Children\'s Literature Task 1 Lesson Plan PDF

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Task one for childrens Literature, Emm2 Task 1...

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Children's Literature Task 1 Lesson Plan Renee Espindola Student ID: 000967178 11/13/2020 Childrens Literature- C269

Part A: Selected Illustrated Book with Positive Diverse Representation for Part B Discussion and Part C Lesson Plan ●

Last Stop on Market Street by Matt De La Peña

Part B: Part B1-B1A: Positive Diverse Representation ●

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The main characters in this book are CJ and his Nana. On Sundays, they take the bus through town to volunteer at a soup kitchen at the last stop on Market Street. On this day, CJ is upset that they don’t have a car of their own, and he’s mad that they have to wait for the bus in the rain. On their journey to the soup kitchen, the two encounter a variety of different people on the bus, and at the soup kitchen, and Nana helps CJ to see the raw beauty in the world around them from the diverse people, to the heart of the busy city that whizzes by. Nana helps CJ to view the positive aspects of their situation and uses inclusive interactions with fellow bus riders to show CJ that having material things is not what brings fulfillment and happiness. At one point in the story, a blind man gets on the bus and CJ lets the man have his seat. CJ asks his Nana why the man can't see. Nana replies, “ Boy, what do you know about seeing? Some people watch the world with their ears (Peña & Robinson, 2015).” In this example from the book, children can gain a deeper understanding of positive diverse representation because Nana is telling CJ that not all people experience the world in the same ways. Many people can see the world visually, but in some cases (i.e., the blind man), people use other senses to help them make sense of the world around them.

Part B2-B2A: Literary Theme and Literary Element ●

Last Stop on Market Street exhibits different literary themes, but the overall theme in the book is the idea that we should treat everyone with kindness and respect. These themes are evident when Nana has conversations with complete strangers, and then conveys the importance of these conversations and their meanings to CJ.

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At the end of the story, CJ and Nana get off of the bus at the last stop on Market Street. CJ notices that the streets are dirty and many windows are littered with graffiti in that part of town. The two of them walk into a nearby building. When they enter, CJ notices some familiar faces and he tells his Nana, “I’m glad we came (Peña & Robinson, 2015).” The last image in the book depicts CJ and Nana serving food to the homeless community. The characters in this story (Nana, CJ, strangers on the bus, homeless people) spur the respect and kindness aspect of the entire narrative and plot. The simple acts of benevolence displayed by Nana and CJ towards the other characters in the story, help to convey to the reader the literary themes of showing respect and being kind to everyone.

Part B3: Quality Illustrations in Selection of Children’s Literature ●

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It is important to select literature with quality artwork because it can deepen the students understanding of the story, and it can help the students to better understand the development of the story’s theme. According to Galda, Liang, and Cullinan, “Reading a picture book is as much a matter of “reading” the illustrations as it is reading the words. Words tell us things that the pictures omit, and vice versa (2016).” By using pictures, they advance the meaning of the story.

Part B3a: Quality Illustrations & Literary Theme

Peña, D. M., & Robinson, C. (2015), pg. 28 This illustration conveys the literary theme of kindness when Nana takes CJ to a soup kitchen, and they both volunteer their time to help serve food to the less fortunate.

Part B4-B4a/b: Genre & Genre Characteristics

● The specific genre of this book is realistic fiction. ● One characteristic that makes this book realistic fiction is that the story characters seem like real people with real issues or problems. For example, one character in the story is a blind man, and he has to take public transportation to get around (Peña & Robinson, 2015). This is a real life issue that occurs for some people daily. Another characteristic that displays realistic fiction is that the characters are involved in events that could happen in everyday life. For example, When CJ and Nana come outside, they have to walk to the bus stop. During their walk, it started to rain. CJ then sees one of his friends drive by in a car, and he starts to resent the fact that he and Nana don’t have a car of their own. CJ says, “Nana, why don't we have a car ( Peña,  D. M., & Robinson, C. (2015), pg. 5)?” The feeling of wanting something that someone else has is a situation that many children can relate to.

Part C: Direct Instruction Lesson Plan

Direct Instruction Lesson Plan Template

General Information

Lesson Title: Last Stop on Market Street

Subject(s): ELA

Grade/Level/Setting: 3rd grade/CLassroom

Prerequisite Skills/Prior Knowledge: Students must:

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Know How to read Know How to write

Standards and Objectives

State/National Academic Standard(s): CCSS.ELA-LITERACY.RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Learning Objective(s): After determining the story’s theme as a class, and when given a worksheet, students will be able to find textual evidence to support that theme in 4 of 5 opportunities with 100% accuracy.

Materials

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“Last Stop on Market Street” (1 hard copy) “Last Stop on Market Street” digital copy /student iPad/computer per student Interactive notebook /student Pencils /student

Language Demands

Technology

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Slide presentation on theme smartboard/projector/television for slide presentation iPad/computers

Language Function(s): Students will be front-loaded on content specific vocabulary, as well as refreshed on other relevant academic vocabulary. Students will close-read text to determine the theme.

