In this lesson pupils review the elements of fiction and cardinal constituents of a book study. They are so given an chance to place and portion these constructs by composing and exemplifying their ain mini-book based on a fiction book they have chosen to read. They use the online Stapleless Book tool to print their mini-books. This activity offers an option to the traditional book study and an chance for pupils to portion their work in braces or little groups and larn from each other.
Standard: I-C:3. – Analyze characters. events and secret plans from different texts and cite back uping grounds. Standard: 3. 4. – Analyze literary elements in order to measure the quality of thoughts and information in text Standard: 4. W. 9. a. – Apply grade 4 reading criterions to literature ( e. g. . ”Describe in deepness a character. puting. or event in a narrative or play. pulling on specific inside informations in the text [ e. g. . a character’s ideas. words. or actions ] . ” ) . Capable: Humanistic disciplines Education
Standard: V. 1A. 2. – Apply the elements of art in assigned ocular humanistic disciplines jobs.
Crayons or colored pencils
Entree to computing machine lab and pressman
Assorted books read by pupils which will be the topic of stapleless book Before this lesson. have pupils read a book independently. in literature circles. or as a whole category. Review the elements of fiction ( secret plan. character. puting. struggle. subject ) utilizing illustrations from narratives pupils have antecedently read together.
* identify elements of fiction ( secret plan. character. puting. struggle. and subject ) . * analyze a fiction book. locating elements of secret plan within that book. * communicate elements of secret plan in their book. in ocular and written signifier. by bring forthing a mini-book. * celebrate reading by sharing their stapleless books with their schoolmates in either braces or little groups. Instruction & A ; Activities
As a prewriting activity. have each pupil list on a sheet of paper ( or on the Stapleless Book interactive ) the elements they will include in the pages of their book. The books will consist eight pages. including
1. Cover ( p. 1 ) —students will compose the rubric of the book they read. so design an alternate screen of their choosing ( based on something from the book such as a repeating symbol ) . 2. Printed copyright information ( p. 2 ) .
3. Plot drumhead and descriptions of the chief character. puting. struggle. and subject ( pp. 3–7 ) . 4. Author biographical information ( p. 8 ) .
Students have the pick of which pages each component will look. Some may hold. for illustration. that the chief character should be described before the secret plan ; others may desire to sum up the scene foremost. After they have chosen the order as a prewrite. pupils will. in one or two sentences each. sum up the secret plan and depict the chief character. puting. struggle. and subject of the books they read. Let them to revise their bill of exchanges as needed. They will so pull images on each page. stand foring the component being discussed.
This summarizing activity challenges pupils both to reflect on what they have read and to pattern synthesising information. The ensuing stapleless books will function as vehicles for observing reading for its ain interest every bit good as sharing what pupils have been reading. The mini-books may trip the involvement of others to read the novels that have been shared where they may non hold been cognizant of them before looking through the summarized narratives. Finally. the lesson can be a good pre- or postreading tool. reenforcing students’ cognition of the elements of fiction
Classs could be assigned based on a combination of the followers: Teacher observation and anecdotal notes based on pupil activity during lesson Prewriting activity naming elements of fiction
Completion. attempt. and apprehension of constructs as evidenced by written and ocular communicating of constructs in the stapleless book Oral presentation of stapleless book in little groups
A rubric will be created to measure apprehension of elements of narrative every bit good as grammar.