...Lesson Plan Subject: English Date: ______________________ Grade: 8-__ Teacher: __________________ I. Unit: Reading - Short Story “Seventh Grade” II. Sub-Topic: Elements of the short story III. Key Concepts: • Character = Person performing the action in a work of fiction. • Protagonist = Character who is clearly central to the story and takes part of all the major events. • Setting = The time and location in which a story takes place. • Plot = How the author arranges events to develop his basic idea; it is a sequence of events in a story or play. • Point of view = The angle from which the story is told. IV. Skill: Identifying elements of the short story V. Value: Punctuality (Pillar 3: Responsibility) (This will be presented in the value of the day at the beginning of the class). VI. Teaching Model: ECA Phase: Application VII. Teaching Strategies: Discussion, individual work VIII. Teaching Across the Curriculum: N/A IX. Content Standard(s): Reading, Listening/Speaking X. Grade Level Expectations: ▪ R.8.3 Distinguishes main from supporting characters…explains setting, distinguishes between first and second person point of view. ▪ L/S.8.1 Listens and responds… and relates to character and setting… XI. Learning Objectives: A. Through a socialize discussion at the beginning of the class, the students with the help of the teacher will: ...
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...Monsoon Flood by Anne Ingram School Journal, Part 2 Number 2, 2009 Readability (based on noun frequency) 8.5–9.5 years Overview “Monsoon Flood” tells the dramatic fictional story of a young boy who is swept away in a flood and then rescued by an elephant. Told in the present tense and the first person, with vivid use of language, this is a story you may want to read aloud (or have students read aloud) for enjoyment and to prompt creative responses before doing any detailed examination of the text. This text includes: • some compound and complex sentences, which may consist of two or three clauses; • some words and phrases that are ambiguous or unfamiliar to the students, the meaning of which is supported by the context or clarified by photographs, illustrations, diagrams, and/or written explanations; • a straightforward text structure; • figurative language, such as metaphors, similes, or personification; • some abstract ideas that are clearly supported by concrete examples in the text or easily linked to the students’ prior knowledge; • some places where information and ideas are implicit and where students need to make inferences based on information that is easy to find because it is nearby in the text and there is little or no competing information. Reading standard, end of year 4 Options for curriculum contexts English (level 2, language features) • Show some understanding of how language features are used...
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...Inspirational Reading Learning to read never seemed like a very big deal to me because I was able to learn so quickly at a very young age. It never occurred to me that someone could possibly need help learning something that had come so easily to me. In the sixth grade, I realized that it isn’t always so easy for everyone. On the first day of my sixth grade year, my teacher, Mrs. Cummings, informed my class that we would be reading to the kindergarten class in a couple of weeks. We were instructed to pick a children’s book that we thought the kindergartners would enjoy. Keeping this in mind, I chose a book that I always enjoyed and in fact had been taught to read with, The Little Engine That Could. I could still remember my mother reading it to me as I lay in bed hoping that my infant brother didn’t wake up until she had finished the story. So with my memories of this great story, I was certain that the kindergarteners would enjoy it as much as I had. As the day got closer I began to think about how boring this task really seemed to my classmates. It made no sense to them to have to read to a bunch of little kids that would soon be learning to read themselves. What they didn’t realize at the time was that some of the children would actually be inspired to read. At last, the day had come. Mrs. Cummings lined us all up single file and marched us across the street to the elementary school. Upon entering the building I was reminded of my days roaming these...
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...Children draw picture about the story and the older ones wrote short stories and practice writing new vocabulary words. The last book experience was described as reading one of the favorite children’s book. Some of the books belong to the children and others were borrowed from the library. They books were described as picture and chapter books. Parents engage children to read by taking turns while reading, use different tone of voice and dramatize the story, talk about the story and how it relates to them, read books on line, and have library trips. Furthermore, parents encourage children to explore literacy by, being a role model as children see them performing reading and writing activities, using learning games either physical or computerized games and allowing the extra play time if they do their reading and writing assignments. Moreover parents respond to children questions and engage in a conversation by pinpoint new vocabulary, asking details of the story, asking them to use their imagination to find the answers, use open ended questions, asking details about the day at school, and...
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...includes readings from literature in different genres and cultures. Students study the literature in thematic units and are asked to make connections to their own lives and cultures. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Barnet, S., Cain, W.E., & Burto, W. (2011). Literature for composition: Essays, stories, poems, and plays (9th ed.). New York, NY: Longman. All electronic...
