions about how playwrights develop characters and how these characters contribute to the overall outcome of the play. 4. Review that students created character logs to record observations about the protagonists and antagonists as they read two or more plays or excerpts from plays. 5. Display the example character maps and/or graphic organizers. Tell students they can use the character log they have been practicing, choose a different character map, or create their own. 6. Instruct students to identify the protagonists and antagonists in each play. 7. For each character, tell students to identify and list his or her qualities, values, and beliefs. 8. Display the following questions for students to consider when completing their character maps: How does the cultural and historical setting of the play influence this character s values and beliefs? How do the central characters influence the theme and the resolution of the conflict in each play? 9/14: Content Objective: Students draw conclusions supported by textual evidence in order to evaluate how effectively playwrights use dialogue and staging to develop characters. 1. Reading Appetizer: 5 minutes 2. Refer to the character maps students worked on in Daily Lesson 13. Ask: What do you find interesting and convincing about these characters? Discuss responses. 3. Instruct students to complete their character maps and to respond to the following prompt in their Reader s Notebooks: Write a paragraph evaluating how effectively the playwrights used dialogue and staging to develop their characters. Provide text evidence to support your ideas. 9/15: Lit. Book Diary of Anne Frank -character log Take notes Create Character Log 9/16: Start reading Diary of Anne Frank 9/19: Content Objective: Students analyze linear plot development in order to determine whether and how conflict is resolved in a play. 1. Review the plot of the play or script read in Daily Lesson 11. Ask: What was the theme of the play? Discuss responses. 2. Explain that they will read another play or script that has similarities to the play or plays they have already read. 3. Distribute the play and provide necessary background information and activate students prior knowledge regarding the play(s). 4. Explain to students that as they read the current play or script, they will apply the same strategies and exercises that they applied while reading the play from Daily Lesson
11. Students read the play or script in small groups. 2. Students create and record observations in a character log for either the protagonist or antagonist. 3. After reading the play, students complete a copy of the Handout: Story Map. 5. On a blank page in their Reader s Notebook, students write: Conflict in (title of play). Draw three columns. Label the columns with the following questions. What was the main conflict of the drama? Was the conflict resolved? What evidence from the text can you use to prove that the conflict was or wasn t resolved?1. 9/20: Content Objective: Students draw conclusions supported by textual evidence in order to evaluate how effectively playwrights use dialogue and staging to develop characters. 1. Reading Appetizer: 5 minutes 2. Refer to the character maps students worked on in Daily Lesson 13. Ask: What do you find interesting and convincing about these characters? Discuss responses. 3. Instruct students to complete their character maps and to respond to the following prompt in their Reader s Notebooks: Write a paragraph evaluating how effectively the playwrights used dialogue and staging to develop their characters. Provide text evidence to support your ideas. 9/21: Content Objective: Students analyze theme and compare the theme to other literary works they have read. 1. Ask: Why is it important to establish your purpose for reading? Discuss responses. 2. Explain that the purposes for reading a novel are to apply comprehension skills and to analyze literary elements. 3. Distribute Handout: Exploring the Novel. Discuss procedures and expectations for Literature Circles. 4. Establish expectations for working productively with others in teams. 5. Using the novel read aloud during the Reading Appetizer, discuss the major theme(s) of the story and compare them to other literary works discussed in this Unit. 1. Ask: Why is it important to establish your purpose for reading? Discuss responses. 2. Explain that the purposes for reading a novel are to apply comprehension skills and to analyze literary elements. 3. Distribute Handout: Exploring the Novel. Discuss procedures and expectations for
Literature Circles. 4. Establish expectations for working productively with others in teams. 5. Using the novel read aloud during the Reading Appetizer, discuss the major theme(s) of the story and compare them to other literary works discussed in this Unit. 9/22: Content Objective: Students explain the effect of similes and extended metaphors in literary text. 1. Distribute Handout: Literature Circles. 2. As students review the Handout: Literature Circles recall that these are all strategies they applied while reading myths and plays. 3. Using the previously read class novel, model each Literature Circle role. 4. Define similes and extended metaphors. Point out any similes and/or extended metaphors in the text. Discuss how they affect the reader. 5. Explain that the summarizer will be responsible for recording extended metaphors that they notice in the Literature Circle novels. 6. Review expectations for working productively in groups. Instruct students to focus their discussion around similes and extended metaphors found in the novel they are reading. StudentResponsib1. If necessary, students read Literature Circles novels individually or in small groups. 2. Students refer to Handout: Literature Circles and record responses for individual role in their Reader s Notebook. 3. Students convene in the Literature Circle groups to discuss the similes and extended metaphors presented in their novels. 9/23: Content Objective: Students analyze how the central characters qualities influence the theme of a fictional work. 1. Explain to students that they will switch roles as they continue to read their Literature Circle novel. 2. Instruct students to refer to Handout: Literature Circles and review the role they will play today. 3. Using the Reading Appetizer novel, discuss and record the central characters qualities. Provide textual evidence to support ideas. 4. Ask: How do these characters qualities influence the theme of the story? Discuss responses. 5. Instruct students to focus their Literature Circle discussion on the characters qualities and how those qualities influence the theme of the story.
