Children\'s Literature Task 3 Lesson Plan PDF

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lesson plan for task 3...

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GENERAL INFORMATION Lesson Title & Subject(s): Theme & English Language Arts & Reading Topic or Unit of Study: Connecting Books to a Common Theme Grade/Level: 3rd Instructional Setting: There are 20 students in my class including 2 ELL students and 1 visually impaired student. The class will be seated at their individual desks for the entirety of this assignment. There will be direct instruction to explain “theme” and “characters” and then the students will work independently on the assignment. I will utilize the Smart Board during direct instruction.

STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): (5) Reading/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. Students are expected to: (A) paraphrase the themes and supporting details of fables, legends, myths, or stories (8) Reading/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. Students are expected to: (B) describe the interaction of characters including their relationships and the changes they undergo

Lesson Objective(s): Given three stories, students will be able to write an essay about how the three stories have the common theme of friendship through analyzing characters and their relationships and changes they undergo with 75% accuracy. I will know the students have met the objective if they can score at least 70 points out of 100 points on the writing checklist.

MATERIALS AND RESOURCES Instructional Materials: 20 copies of each: Alexander and the Wind-Up Mouse by Leo Lionni Owen & Mzee by Craig Hatkoff, Isabella Hatkoff, and Paul Kahumbu Holes by Louis Sachar Picture of Charlie and the Chocolate Factory 60 copies of graphic organizer and guiding questions Theme Poster Writing Journals Smart Board Document Camera

Exit slips

Resources: Charlie and the Chocolate Factory. (n.d.). Retrieved October 27, 2016, from https://catholiccinephile.wordpress.com/2015/07/20/charlie-and-the-chocolate-factory/ Hatkoff, I., Hatkoff, C., Kahumbu, P., & Greste, P. (2006). Owen & Mzee: The true story of a remarkable friendship. New York, NY: Scholastic Press. Lionni, L. (1969). Alexander and the wind-up mouse. New York, NY: Pantheon. Lynette, R. (2012, December 20). Theme Freebie. Retrieved October 27, 2016, from file:///C:/Users/Shelby Cowden/Downloads/ThemeFreebie.pdf Sachar, L. (1998). Holes. New York, NY: Farrar, Straus and Giroux. INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: Prior to engaging in this activity, students must be proficient in reading, writing, and listening.

2. Presentation Procedures for New Information and/or Modeling: (1 hour) (Day 1) Step One: I will introduce theme. Teacher: “Theme is the main message of a story.” I will display the Theme Poster on the board and read it to the class. “Theme is what the author wants you to know or learn, a broad idea about life, and it is usually not stated, but rather inferred. That simply means that the author isn’t going to say what the theme is but is going to give you hints by using the characters to figure out the theme on your own.” I will display a picture of a well-known book, Charlie and the Chocolate Factory. I will start a classroom discussion about Charlie and the Chocolate Factory beginning with the question “what can you tell me about this book?” Students will probably talk about the characters and how they were all mean and greedy except for Charlie and that is exactly what I want to get from them. “The theme of Charlie and the Chocolate Factory is greed. All the kids in the movie were greedy and only cared about sharing the secret recipe of the Everlasting Gobstopper so they could make money. Except for Charlie. Charlie knew that telling someone’s secret recipe would be the wrong thing to do. Something bad happened to all the greedy children which tells the reader that being greedy doesn’t help you and can have some pretty bad consequences.” Step Two: I will explain to students how following along with the characters can help you determine the theme of a story. Teacher:

“Notice how we talked all about the characters during our discussion. Following the characters in a story can help you find out the theme of a story. When reading a story, you should pay attention to how people treat each other and the character relationships. They can be a huge help.” Step Three: I will introduce the three stories. “Next, you’re going to read three stories. These three stories have a common theme. That theme is friendship. The reason I am telling you the theme instead of having you determine it on your own is because I want you to support the theme with evidence from the stories. The stories are Alexander and the Wind-Up Mouse, Owen & Mzee, and Holes.”

3. Guided Practice: (1 hour)(Day 2) Step Four: I will introduce Alexander and the Wind-Up Mouse along with the graphic organizer and guiding questions. Teacher: “Today we are going to read this story together. Alexander and the Wind-Up Mouse was written by Leo Lionni.” I will read the story while students follow along at their desks. After I read the story, I will pass out the graphic organizer and guiding questions to each student. I will then go through each question with the students calling on them to help me answer them as I go. Then we will complete the graphic organizer portion of the assignment by listing three examples of the theme friendship from the story. When we’re finished, I will introduce the remainder of the lesson to the students.

