LESSON ONE: Identify and Analyze Literary Concepts
LESSON DESCRIPTION
Students use details from text to identify plot and subplot, theme, and various types of conflict. They analyze cause and effect, identify and explain point of view and mood, and determine how an incident foreshadows a future event. Students also evaluate the problem-solving processes and choices of Rosa Parks, civil rights activist, and Stacy Allison, mountain climber.
GRADE-LEVEL EXPECTATIONS
R2C Using details from text
§ identify plot, subplot, and various types of conflict
§ identify theme
§ analyze cause and effect
§ analyze character traits
§ identify and explain point of view
§ identify and explain mood
§ determine how an incident foreshadows a future event
§ identify and evaluate the problem-solving processes of characters and the effectiveness of solutions
R3C Using details from text
§ summarize author’s ideas
§ make predictions
§ make inferences
§ evaluate the accuracy of the information
§ analyze two or more nonfiction texts
§ sequence events
§ compare and contrast previously read texts
§ identify and explain cause and effect
§ compare author’s viewpoint and provide support
§ identify problem solving processes and explain the effectiveness of solutions
W1A Follow a writing process to
§ create appropriate graphic organizers to provide a structure for information
§ apply writing processes to write effectively in various forms and types of writing
W3C Write expository (exposition/expository writing) and persuasive (persuasive writing/argument) responses to literature that show an understanding of theme and characters, using details/examples from the text as support
LESSON MATERIALS
o Rosa Parks, My Story by Rosa Parks – teacher provided
o Beyond the Limits by Stacy Allison with Peter Carlin – teacher provided
§ Supplies
o Student writing journals
o Four Corners Activity signs provided
o Four Corners Activity Three Statements provided
o Four Corners Activity Journaling Statements provided
o Mood Words provided
o Text Elements graphic organizer provided blank scoring guide
o Overhead projector and transparencies
o Tape
§ Handouts provided
o Literary Analysis blank scoring guide
§ Words to know
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o plot |
o subplot |
o conflict |
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o theme |
o analyze |
o cause and effect |
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o character traits |
o setting |
o mood |
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o foreshadows |
o evaluate |
o summarize |
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o graphic organizer |
o fiction |
o nonfiction |
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o pre-reading strategies |
o post-reading skills |
o persuasive writing/argument |
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o compare |
o contrast |
o exposition/expository writing |
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o forms of writing/types of writing |
Words to know are glossary terms.
FORMATIVE ASSESSMENT
Students complete a Literary Analysis (blank scoring guide) and Plot Outline for Beyond the Limits by Stacy Allison.
LEARNING ACTIVITIES
1. To focus on the unit theme, use the four corners strategy. When done, inform students that the unit focuses on both fictional characters and real people who were challenged by choices. The student’s job is to investigate the problem-solving processes of these people, evaluate the effectiveness of their choices, and make connections between information in various fiction and nonfiction texts and their own personal experiences.
2. In journals, students record a list of five kinds of challenges people face in their daily lives. Students select one of the challenges and write a solution for that challenge. Engage the students in a discussion about their journal entries.
3. Distribute Rosa Parks, My Story for the students to read. Brainstorm what students know about Rosa Parks. Tell students this autobiographical piece is about a woman who was challenged by choices. Encourage students to use pre-reading strategies, during reading, and post-reading skills using graphic organizers. Examples include: Character Map, Story Map, and K-W-L-H.
4. After students read the book, give them a blank copy of the Plot Outline. Lead the class through a discussion of the basic plot of Rosa Parks, My Story and record correct answers to the outline on the board or overhead transparency. Students need to understand that nonfiction narratives, especially in autobiographies and biographies, can have the same text elements as fiction.
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Questions for Students |
What is the conflict in the passage?
How would you summarize the plot of the passage?
In what other ways could you write the plot of the passage?
What is the relationship between conflict and plot?
What is the relationship between setting and plot?
How many subplots can a story have?
What is the subplot in this passage?
What event could be omitted from the passage without changing the plot?
Why or how did Rosa Parks choose to solve her problem? |
5. Working with a partner, students complete the Literary Analysis for Rosa Parks, My Story. scoring guide
6. Lead a discussion based on the Literary Analysis for Rosa Parks, My Story, supply correct answers as needed, and allow students to modify the answers on their papers.
7. In journals, students construct a Text Elements graphic organizer to record point of view, mood, foreshadowing, and conflict for all the texts they will read, beginning with Rosa Parks, My Story. Provide students with the bank of Mood Words handout to aid them in determining the mood of a passage.
8. Students read Beyond the Limits by Stacy Allison.