9/26: Content Objective: Students determine the conflict and resolution in their story and analyze how characters influenced the resolution. 1. Explain to students that they identified and analyzed the elements of plot in the short stories and dramas they read. Now, they will apply this same skill to the novels they read in their Literature Circles. 2. Review elements of linear plot (exposition, rising action, turning point/climax, falling action, denouement/resolution, and subplots). 3. Using the Reading Appetizer novel, identify linear plot elements. 4. Refer to Anchor Chart: Conflict and Resolution. Define and discuss types of conflict and resolution. Provide examples as necessary. 5. Identify and discuss the conflict in the class novel. 6. Ask: What is the role of the central character in the conflict? Discuss responses. 7. Ask: How was the conflict resolved? What role did the characters play in that resolution? Discuss responses. 8. Review expectations for participating productively in groups. 1. Students meet in groups to discuss the plot, conflict, and resolution in the Literature Circle novels. 2. Students identify the elements of linear plot, the type of conflict, and the type of resolution in their Literature Circle novel. 3. Students discuss the role of the central character in the conflict and resolution. 4. Students record notes in the Reader s Notebook. 9/27: Content Objective: Students analyze linear plot development to determine how the conflict was resolved and how the characters influence the conflict and resolution. 1. Remind students that in Daily Lesson 18 they discussed Literature Circle novels in order to identify linear plot development and conflict. 2. Review what was learned about linear plot development and conflict for the Reading Appetizer novel. 3. Display the Handout: Story Map. Remind students of the elements of plot development. 4. Instruct students to complete the Handout: Story Map for their Literature Circle novel independently. 9/28: Content Objective: Students analyze linear plot development to determine how the conflict was resolved and how the characters influence the conflict and resolution. 1. Remind students that Daily Lesson 19 they completed a graphic organizer that
identified the linear plot development including the type of conflict and the central characters role in that conflict. 2. Review expectations and assessment criteria for a paragraph that determines whether or not the conflict was resolved and if so, how. 3. Refer to the Reading Appetizer novel. Ask: What was the central conflict in the novel? Was it resolved? If so, how? Discuss responses. 4. Refer to the Anchor Chart: Be an Effective Reader. Explain that effective readers draw conclusions that can be supported with textual evidence. Add draw conclusions that can be supported with textual evidence to the Anchor Chart. 5. Think Aloud and model writing a paragraph that determines whether or not the conflict was resolved and if so, how. Demonstrate how to incorporate textual evidence to support the response. 9/29: Lit. Book pgs. 30-38, do wks. 9/30: Lit. Book pgs. 15-26 do wks. StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity5:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: LessonActivity6:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date:
LessonActivity7:Date DateEngageorExploreorExplainorElaborateorEvaluate Verybriefexplanationofthestudentactivity StudentResponsibility,Date: StudentResponsibility,Date: StudentResponsibility,Date: