Since we'll be switching books for our new genre study, kids will need to spend time completing the books they're currently reading. I give them fifteen minutes to read their independent text, before they are shown the new books for our unit. I also like to begin with silent reading because it focuses kids and calms them down after a busy passing period.
This is our first day of note-taking for our brand new unit. Instead of having kids take notes in their composition notebooks, I pass out this Note Sheet.
I photocopy this plot structure graph on a long sheet of paper. It helps the visual learners to understand plot structure. Sometimes, we look at just the lines together as a class first. I'll ask the question, what does this structure remind you of? Many say a volcano; some mention it looks like a roller coaster. I go with the roller coaster analogy. Stories are like a roller coaster, because as we read, the author builds anticipation, much like a that feeling when you're inching up towards the highest peek of the scariest roller coaster.
We start by taking notes on exposition, all together as a class. Kids may notice that the word expose is hidden in this larger word. So then, I ask, what is being exposed?
The answer is, the characters, setting, and sometimes conflict.
Today we begin our read aloud. It bridges nicely from our earlier discussion and note-taking on exposition. Today, we'll be noticing the exposition of in the story So B. It. I ask my students, listen for evidence of characters and setting being exposed, or introduced, to the reader.
I read the first two chapters of the novel. I pause throughout when I hear something or someone introduced. Kids notice this on their own, and we talk about why we're sure that we are reading the exposition. It is not just because it is at the start of the novel. We find concrete examples of characters and settings being introduced.