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Goals or Objectives:
Students will be challenged to listen to directions and exhibit these listening skills through properly
following directions.
Students will use prior knowledge to read through the books.
Students will work as a part of a team in literature circles.
Students will collaborate in a group to determine six key components of literature.
Students will analyze their peers work written on the board.
Students will complete and turn in a graphic organizer.
Students will learn the six key components of literature.
Students will interact with their peers and teachers to share what they have learned about the six key
components of literature.
Students will use their knowledge of the components of literature and their creativity to work as a team
to create a story.
Students will engage in an oral language activity in which they will demonstrate what they have learned
about the components of literature by performing a skit they have created.
Grade Level Guide: Content Standards
Content Curriculum Focal Points Common Core State
(ie: NCTM, IRA,)
Standards
CCSS.ELA-Literacy.RL.4.3
NCTE:
Describe in depth a
4. Students adjust their use of
character, setting, or event in
spoken, written, and visual
a story or drama, drawing on
language (e.g., conventions,
specific details in the text
style, vocabulary) to
(e.g., a character's thoughts,
communicate effectively with a
words, or actions).
variety of audiences and for
different purposes.
CCSS.ELA-Literacy.RL.4.2
Determine a theme of a story,
drama, or poem from details
in the text; summarize the
text.
Interdisciplinary Connections
Students will be introduced to
multi-cultural information through
the text. These texts will be
simultaneously used with a social
studies lesson on traveling around
the world as an introduction to
literature in other cultures.
Collaboration will occur with the
History teacher so the students will
be learning about a topic in more
than one class.
Academic Language: What Academic Language specific to your content area is necessary for learning
to occur?
1. Graphic organizer
2. Literature circles/groups
3. Plot
4. Setting
5. Point of View
6. Theme
7. Conflict
8. Man vs. Man
9. Man vs. Nature
10. Man vs. Society
11. Man vs. Self
12. Context
13. symbolize
14. location
15. Perspective
16. first person
17. second person
18. third person
19. Omniscient
20. Narrator
21. Observation
22. Deeper Meaning
Students Needs:
Students will have experience working as a group, reading, writing, and following directions.
English Language Learners
Materials:
Student needs:
Pencil or pen
Notebook
good attitudes
Teacher needs:
Hershey kisses
Stickers
Computer
Projector
Books (number determined by class size)
Printer- graphic organizer, skit rubric
Language Function: Students will evaluate the information in the books and explain what they have
learned through describing what they read to their group. The students will interpret the text to one
another and determine key components of literature. After the presentation, students will analyze the
material they have learned through the prezi. By evaluating the six key components written on their
graphic organizers, the students will then design a short story in their literature circles and prepare a
short skit, demonstrating their understanding of the information.
Lesson Plan
Before: Students will be greeted as they enter the classroom and will be handed one Hershey kiss. On
the bottom of each Hershey kiss will be a variation of five colors. The color will represent the Literature
circle that each student is assigned to. Students will find their peers with the same Hershey kiss color,
form a circle, and sit with their respective groups. Each literature circle will be given two pre-selected
books. Written on the board will be the following question, What are six key components of
literature? As students read through each book they can discuss amongst themselves what they believe
to be at least three vital components of literature. One student from each circle will then come up to the
blackboard and write one component that they have chosen. (Keep in mind: students cannot repeat a
component.) After all of the components are written on the board, the teachers will then enter into the
lesson.
During: Students will receive a graphic organizer, which is to be filled out during the lesson. The
teacher will then begin the lesson using Prezi. Students will be asked a question after each component of
literature has been presented. Interaction will occur throughout the Prezi amongst the teacher and the
students. At the end of the Prezi the teacher will explain the skit activity.
After: Students will engage in an oral language activity in which they will demonstrate what they have
learned on the components of literature by performing a skit.
To do this, students will turn to their literature circle members, share what they have learned through the
lesson and what they wrote down on the graphic organizer.
The following is the set of instructions for the students to create their skit:
- Create a brief story/skit 2-4 minutes long. Or modify an already existing story you know.
- Include all six components discussed in class: Plot, Characters, Setting, Conflict, Point-of-view, and
Theme
- Be sure that each member of your group has role to play in the skit.
- Share your story with the rest of the class by performing your skit!
In order for students to share what they have learned, each circle will put on a short skit that includes
the six components. The circles that are not performing will identify which part of the skit and story
correlated with which component. During this time the teacher will evaluate the students progress and
fill out a rubric.
Assessment:
Type of assessment
(formal or informal)
Description of
assessment
Modifications to the
assessment so that
all students could
demonstrate
learning
Informal
Formal
- graphic organizer
filled out during
class
- Literature circle
participation:
finding 6
components &
writing 1 on the
board.
- Skit writing and
performance
utilizing information
learned about
literature
components
-Students will be
given the rubric
which they will be
graded on for this
activity
- Provide one on
one help to ELL
students.
- teachers alternate
walking through the
classroom to
provide direction
for students in
taking good notes.
- Provide a theme
and idea
brainstorming
session for the
students before they
start work with the
groups again.
- Leave the six
components we are
focusing on, up on
the board.
Resources:
1.
1.
2.
3.
4.
5.
1. http://prezi.com/qpdmpqauyyn-/?utm_campaign=share&utm_medium=copy
Lexile Scores for Books Used:
Book APA Citation
Lexile Score
McCully, E. A. (1992). Mirette on the high wire. New York: G.P. Putnams Sons.
580L
Lucado, M., & Martinez, S. (1997). You are special. Wheaton, IL: Crossway Books.
AD480L
AD760L
Fox, M., & Staub, L. (1997). Whoever you are. San Diego: Harcourt Brace.
AD280L
NP
Silverstein, S., & Silverstein, S. (1964). The giving tree. New York, NY: Harper & Row.
530L
Balit, C. (2003). Escape from Pompeii. New York, NY: Henry Holt.
NC920L
Pinkney, J., & Andersen, H. C. (1999). The ugly duckling. New York, NY: Morrow Junior Books.
910L
Juster, N., & Raschka, C. (2005). The hello, goodbye window. New York, NY: Michael di Capua
Books/Hyperion Books for Children.
AD760L
Pizzoli, G. (2013). The watermelon seed. New York, NY: Disney Hyperion.
180L
Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?
Proposed Changes
If you could teach this lesson again to this group of
students what changes would you make to your
instruction?
Justification
Why will these changes improve student learning?
What research/theory supports these changes?