4. Independent Student Practice: (1 hour per day for a week) Step Five: I will introduce the next two books. Teacher: “Now you are going to read the stories Owen & Mzee and Holes.” I will pass out these two stories and have students read the stories and complete the same activity as before but with these two books. Holes will require more than just class time so students will have daily reading at home to insure the book is completed within a week. Step Six: I will introduce the assignment. Teacher: “Now that you’ve read all three stories and we’ve established the theme: friendship, you are going to write a page long essay in your writing journals about the connecting theme. You may use the graphic organizer and guiding questions you used during the reading assignments to help you. Your essay will be four paragraphs long: one paragraph per story and the final paragraph connecting all three stories to theme of friendship. You will be graded by the attached checklist. You may use the checklist as a guide for your writing.”

5. Culminating or Closing Procedure/Activity/Event: (5 min) I will have a fill in the blank exit slip for students saying ________ is the main message of the story which can be found by the following the _____________. (theme, characters) .

Instructional Strategy (or Strategies):

Direct instruction was used to explain theme and character relationships. Group Collaboration was used to discuss Charlie and the Chocolate Factory as well as Alexander and the Wind-Up Mouse.

Differentiated Instruction Modifications: ELL Students: For my ELL students, I will grade their writing assignments only based on the content alone. ELLs struggle with writing and this is quite a long writing assignment. I will be confident knowing they understood the lesson if they can point out the theme in each story and connect the three stories together. I will not grade them on the mechanics of writing. According to Kevin Yee, “you don’t have to grade every part of the essay. Grade everything for content and maybe grade one paragraph for mechanics to isolate the patterns.” Since the objective isn’t about writing, mechanics do not need to be graded for this assignment. Visually impaired student: For my visually impaired student, I will be sure he is accommodated with audiotapes of the stories. He will not have to complete the essay. Instead, he will spend time one-on-one with me explaining why the theme is friendship. He will also be graded on the content alone. According to the American Foundation for the Blind, students who suffer from a visual impairment of blindness can have their instruction modified by verbally giving his answer while the teacher or scribe writes his answer down (American Foundation for the Blind, n.d.).

Use of Technology: I used a document camera and a Smart Board to display the Theme Poster, the worksheets, and the picture of Charlie and the Chocolate Factory.

Student Assessment/Rubrics: I chose to grade students on this writing assignment by using a writing checklist. (Attached) I believe this was an effective use of assessment because there were a lot of details to the writing assignment. A rubric wouldn’t be detailed enough. The checklist will have ten items worth ten points each. I will know they mastered the objective if they can score 70 points out of 100 points.

Scaffolding Technique: I could have implemented scaffolding had I not chosen to do a group discussion about Charlie and the Chocolate Factory. I could have completely demonstrated how to find the theme by talking about the characters and the character relationships and showing the students how to fill out the graphic organizer and guiding questions. Then, we could have done Alexander and the Wind-Up Mouse together. Finally, during the independent practice, they could have done it one their own while I watched and was there to help if needed. By doing this, the students would have seen it being done, then they would have been able to try while I’m still guiding them, and then I would have released them to try it on their own. With the many times we went over it, I would feel confident that this scaffolding technique would have been effective in teaching them how to find evidence to support a theme.

Sources:

Accommodations and Modifications at a Glance: Educational Accommodations for Students Who Are Blind or Visually Impaired. (n.d.). Retrieved October 27, 2016, from http://www.afb.org/info/programs-and-services/professional-development/expertsguide/accommodations-and-modifications-at-a-glance/1235 Charlie and the Chocolate Factory. (n.d.). Retrieved October 27, 2016, from https://catholiccinephile.wordpress.com/2015/07/20/charlie-and-the-chocolate-factory/ Hatkoff, I., Hatkoff, C., Kahumbu, P., & Greste, P. (2006). Owen & Mzee: The true story of a remarkable friendship. New York, NY: Scholastic Press. Lionni, L. (1969). Alexander and the wind-up mouse. New York, NY: Pantheon. Lynette, R. (2012, December 20). Theme Freebie. Retrieved October 27, 2016, from file:///C:/Users/Shelby Cowden/Downloads/ThemeFreebie.pdf Sachar, L. (1998). Holes. New York, NY: Farrar, Straus and Giroux. Yee, K. (n.d.). Grading Student Writing: Tips and Tricks to Save You Time. Retrieved October 27, 2016, from http://www.usf.edu/atle/documents/handout-grading-writing-assignments.pdf

Student Name: ___________________

Writing Checklist: Theme Essay Each section is worth 10 points. Possible points: 100 Mechanics: Spelling

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Mechanics: Punctuation

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Mechanics: Grammar

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Mechanics: Sentence structure

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Mechanics: Paragraph structure

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Alexander and the Wind-Up Mouse: the student provided textual evidence to support the claim that the theme of the story was friendship.

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Owen & Mzee: the student provided textual evidence to support the claim that the theme of the story was friendship.

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Holes: the student provided textual evidence to support the claim that the theme of the story was friendship.

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Connection of Friendship between all three stories.

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Character description: the student provided an accurate portrayal of the characters in each story.

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