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Lesson Title: Components of Literature

Grade: Fourth Grade

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

Special Needs (can be a group such as


struggling readers or individuals)

Print out a copy of the six literature


components in the students specific
language.

Place students with special needs in


groups with advanced learners in
order for peer assistance to occur.
Allow these students to verbally state
the components of literature to the
teacher if they have trouble with
writing. If a student is struggling with
reading, ask the group the student is
apart of to read the text aloud so all
students can follow along.

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

Evaluation Criteria- What


evidence of student learning
(related to the learning objectives
and central focus) does the
assessment provide?

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.

- Assess students knowledge of


vocabulary introduced to them.
- Assess students ability to apply
prior knowledge to the topic at
hand.
- Assess students ability to work
together in a group setting
- Assess if the factual information
displayed in the skit is accurate.
- Should assess whether the
students work indicates a clear
understanding of the topic.
- Assess if all members contribute,
are accepting of others ideas and
are able to compromise.
- Assess the presentation skills of
the students.

Resources:
1.
1.
2.
3.
4.
5.

Assessments & Rubrics:


T. (2006). Statewide Instructional Resources Development Center. Retrieved February 2, 2016, from
http://cte.sfasu.edu/wp-content/uploads/2012/01/Skit.doc
Online Resources:
The Seven Key Elements of Literature. (n.d.). Retrieved February 08, 2016, from
http://hrsbstaff.ednet.ns.ca/ldownie/Eng 11 seven_key_elements_of_literature.htm
Matching Readers with Texts. (n.d.). Retrieved February 08, 2016, from https://www.lexile.com/
Literary Analysis: Using Elements of Literature. (n.d.). Retrieved February 1, 2016, from
https://www.roanestate.edu/owl/elementslit.html
English Language Arts Standards Reading: Literature Grade 4. (n.d.). Retrieved January 26, 2016,
from http://www.corestandards.org/ELA-Literacy/RL/4/
Components of Literature. (n.d.). Retrieved January 23, 2016, from
http://faculty.weber.edu/vramirez/hnscompoflit.htm
Prezi Link:

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

Yashima, T. (1955). Crow Boy. New York: Viking Press.

AD760L

Fox, M., & Staub, L. (1997). Whoever you are. San Diego: Harcourt Brace.

AD280L

Becker, A. (2013). Journey. Somerville, MA: Candlewick Press.

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

Analyzing Teaching: To be completed after the lesson has been taught


What worked?
What didnt? For whom?

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?

What worked well for us was that before the lesson we


thought of some strategies we could use to engage the
students if need be during the instructional portion of the
key components. When we decided to use them we
worked well bouncing off of each other to keep the
lesson plan flowing.
What wasn't so great was that our content was a too
complex for fourth grade. The content was simple for us
so we figured it would work. That wasn't the case. I also
think that Shannon and I could have brushed up our
knowledge on the content a little more as that wasn't the
portion of the project we focused on completing. That
would have helped in presentation of the components.
If we were to prepare another lesson together continuing
this topic, I think we should prepare for the fourth
graders to be a little confused because our content
presentation was too complex.
We need to decide how we would help them understand
the components a little better.
Whole class: I would give the students the names of
components that we will be working with instead of
having them come up with them and then have them
identify them in the books we gave them. This will
increase interaction with the text.
Groups of students: while the students are working in
their literature groups for the skit maybe give them more
structure for how to develop a skit. Also possible
providing more support to the different groups as they
were coming up with answers for the first activity.
Individual students: Individually, I would like to use the
graphic organizers to help the students take notes on the
texts they had been exposed to on their own. Giving this

Justification
Why will these changes improve student learning?
What research/theory supports these changes?

as a homework assignment requires the students to pick a


book from home and pull the same components out of it
to relate to what they have learned in class.
The suggested changes to this lesson plan will provide
more interaction with the literature we provided them,
structure for the activities, and individual learning after
the fact.
I think the instructional design theory that would best fit
the changes I would like to make to the lesson plan
would be supported by Joseph Schwabs Inquiry Based
Learning Model. This focuses on giving the individuals
the ability to investigate topics, new content and
vocabulary and connect it to prior knowledge. This
makes the goal of the instruction focused on using
questioning and prompting to access prior knowledge to
connect to new knowledge being built within the lesson.

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