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...Published on Graphic Novel Reporter (http://graphicnovelreporter.com) Why Comics Make Reading Fun “Wak!” “Crunch!” and “Glom!” taught Vicky Smith how to read. “For end-of-the-day snuggling with my mother,” she relates, “Uncle Scrooge comics were our stories of choice. When I was about four, she started me out reading the sound effects to give me practice in phonetics as well as an opportunity to participate. One magical night, I apparently turned to her and said, ‘Now, I will read Huey, Louie, and Dewey, and you read Uncle Scrooge and Donald.’ And from that moment on, I was a reader, and she proselytized the Gospel of Uncle Scrooge to all of her friends!” As for Vicky, it was a fine literary beginning for the future Children’s Editor of Kirkus Reviews. Comics Teaching Words Other adult word professionals boast similar “origin stories” for reading. “You’d be surprised,” Diamond Comics’ John Shableski told GNR last August in his Op Ed on Kids, Graphic Novels and Publishing, “at how many mainstream authors fell in love with reading books because of comics. I see them at comics conferences, where they recall...their favorite comic characters with warmth, passion, and enthusiasm.” Cartoonist Phil Yeh, dyslexic himself, says, "Ray Bradbury and many others have told me that they themselves fell in love with comics, especially comic strips, when they were young and then found themselves checking out other books in the library, becoming life-long readers." Some of these young...
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...Several of our students read with a high rate of accuracy, but with limited comprehension. While Britteny’s comprehension is relatively average (actually a strength for her), her focus is lacking. This technique of teaching in an I do- we do- you do format, seems to be helpful in keeping her focused and on task, as it allows her to assume a leadership role. Topic: Applying Reading Comprehension Strategies to Short Stories Time: 60 mins Materials: Short Story: Beyond the Tower Walls by Marci Redenda-Wentern, Task cards, student scripts for peer teaching ILOs: Students will apply four comprehension strategies to the given passage. (Predict, Question, Summarize, Clarify) Students will develop independence skills by becoming instructional leaders through scaffolded discussion. Procedure: Read part one of the story to the class. Pause and ask students these questions to demonstrate reciprocal teaching strategies. Answer several of the questions for them to demonstrate how you think while you are reading (Watch me while I think and do): 1. Clarifying: What is a ___________? 2. What does the author mean by________? 3. Question: Is there a clue as to why _____ happened? 4. What do we know about______? 5. Predict: What do you think will happen next? 6. Why do you think so? 7. Summarize: What was the main idea of this part of the story? 8. What were the three most important things that happened? Read part two of the story and repeat the above questions...
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...awareness is the |Phonics is defined as the |Fluency is the ability to read |Vocabulary is the understanding|Comprehension refers to | |“ability to notice, think |relationship between letters and |text with ease and flow. The |of the meanings of words in |understanding what one is reading| |about, and work with discrete|sounds. It is identifying the |reader can quickly group words |other words their definitions. |and applying meaning from | |sounds in spoken |symbol of the letter with its |into groups and use the phonemic |This is a precursor to |personal experience or | |language.”(nhpirc.org) |sounds. |and phonic awareness to place |comprehension, single words are|understanding information which | | | |emphasis and punctuation |comprehended. |is factual. | | | |correctly. | | | |Activity: |Activity: |Activity: |Activity: |Activity: | |Say words from list of 10, |Introduce a letter, write it on |Select a short story with a |Use an active lesson to keep...
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...The Story of An Hour Mary Smith Eng 125 Introduction Literature Molly Slavin (TA) August 1, 2011 The Story of An Hour Through out my study of literature it has taught me a lot about the different concept and structure of it. Learning to keep your mind focus on the different point of views that the authors provides you with can be very confusing, especially when you not into this kind of work of art. But as I started to read more in this class, it shows you how to affect yourself more with the passion of literary. Just to learn how to identify the theme of the story give the reader a message, it could be about life, society, or the human nature. The word theme can be define as “A topic of discourse or discussion, An idea, point of view, or perception embodied and expand upon in a work of art, or A short composition assigned to a student as a writing exercise.” (Webster’s II New Riverside University Dictionary). Even though understanding literature can be difficult for some people to comprehend, learning to identify the theme and the literary elements helps you to focus more on developing it meaning. Research states that the theme is a broad idea, message, or moral of a story. It even goes to say that it is the central message of a literary work. But mainly to me whenever I want to identify the theme in a story I think of it as the main idea, or ask myself what the author is saying in the story. As I read the text the author “explain”? the theme as been define as “A...
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...TEACHING EMERGENT LITERACY Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words The basic components of emergent literacy include: * Print motivation: Being interested in and enjoying books. * Vocabulary: Knowing the names of things. * Print awareness: Noticing print, knowing how to handle a book, and knowing how to follow words on a page. * Narrative skills: Being able to describe things and events and to tell stories. * Letter knowledge: Understanding letters are different from each other, knowing their names and sounds, and recognizing letters everywhere. * Phonological awareness: Being able to hear and play with the smaller sounds in words TEACHING BASIC COMPREHENSION SKILLS Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. These seven strategies have research-based evidence for improving text comprehension. 1. Monitoring comprehension Students who are good at monitoring their comprehension know when they understand what they read and when they do not. They have strategies to "fix" problems in their understanding as the problems arise. Research shows that instruction, even in the early grades, can help students become better at monitoring their comprehension...
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... It all started out with a comic book; a superman comic book that opened up three year old Alexie’s eyes to success. Along with learning to read by himself by looking at comic books and trying to associate words with pictures came different struggles, his parent’s not being able to afford great books, spending his whole day trying to learn how to make the words become real to him, and of course the biggest struggle; his peers making fun of him for being smart. For Alexie to go through all of these struggles alone; learning to read and write must mean something more than just scanning through words on a page or writing the alphabet mixed up in different combinations, it must mean something much greater. The first thing that shows that Literacy means something more to Alexie is that it means being sufficiently educated with his writing and reading skills. Alexie’s wild adventure began with opening a comic book back when he was three years old. He had tried to associate the words and the pictures to try to teach him-self how to read. To this day, he cannot recall exactly what the comic book was, but he was indeed successful. After trying to read that comic book, Alexie wanted more, he didn’t want to learn how to read; in his mind, he had to. Alexie’s Father was an avid reader and I believe that Alexie got the idea to teach him-self to read because he wanted to be just like his father. The family was not rich; very far from it, but Alexie’s Father still tried his best...
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...Outline: I. Short Stories a) Activating Prior Knowledge b) Responding to the Selection c) Short Story Selections 1. Suggested Activities to use with Various Groups II. Oral Tradition Literature – Tall Tales and Folktales a) Analyze characteristics and plots of Folktales and Tall Tales b) Understanding Hyperbole c) Writing a Tall Tale d) Selections of Oral Tradition Literature III. Novel Studies a) Previewing the novel b) Defining and Understanding Elements of c) Character Analysis d) Problems and Solutions of the story IV. Historical Fiction a) Activating background/prior knowledge b) Setting a purpose for reading c) Writing about historical fiction V. Realistic Fiction a) Evaluating Realistic Fiction b) Responding to the selection c) Distinguishing between Fact and Opinion d) Summarizing the Story Chapter 1 – Short Stories: A short story is, like the name says, a short literary composition. The action is compact and every single event is crucial to the development of the plot. The time span covered within the action of a short story could vary from a few hours to days or years. A short story could have elements...
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...ability to speak fluently and coherently. Correspondence 1. A close similarity, connection, or equivalence. Emulate 1. Match or surpass (a person or achievement), typically by imitation. Summary: In “A Homemade Education” by Malcolm X, Malcolm X takes you through his uplifting journey while in prison of becoming more literal by aiding himself with books, and other materials the prison library gave him. Malcolm X started his educational expedition at Norfolk Prison Colony, where he read Elijah Muhammad’s teachings. Shorty Malcolm got his hands on a dictionary, where he began studying the pages, looking over all of the words that he had never knew even existed; furthermore, he began copying the words down on his tablets- word by word, a page a day. He would write it all down, then read aloud his own handwriting, until he became comfortable reading aloud. Even though he was stuck inside prison walls he felt as if he had never truly been free until he fully understood how “to read and understand literature”. Analysis: Malcolm X has a very power touch to his writing that automatically interests you to his writing. Malcolm X’s text seeks to show the reader how education will set you free, and that you have the power to make your own destiny. Homemade Education describes Malcolm X’s wrestle and frustration while sitting in his jail cell feeling nothing but hopelessness. He felt more...
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...Non-disabled children just process the answer they are about to give and don’t think so much about the question. Unless you are disabled in some way, you wouldn't know how hard it is for students who are to process what they are being asked. I thought this was really interesting because you just never know how others process. It’s tough on a student when a teacher is waiting for an answer and the student is still trying to process everything. Something else that caught my attention was “Distractibility vs. Attention Span.” Students often get distracted by everything instead of just on one thing. Children will be distracted by anything in a classroom and be looking around. The difference between being distracted and having a short...
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...Language lies at the root of that transformation of the environment that we call ‘civilization’. How is language encouraged in the Montessori prepared environment? Language is something that I can’t explain. It is absurd for me. What I know is I am able to speak to communicate what is on my mind to other people, but the process how did it happen I barely remember it. Before I learn about Montessori, I used to think that language is something that comes naturally. I thought it was something ridiculous if children learn how to write and how to read in early age because I was thought that eventually children could done it easily. Well, I guess I was wrong all this time and sure I am taking for granted that I was underestimate how we can speak, read, and writing. Human needs practice to be fluently in speaking, to be understood in reading, and to be able to writing a simple note. In fact, human being learns language from he or she was an infant. An infant is first exposed to language through sounds generated by the environment and languages spoken by the adults surrounding him. As I observe my 9 months old son, he starts babble when he was 6 months old now he is more talkative event tough he can only say baba papa mama or dada. But I always replying what he says in order to make him feel respected, to teach him Bahasa and I don’t want to lose his sensitive period. Language is goes a long way in establishing a people’s identity, somehow showing people’s artistic, economic...
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