How do characteristics of genres remain true in literature? To answer this question, students will spend time researching and citing evidences of genre characteristics found in excerpts of literature. With the first unit integrating thematic units about pre-Colonial Times, students must know how to comprehend information from both fictional and nonfictional sources to be successful readers in speeches, newspaper articles, poems, and fictional stories.
Today, students will start class by responding to a writing prompt posted on the whiteboard.
“I love to read (place your favorite genre type here) because …..”
I chose for students to write about their favorite genre since students at this age love to read high interest books in their spare time. In past years of working with these types of students, reading has been an activity used for enjoyment. Since the incorporation of Common Core Standards, reading has shifted to emphasizing the need to read for information.
It is time for students to share out! Hers is an example of a students' quick write paragraph done during this time. Students volunteer to read their responses in front of the class. After each reading, I ask students who wrote about the same genre to raise their hands. This allows students to see which genres were selected and reasons why the selection was made by students. For genres not read aloud, I will ask students to share what genre was chosen and the reasons why it was their favorite type of reading.
What are genre characteristics? Students will answer these questions by taking notes on the characteristics found in various subgenres of fiction. I model how to recall characteristics found in realistic fiction. I will ask students, “What do we know about realistic fiction stories?” As students respond (realistic fiction responses) to my question, I place answers on the board. I want students to use prior knowledge when recalling characteristics viewed in fictional stories.
Students will work in pairs to recall genre characteristics found in subgenres of Fiction. I chose for students to work cooperatively since I enjoy the infinite knowledge that derive from students thinking about the same topics. Each group will be given the first 10 minutes to work on the handout independently. The notes that are produced from a power point will not equate to the substance found in the notes students will take from their own knowledge and experiences with reading fictional stories. Once each group has done enough on the genre characteristics handout, groups volunteer to place their handout under the Elmo to share their responses with their peers. As groups go over the answers to each genre, I facilitate a discuss whole-class on the types of books read or other characteristics that are true to the genre type.
Giving students the chance to present information to the class provides numerous examples of how traits look in literary stories. Since the readings of the first unit will vary in genre types, students need to find genre characteristics and then examples in the text that support these traits. Check out these examples genre characteristics handout front and genre characteristics handout back to see what responses were given during this activity! For students who struggle with this assignment, past books read in the subgenre of Fiction can help them complete the handout.
How do I know students retained information about characteristics found in genres? Students will complete an exit ticket on the following
If you could write a short story, what would be the title of your story?
As students create their example of story title, I walk around the room to record the similarities and common themes on my clipboard. Writing this information will allow me to share with the class the common words, adjectives, and language used in titles and what genres were mostly used by students to create their own titles.