Vocabulary: Theme, Universal theme, virtue, moral, diversity, author’s message, central idea, lesson, universal.

Discourse and/or Syntax: Provide examples and choral responses with the teacher. Students will engage in academic discourse while completing think-pair-share activity. Teacher will float around the room during this time holding students accountable to rules of discourse a nd academic language..

Planned Language Supports: Students will interact with new information by entering it into their interactive notebooks (whole class). They will apply that information during the warm-up story (whole class). They will engage in teacher led pre-writing activities (brainstorming virtues). Students will be provided sentence stems to aid in meeting the objective.

Instructional Strategies and Learning Tasks

Anticipatory Set:

Activity Description/Teacher

Student Actions

“Who has heard the story of the Boy Who Cried Wolf? ”

Students answer teacher questions Students listen to the story, and offer guesses as to the lesson (possibly informed by experience).

When and why was it told to you? Teacher tells the story and asks students what the lesson in the story is?

Possible lessons: ● ● ● ●

You should always tell the truth Trust is hard to build but easy to break Tell the truth if you want people to trust you. Lying has consequences.

Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher

Student Actions

Multimedia presentation on literary theme.

Note taking in interactive notebooks.

Ask students to come up with a list of common themes.

Students come up with a list of common themes.

Guided Practice:

Activity Description/Teacher

Student Actions

Reads Last Stop on Market Street t o students. Instructing them to listen only o n first read-through.

Students listen to story

Tell the class that they are going to hear the story again but this time they should write down any and all virtues / universal themes that they hear.

Students write down virtues/universal themes: (e.g.) appreciation, kindness, perspective, observation, etc.

Instruct students to circle the word/phrase that they think would be most important to the author when they were writing the book.

Students choose and circle the word/phrase that they think would be most important to the author when they were writing the book.

Ask students “what does the author want you to know”? Tell them to write down: The author wants you to know that… a nd then finish the sentence.

Writes down: The author wants you to know that… a nd then finishes the sentence. Possible answers: We should appreciate the things we have. We should be kind to those around us. We should respect those who are different. Etc.

Independent Student Practice:

Activity Description/Teacher

Student Actions

Have the students pair up and share their themes with their partners. Using their iPads, each duo will reread the book (ebook) a final time, finding at least 4 pieces of evidence from the text that support their chosen theme.

Students pair up and share their themes with each other. They will reread the book one last time on their iPads (e-book) and find and record 5 pieces of evidence from the text that support their chosen theme

Culminating or Closing Procedure/Activity:

Activity Description/Teacher

Students will complete an exit ticket to affirm the I Can… s tatement(s)

Student Actions

Students complete exit-ticket.

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I can define theme I can identify a theme in a story I can find evidence within a text to support that theme

Differentiated Instruction

Gifted and Talented: Gifted and talented students will be paired up heterogeneously with struggling students during the think-pair-share activity in order to strengthen their own understanding through peer-assisted learning. In doing this, they will also be strengthening the understanding of their partners. Additionally, on the exit ticket, G&T students will not only be expected to affirm I Can… s tatements, but to confirm t hem by a.) writing down the definition of literary theme, b.) Identifying the theme in a brief text/passage, and c.) citing evidence from that text/passage and providing it on their differentiated exit-tickets.

EL: To support English language learners, content vocabulary will be recorded alongside drawings made by the student themselves. English language learners will also receive visual vocabulary for non-specific vocabulary Teacher will preform multiple checks for understanding t o ensure they are understanding the content and directions.

Students with Other Special Needs (Make sure to specify the Special Needs student, e.g. “Visually impaired, ADHD, etc.): A student who has ADHD will be given a laminated assessment worksheet with a self chosen reward listed on the bottom (extra computer time, creative free time, etc). As they move through the lesson, the student will be able to give themselves check marks as they finish each part of the lesson. If they receive a worksheet of all check marks, they can get their chosen reward.

Assessment

Formative Teacher will conduct informal formative assessments through cold-calls and choral response questioning during the anticipatory set.

During the think-pair-share activity, the teacher will float around the room conducting checks for understanding and asking guiding questions.

Summative Students will receive a worksheet requiring the books theme, (of which there will be multiple possible answers). The worksheet will require them to independently find five pieces of evidence to support their chosen theme (also multiple possible answers). An exit ticket will serve as an informal summative assessment/ objective affirmation.

References Galda/Liang/Cullinan. (2016). Literature and the Child. [Western Governors University]. Retrieved from https://wgu.vitalsource.com/#/books/9781305642362/

Peña, D. M., & Robinson, C. (2015). Last Stop on Market Street  (Illustrated ed.). G.P. Putnam’s Sons Books for Young Readers....