Angela Vallecorsa Language ArtsLesson #7 7th and 8th grade December 7, 2012 Big or Essential Question Comprehension requires

and enhances critical thinking and is constructed through the intentional interaction between reader and text. How does interaction with text provoke thinking and response? Essential content of text, including literary elements and devices, inform meaning? Identify and analyze relationships between characters, topics, events, sequence of events, setting, and/or plot within and among texts (i.e. literary elements). Curriculum Standards 1.3.5. CCompare the use of literary elements within and among texts including characters, setting, plot, theme, and point of view. Lesson Objectives The students will be able to identify the plot structure, characters, and setting. Assessment The students will be assessed on their completed and correct plot structure analysis. Materials and Resources 1. The Princess and the Pea Story Handoutsby Hans Christian Anderson 2. Project Packet 3. Recording of the story OR http://youtu.be/waw0U9tKpW0 4. Pencils/Pens/Markers 5. Construction Paper Strips 6. Long White Paper 7. Glue 8. Elmo Projector Anticipatory Set The teacher will hook up the computer to the Elmo, and pull up the YouTube video. The teacher will pass out the project packet and if the teacher is using the recording, have the students follow along on their stories. If the teacher decides to use the video, have the students watch the video first, and then pass out the project packet and let the students follow along a second time. Listen two times, if necessary. Procedures 1. Have the students complete the anticipatory set. 2. After the students are finished listening to the story, tell the students to turn to the second page of their project packets.

3. On the second page of their project packets is a description of what plot is, and the five different parts of plot. 4. After reviewing these elements of plot, the students will turn to the third page of their project packet to the Plot Diagram. 5. The students and teacher will do this together, finding the elements from the story on the front page of the packet. 6. After the students are finished with this project packet, they will pass it in, and then the students will start to discuss their own story. 7. The students will come up with the exposition, rising action, climax, falling action, and resolution of their own story. 8. The students will write down what those are on a separate plot diagram sheet. 9. After they have completed the second plot diagram sheet, they will copy down their responses from each box onto the corresponding strip of colored construction paper. 10. The students will then glue those to a white sheet of paper in the form of the plot diagram upside down V. 11. The students then should label their diagrams with markers.

Closure Review the plot structure of the story. Adaptations Help with creating the different parts of their story?