Thinking about Theme through Author's Craft
Lesson 5 of 14
Objective: SWBAT think about how the author crafted the story in order to analyze the differing points of view in the story.
Connect: I will say, “Yesterday we read the part of Mason Dixon memory that had a lot of evidence for our theme, then we upgrade our theme. Today we are going to look at the text again to determine how the author crafted the text to show the theme.
Teach: I will say, “In order to show a deeper understanding of the text, I am going to practice the skill thinking about author’s craft and the strategy of using sentence stems. The process I will use is as follows:
1) Re-read the part of the text that I read yesterday
2) Think to myself, “Why did the author craft the text this way”
3) Write long about the author’s craft
4) Add if I agree with how the author crafted this theme.”
I will show students a “how authors craft theme” chart with sentence stems and give them a Authors Craft Resource Sheet.docx.
Then I will show the students with Song of the Trees how I determine an author’s craft moves. I read the part where Papa stands up to Mr. Anderson and say to myself, “Hmm…Mildred Taylor seems to be using a lot of dialogue and then describes the facial expressions of the characters. I am going to jot down, “The author uses a lot of dialogue between Papa and Mr.Anderson which shows the theme of “It takes an act of bravery to stand up to cowardice.” For example……(then I will include text evidence).
After I show at least three example of craft (I will have the other two already written). I will show the students how I think through, “Do I agree with how the author crafted this theme?” I will show them an example of my writing.
Active Engagement: I will say, “I want you to re-read the part of Mason-Dixon memory you read yesterday, using the chart, turn and tell your partner what kind of craft moves you see Clifton Davis making. Tell your partner the piece of evidence that makes you think this” I will check for understanding listening to every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember, in order to show a deeper understanding of the text, great readers practice the skill thinking about author’s craft moves and the strategy of using sentence stems and their resources. They re-read the part of the text which shows their theme, they think to themselves, “Why did the author craft the text this way? Then they write long about the author’s craft and add if I agree with how the author crafted this theme.”
Independent Practice: I will say, “Now you are going re-read the part of the story you read yesterday, annotate for author’s craft and then write long about it using the sentence stems.” Students will organize and write quietly while I confer. I will put on the writing music.
Partner Work: Students will be directed share their writing about author’s craft. I will say, “Decide who will be partner A and who will be partner B. Partner A you will share your thoughts about how Clifton Davis crafted the theme(s) of Mason Dixon Memory. Partner B, I want you to listen if partner A has a logical argument as to their claim about how Clifton Davis devised this theme through the characters. Give your partner feedback as to if they missed anything. I should hear you say, “I agree because…. OR I disagree because…” Then switch.”
Closing: For today students will turn in their “write longs” in order for me to assess their understanding of author’s craft.