Lesson: LRA 3.1 - Structural Features of Literature

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Lesson Objective

SWBAT analyze the physical aspects, authors’ intent, and intended audience of nonfiction, fiction, poetry, and drama with 80% accuracy by the end of the week, as shown by a Tt created 10 question Friday quiz.

Lesson Plan

LRA– Literary Forms
Standard : LRA 3.1
3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.
I. Desired Outcome
SWBAT analyze the physical aspects, authors’ intent, and intended audience of nonfiction, fiction, poetry, and drama with 80% accuracy by the end of the week, as shown by a Tt created 10 question Friday quiz. 
II. Evidence of Learning*
-Thumbs up Thumbs down during Mini-lesson
-R.T. recording sheets (filled out by group facilitator)
-Daily completion of “Literary Forms†poster
III. Opening the Lesson
A. Activity to open the lesson ideally:
 1. Motivates and engages students,
 2. Either assesses prior knowledge or explicitly builds on prior knowledge/life experiences/interests – for example, “Do Nowsâ€
 3. States the objective of the lesson.
B. How long will the opening take?
C. Consider Blooms Taxonomy/Ask good questions (Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation)
Tell students that last week we used a PowerPoint presentation to learn about different literary forms and their uses. Poll students for the different literary forms that were discussed last week write them on the board. Then, while writing “Who/What/Why†on the board, ask students what three things writers always think about before they begin writing. Remind students that “who/what/why†can be reminders of these things, and prompt discussion by saying “I know that “who†in this case is talking about “Audience,†because I know that every writer thinks about “who†they are writing to before they start writing. 
Take Ss responses to fill in the other two columns under “why†and “what,†having them turn and tell a partner what each “w†word is related to before taking answers whole class to be recorded on the board.   
What=Literary form chosen
Tell students that this week they will be working each day with a different literary form in small groups, reading pieces in a format similar to buddy reading. Tell them that within that group each student will have a specific job that is related to one of the three things we just related on the board. 
One student will be responsible for finding the audience or “who†of the piece, someone else will be in charge of figuring out the “author’s purpose,†and a third person will analyze the piece for its literary form.  A fourth person in the group will act as the facilitator and recorder, telling people when they should go based on the group schedule and writing each person’s ideas down on the group recording sheet. 
Tell Ss that today they will just be practicing these skills as a class, while tomorrow they will be working both as a class and in their groups. On Wednesday and Thursday they will have a chance to use these skills independently in their groups.   
(10 Minutes)
IV. Instruction and Modeling* – What is the teacher doing?
A.What are you going to teach and how? (Will you provide relevant information, model thought processes, establish guides or graphic organizers, etcetera?)
B.How will you differentiate instruction? (small groups, guided math, guided reading, guided writing, literature circles, etc)
C..How long will each activity take?
D. Consider Blooms Taxonomy/Ask good questions (Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation)
E. Consider Newmann’s Rigor
As copies of today’s reading are being pass around, Tt points out the the 4-Quadrant Poster that has been premade (but is still blank) on the board (Fiction, Non-Fiction, Poetry, Drama). Tt tells students that today we will be working with two types of non-fiction text. Have Ss choral read text (this is practice for small groups), then put up a transparency of the “Audience†cue card. Model using the scaffolded text to analyze the piece for audience, referring back to the list of possible audiences from last week’s PowerPoint as necessary (this list has been re-written previously by a student on chart paper). Have a student model responding in the same way, using the text as a base and following the scaffold exactly. 
Tt moves on to “Purpose†and “Characteristics,†emphasizing how they are following the scaffold exactly and including text evidence in their response. The pace on this should be brisk to keep Ss engaged and to save time for the next piece.
When finished have Ss turn their paper over and follow the same process for the letter to the editor. Because responses are oral the pace should be quick, the Tt making sure students are following the scaffold exactly as they respond. 
If time allows at the end, fill in the chart quadrant of the poster w/ ideas and characteristics that came up during the lesson. When finished tell students that they will be learning about fiction tomorrow and working more in their groups as they begin talking about the pieces on their own. 
V.Guided Practice – What are the students doing?
A.What will students do to interact and practice the subject matter? 
B. How will you differentiate instruction? 
C.What sorts of groupings will you use?
D.How long will each activity take?
Repeat the lesson from yesterday, just using a fiction text today (Excerpts from Crispin. Have students seated at their desks in groups. Before starting the teacher reviews with students behavior expectations when working in small groups (attentive listening to the speaker a MUST – zero tolerance policy for being offtask, off-task students receive checks and are removed from the group to complete the activity independently). 
Ss choral read the handout, then begin walking through the scheduled (and ordered) responses to the text based on color-coded cue cards the teacher has passed out. When finished choral reading the teacher models responding the text using the rubric. Then all students with that job respond to the text using their cue card – Ss may choose to repeat what the teacher said, or may come up with an idea of their own. The process is repeated two more times with each category. As each group finishes the teacher models filling out the “group recording sheet†on the overhead, basically assuming the job of facilitator for the class. Facilitators at each group also fill out their sheet, as this is their guided practice for the day. 
When finished, if time allows, fill in text features/audiences for “Fiction†on the wall poster. Tell students that tomorrow they will be working in their small groups as they respond to plays. 
(30 minutes)
VI. Independent Practice –
In their groups, using cue cards and recording sheets, Ss respond to drama and poetry. Tt teaches a 5-8 minute mini-lesson on each form at the start of the lesson, emphasizing visual clues (indenting, stage directions, etc), and purpose (especially for drama – ability to show the relationship between two people). Ss then break off into their groups and respond to new piece, working through the RT schedule as the Tt circulates. 
If time allows at end of the lesson, Tt fills in the “Literary Forms†poster with the class. 
 (30 minutes)
VIII. Closing the Lesson
Tell students how impressed you were by how you saw them interacting and teaching each other in groups this week. Remind students of the three Ws and how a great writers, including them, think about these things every time before they write. 
Focus Questions: What is your favorite literary form and why? 
What do you think the most powerful literary form is? 
What is the most popular (movies)? Why is this? 
( Minutes)

Lesson Resources

LRA 3 1 Sample Texts   Activity


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