Lesson Plan p.160

Curriculum Standard
2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of length, difficulty, and complexity.
d. The student will interpret increasingly complex literary text, literary nonfiction, and informational text to compare and contrast information, citing text-based evidence. (DOK 3)

1) Story elements (e.g., setting, characters, character traits, events, resolution, point of view)

Big Idea: Identifying the story elements in a piece of literature (Charlotte's Web) and then move on to different types of literature.

Preparation:
1. Introduce the story elements (settings, characters, character traits, events, resolution, point of view)
2. Relate the story elements to the preciously read Charlotte's Web.
3. Open a class discussion on the story elements and how they relate to Charlotte's Web, if students have questions or are unsure of an element now is they time to clear them up.
4. Have students work in partners to find the story elements of either a short story or a piece of literature they have previously read. (Scaffolding)
5. Move on to discuss different types of literature with the students, the short story the students went over in number 4 and literature works they have previously read. Move on to work on that not all literature will contain every story element.
6. Have students create their own short story that contains at least 4 out of the 6 story elements.

Guidance:
1. Introduce all story elements and connect them to concrete ideas from Charlotte's Web
2. While students are working in partners use teacher observation and assistant to see if students are grasping the concept of story elements
3. Have student questioning during the discussion to ensure students reach and understanding of the story elements before they move on to work alone.
4.Allow students to continually ask questions and offer assistant while the students are writing their own short story.

Application:
1. Introduce all six story elements after the reading of Charlotte's Web

Assessment:
Students will create their own short story that has at least 4 out of the 6 story elements. The teacher will read the students short stories and check for accuracy and understanding.

Chapter 5

First off this is my second time typing this because the first one disappeared into the black whole of the internet. So I seem short and sweet and to the point that it why. Haha. What I got from the text is that text can be frustrating for students if they do not understand what the text is conveying or if it is to over their head. How many times have we read material (especially in our major) and ask ourselves what they are talking about. I know that when this happens I become easily frustrated and want to give up and not want to continue to read. This is also true for students. If they become frustrated with text they will shut down.
One thing that I did find interesting in text was about digital text (p.132). In this day in age we know that we live in a digital world. Kids are automatically going to be more drawn to something if it is on a computer. By having students even read off the computer it is going to hold their attention longer. For example, if a student is reading an article on caribou and there is a video of the caribou it will obviously intrigue them more.
One Blog that I found interesting through bloglines was a blog that talked about how a school in Britain changed their student’s behavior by having Victorian styles rules. Its very interesting. Also through bloglines I found a very good website: elementary-teacher-reesources.com

Multiple Literacies

Currently in my life I am involved in numerous different things. The first thing that sticks out in my mind when asked about the different literacies in my life is the daily devotional. I read it every night before I go to bed and it completes my day for me. Another area that sticks out is of course school. We are asked to read numerous different things on a daily basis. Through these readings I find myself discussing some of the things with my classmates, where as with my daily devotional I hardly discuss it. And then for leisure I read the occasional girly magazine or two. My roommates have a lot of them laying around and when I find myself with extra time, which is very rarely, I will give one a glance.