Lesson Plan #3: Common Core ELA

Help teachers achieve reading literature Common Core …. Introduce the song lyrics identifying the meaning of the …. Inform the students that today they will be in charge of creating a story like writers for movies and television. The students will use drag and drop to sequence images and words in the correct order. Please see the attachment for photos and worksheets mentioned below.

Table of Contents 1. Students will relay the different sounds associated with the percussive instruments. This poem is a great way to have kinesthetic and auditory learners participate …. Compare and Contrast lesson plan materials required: Students have to write down and translate to their own language 8 words that are …. One of my favorite forms of poetry for Thanksgiving is a sensory poem.

Brainstorm what you see, hear, smell, taste, ….

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I have students review and reinforce genre and subgenre skills with the following genre review activity: Preferably, every group has the same or similar books in their basket. The books are numbered with small stickers that correspond to the numbers on the activity sheet. Students will discuss as a group and come to a consensus of which books belong in which genre. The point of the activity is to decide as a group, not complete the activity individually.

This promotes discussion skills and collaborative learning. Also, this activity gives them an opportunity to put their hands on real texts, rather than just the brief descriptions that they have been analyzing up until now. After they finish with the group activity, we turn it into a classroom discussion where each group share out their answers. Other groups then have an opportunity to challenge the answers of the other groups and so forth. This might promote a more energetic discussion. After the classroom discussion, I assign students more genre homework. If they have been following along and completing the other activities in this sequence, they should be getting pretty good at identifying the genres and subgenres of texts and explaining their answers.

As students enter the classroom, they should begin working on another genre worksheet. They will need around ten to twenty minutes to complete one of these. At this point in the instructional sequence, students will complete these worksheets at different paces. Some will have mastered this skill; they should move along to the next activity rather quickly.

Others may struggle with this skill. Use this opportunity to work with them one-on-one or provide assistance to small groups. Students should now begin working on a student centered project to reinforce what they have learned about genre. I suggest one of the following projects: Give them a single class period for this activity. Genre Book Covers Projects: It is reasonable to give them one and a half to two class periods to complete this.

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This project should take around two class periods to complete. On the last day of the project, you may want to assign students more genre homework. Genre and Subgenre Unit Plan Day Four or Five Depending on how long you allotted students to complete their genre project, you will either be on day four or five of the unit. Tou should begin class with a genre review activity. This gives students a final opportunity to practice this skill before they are evaluated.

As you distribute the testing materials, you may want to allow students one more opportunity to review their notes and quiz each other before they are tested. There are two different quizzes, each with two different forms. I use Scantron test documents and and distribute the two different test forms along A rows and B rows to prevent copying.

This test concludes the genre and subgenre unit. View Source Additionally, standard 10 requires that students read a range of quality complex texts. In order to meet this standard, students will need to recognize the defining characteristics of each genre and subgenre to which they will be exposed. Here is the list of genres and subgenres to which students in grade k-5 are expected to be exposed , and here is the list of genres and subgenres for grades In other words, we want to know from whose perspective the story is told and how this perspective influences the story.

This understanding can lead to higher level discussions and analyses: But, much like the task of Sisyphus , we teachers are constantly scaffolding students up to these higher levels. Students must first be taught to draw a distinction between the author and the narrator, to distinguish between dialogue and narration, and to recognize pronoun case.

By the end of this point of view unit, students should be able to accurately determine the perspective of the narrator in any given text: To begin this unt, you will need to teach your students about point of view and the relevant terms. In the past, I have taught all relevant terminology in a single point of view lesson. But in my experience, this was too much information for my students to handle in a single sitting. I now break my point of view instruction into two days. On the first day, I teach students this simple point of view lesson. This lesson covers first, second, and third-person perspectives.

After the PowerPoint lesson, there is a practice activity. Students read a paragraph of narration from a variety of texts. After the practice activity students discuss their answers and explain how they found them. If there is additional time, students may begin working on their point of view homework.

This lesson teaches the difference between third-person objective, limited, and omniscient narrative modes. After the PowerPoint lesson, students will engage in a practice activity. They will read brief passages projected on the board and determine whether the mode of narration in each is third-person objective, limited, or omniscient.

After the practice activity, students will discuss their answers and explain how they reasoned their way through each problem. With the remaining class time, students should begin to complete their point of view homework. There are many point of view worksheets on that page. Some are double-sided on a single page, and some are double-sided on two pages. Choose an appropriate amount of work for your class, distribute it after the lesson and practice activity, and use any remaining Point of View Unit Plan Day Three 1. After two days of direct instruction, students are ready to practice their skills in an activity that is centered around them.

