Day One: Analyzing Literary Elements in a Story
Lesson 2 of 7
Objective: SWBAT cite evidences of characters, setting, and plot in Uncle Jabez's Story.
Warm-Up: Quick Write
Fiction is the most popular genre of the students I teach. Who wouldn’t love how realistic things are exaggerated and turned into mysteries or even thrillers? Students understand that fictional stories describe imaginary events and people. However, I want my students to understand how these imaginary elements impact the relationship that exists between the conflict, plot, character, setting, and theme of unrealistic stories.
Students will respond to the following question in their notebook
“What are the five elements used to create fiction stories?”
Here is a elements of fiction sample that shows how a student responded to the prompt! Instead of giving students the answer aloud, I will show students a video that describe these five elements through a rap. I love using music in my classroom as it is easy to remember information or a tune by hearing it repeated over and over again. Students will watch the clip as a review of the story elements that will be discussed in today’s classwork.
Students will read the story silently. I choose this method since I want students to formulate their own interpretations about the relationship held amongst the settlers and Pilgrims. Prior to this lesson, we have studied the Pre-Colonial Times and the groups of people who helped establish America. The selection chosen for this lesson relates to similar themes of this time period.
However, teachers can teach these same elements when reading other fictional stories throughout the school year. I will ask students to create a legend on the topic of their fictional story that relates one color to each element of fiction. As I pose questions about the information that relates to the characters, setting, conflict, etc. students will underlined the cited examples found in the text. See an Uncle Jabez - Colored Story Elements example now to truly understand what students are asked to do in this section of the lesson.
I will ask students to go back through the story and underline ideas associated with the story elements of fiction. At this step, students are looking at various ways authors use ideas to support the elements that categorize stories as fiction.Students will work in pairs to complete this activity. The use of student collaboration will allow students to use prior knowledge to uncover multiple examples of elements found in the story. I believe that students can find more examples of fiction when more eyes are looking at the same information. To share new insight on story elements of fiction, different pairs will be asked to share aloud the information they cited in the story. Here are some examples, Front side of student work sample and Back side of student work sample, of what students produced during this time. Also, notice the annotations students made in the margins due to the discussion held in class about the story.
I will select 5 words to be used in this week’s ice cream cones. The words from the fictional text included: rendezvous, pretentious, prolonged, eloquent, and delicatessen. Students will complete these cones for homework and use these same words in their end of unit narrative writing about the Pre-Colonial Time Period. See just one student sample of ice cream cone here now!