Lesson: Main Idea (fiction), Lesson 13

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Lesson Objective

SWBAT identify the elements of fiction (problem, solution, character, and setting); SWBAT select and justify the most important event in a book; SWBAT identify the theme of a work as what the author is trying to tell the reader.

Lesson Plan

Edward W. Brooke Charter School

Problems in Fiction Unit

 

Mini-Lesson: If readers don’t know what is going on with the problem, they go back and reread.

 


Materials:

  • Book Baggies with leveled fiction books
  • Unfamiliar Read Aloud

 

 

Connection: Scholars, yesterday we learned that it is important to predict whether the big problem is going to get better or worse. Today we are going to learn about what do to if you are confused about what is happening with the problem.

 

 

Teach: Scholars, sometimes it can be difficult to follow what is happening with the problem in your book.  If we don’t understand what is happening with the problem and whether it is getting better or worse, we are not going to understand our fiction books. If you don’t understand what is going on with the problem, you should go back and reread so that you can figure out what is going on. You might need to start from the beginning of the book, or you might need to go back a few pages. By rereading your book or part of your book, you can make sure that you understand what is happening with the problem. Let me show you what I mean. Read a book that is unknown or lesser known to your kids. Model getting confused and going back to reread and then model getting unconfused.

 

 

Active Engagement: Scholars, I want you to turn to your partner and tell them what strategy you can use if you don’t know what is going on with the problem in your book.

 

 

Link: When you read, if you are confused about what is happening with the problem, you must go back and reread so that you understand the problem and the story.

 

 

Share:  Have student share a when they had to reread or share an example from a conference when a student had to reread.

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