Give them a class period to complete one of the following point of view activities: Point of View Manual — Students create review booklets where they demonstrate narration from a variety of perspectives and define each point of view term. Point of View Comic Strip Project — Students create comic strips showcasing different narrative view points.

Point of View Flash Cards — Students create flash cards with an example of the mode of narration on one side and the definition on the other. You may wish to assign additional point of view homework. If they are, move along to the plans for day five. If they are not, give them another day of practice following these plans: If you have access to computers, you may want to save a tree and have them complete one of these online point of view practice activities.

Here are five interactive point of view practice activities. If you do not have access to computers, you may want to assign students this point of view review activity.

English/Language Arts Lessons

In this activity students pass around baskets of books in small groups. They may work collaboratively to correctly identify the point of view in each text and explain their answers. In choosing these books, try to select titles that have a consistent view point throughout. Have a discussion about the answers that students selected after the activity is complete.

Begin class with these point of view review questions. Students will examine each paragraph and determine the point of view of the narrator. This will give students one more opportunity to practice this skill and review key vocabulary before they are assessed. As you distribute testing materials, you may want to provide students with a few minutes to review their notes and quiz each other before testing begins. Students should complete one of these two point of view tests. There are two forms for each test, so that you may stagger forms between rows and prevent students from copying of each other.

This test will conclude the point of view unit. The definition of a theme is a constant point of contention. The Wikipedia page covering literary theme reflects these contending definitions. I am awaiting a Common Core State Standards glossary for ELA terms, much like this lovely one that they produced for math , to resolve this debate. Theme — Life lesson, meaning, moral, or message about life or human nature that is communicated by a literary work. If it does not, well, perhaps these materials may be better applied to a unit on inferences. Here are my unit plans on teaching theme and main idea: The term theme applies to literature or works of fiction.

The term main idea pertains to works of nonfiction; however, identifying each requires the reader to understand the text as a whole and make an inference as to the meaning of the text, so I chunk these units of instruction. I begin by teaching my students about theme on day one of this unit. Students take notes on this PowerPoint lesson covering theme. They learn that theme refers to an idea that is larger than the text itself and learn some strategies to help them identify or think about theme. Students will read very short stories at the end of the slide show.

They will attempt to determine the theme or message of each story.

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They will discuss their responses and support them with evidence from the text. Students will complete the following theme homework. They will read short stories, determine the theme or message of each story, and explain their responses. Students will take notes on this main idea lesson. The lesson is short but offers tips on how to identify the main idea of a nonfiction text.

Students will complete the main idea practice problems at the end of the lesson. After working on the problems individually, they will share their responses and discuss how they arrived at their conclusions. Students will complete this main idea homework assignment where they read seven nonfiction passages, express the main idea of each passage, and think of an appropriate title for the passage related to the main idea. These paragraphs were deliberately written to discourage that behavior. Students can begin class by reviewing literary theme.

I use some theme worksheets if I felt that students needed a lot more practice with this skill. Otherwise, I might assign a short story from the textbook and have them write a few paragraphs explaining the theme of the story and supporting their answers with information from the text. You may also want them to review the other skills that they studied: If students finish early, they should complete this main idea homework.

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You may want to give students more theme or main idea class work to get them warmed up. Test students on their ability to read a text and determine the theme and main idea. I do not use a multiple choice test to evaluate students on this skill. Rather, I assign readings either from the text or from outside works. Students read these texts and write an extended response about the theme or main idea of the work. This concludes the theme and main idea unit; however, we are not done with this skill by any means. Now that they have learned about theme and main idea, they will be expected to determine the theme or main idea of every text that they study.

View Source Click Here to Return to the Overview of Common Core Aligned Unit Plans Characterization Unit and Lesson Plans Every story has characters, or at least a character, so no matter what story we are reading, we can always have a discussion about these characters. We can discuss characters within a single story, or extend the discussion to compare and contrast characters from multiple texts. In the course of these discussions, it is helpful if we have a shared vocabulary. When I teach characterizations how character traits are revealed , I am mainly concerned with students understanding the difference between explicit and implicit characterizations.

I want them to know that explicit or direct characterizations are those revealed directly by the narrator and that implicit or indirect characterizations are revealed by the actions of the characters. This is the easy part of the unit. The difficult part is helping students develop a descriptive vocabulary appropriate for their grade level, so that they can describe a character as malevolent , mischievous , or morose and not just bad.

Though it would also be useful for students to learn about static and dynamic characters, antagonists and protagonists, and character motivations, the materials in this unit are mainly focused on implicit and explicit characterizations. Characterizations Unit Plan Day One 1. Students will take notes on this characterization lesson. They will learn the difference between direct and indirect characterizations. After the PowerPoint lesson, there are five example paragraphs where character traits are revealed either directly or indirectly.