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Lesson Author Felisita Hercules

Date January 2, 2018
Period 1st Core
Grade Level 6th
Time Allotted 60 Minutes
Context/ This lesson is an introductory lesson into a 5 week unit that focuses on literary terms in literature and how authors choose to write a certain way to
Rationale convey a story. This lesson gives the students a chance to begin activating prior knowledge of what they already know about literary elements as
well as introduces them to very basic definitions. This lesson provides a visual component for students to keep in their possession for future
reference as the unit progresses into more in-depth analyzes of literature. Analyzing literary elements helps the readers see much more in a text,
especially as they reflect and discuss with others.
This lesson will prepare students for their summative assessment because it is the first lesson in which they will begin looking for these elements in
a story and be able to discuss each literary term.
Students can connect to this lesson because it draws on some of their cultural experience of a fairytale that they grew up hearing or reading and this
will ease them into looking for literary elements in more complex texts.

This 6th grade classroom consists of 28 heterogeneously-mixed students that sit in tables of 4. The classroom is situated in a suburban town and the
classroom is predominately caucasian.
Central Focus The central focus for this lesson is for students to develop knowledge of literary terms that help stories develop. In this lesson, students will begin to
develop very brief overviews of literary elements of a story in order to analyze a fairytale.

Essential/ How do stories come alive?

Compelling How does an author captivate your attention?
Question(s)
Goals Objectives
Students will be able to list literary elements in a chart.
Students will be able to identify literary elements in a fairytale.

Standards
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.

CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot.

Assessments Informal Formative Summative

The informal assessments include thumbs up & The formative assessments in this lesson include The summative assessment for the end of the unit
thumbs down, discussions, and walking around a free-write and homework. is to create a fictional story by including specific
to check on students while they work in groups. literary terms. This will be a project that will have
checkpoints to make sure students are on the
correct path.

Language Language Function Vocabulary Syntax/Discourse

Supports The language function for this lesson is identify. The vocabulary for this lesson is literary terms. The syntax in this lesson is a chart. Students will
Students will be identifying literary terms in a be creating a chart of literary elements to organize
story. the definitions and to have examples of each
literary term for future reference.

Materials & Overhead

Technology Paper
Pencils/Pen
Free-write prompt
Cinderella Story handouts
Literary Chart for myself- filled out definitions
Journals/Notebooks

INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities? How are you bringing the lesson to a close?
Provide basic step-by-step directions and prompts for implementing these areas of the lesson. A substitute teacher should be able to pick up your lesson plan and
say and do everything you would have if you were there. Please be explicit and specific. Remember YOU CAN (and likely SHOULD) ADD ROWS.
Time Lesson Component Teacher and Learner Roles/Procedures
4 minutes Bell ringer I will begin class with a quick write.
The first thing I will do is write a question on the board. The question is What are some
important elements that must be included in a story?
First, students will come in and take their seat.
Then, they will open up their notebooks/journals and flip to a new page. I will read the question
out loud and let them know they have three minutes to answer the question.
I will begin a timer on the computer for three minutes.
I will be at the front of the room observing the students.
Once the three minutes are up, they should put their pencils down.
5 minutes Sharing Once the timer goes off and students put their pencils down, I will instruct them to share their
free-writes with their group members.
Each member in the group should share what they wrote in their free-write.
I will be walking around listening to the students.
After 3 minutes, I will ask the classroom if anyone would like to share what their group
discussed.
I will listen to their responses.

2 minutes Transition Now that we have finished the free-write, I will inform my students that in this unit we will be
discussing literary elements.
I will instruct my students to take out their journals to a fresh page because we will be creating a
chart of literary elements with a definition and example.

20 minutes Activity 1: Literary Elements Chart Once students have settled down and have opened up to a new page in their journals, I will have
my own blank page on the overhead.
I will instruct my students to make 3 columns and label them literary element, definition, and
example. I will create my own for students to look at (it will be done all on the overhead).

We will begin by filling out the first two columns.

The literary elements are: setting, characters, plot, conflict, point of view, theme, tone,
exposition, rising action, climax, falling action, resolution.
The definitions will be given one by one and I will be checking to make sure students are keeping
up using thumbs up, thumbs down.
I will have the definitions for myself on a separate piece of paper.

20 minutes Activity 2: Story When we complete the first two columns of the literary elements chart, I will tell the students that
we will complete the last column using a fairytale that most of us should be familiar with:
Cinderella.
I will pass out a copy of the story to each student.
I will give them instructions: Read the fairytale with your group members once Once you have
read it once, read it a second time.
In the second time, you will be looking for the literary elements in the story that we have just
defined
Once I have given them directions, I will let students begin working in their groups.
Students should be discussing each literary element in their groups.
I will be walking around listening to students conversations and discussing any questions they
may have.

8 minutes Sharing Out Once I see that students are done with the activity with a thumbs up, thumbs down, we will begin
filling in the last column.
I will go back up to the overhead and students should have their journals open to the chart they
created.
Then, I will go over each element and I will ask for students to give me the example from the
story that shows that literary element. I will be asking questions on why they think that particular
part of the story is an example of that literary element.
- How does our definition help us come to that conclusion?

1 minute Wrap-up If we have not finished going over all of the elements students must fill out any remaining
examples for homework.
Tomorrow, we will go over this homework.

Accommodation
After you review various data (collected through your own observations, discussions with your cooperating teacher, student conferences, etc.), how will you adjust
instructional materials, activities, and sequencing given what you have learned about students academic skills, attitudes, and needs?
Learning Needs IEPs/504s Striving Readers ELL Support Gifted
Students with learning needs will We can read the story out loud We can read the story out loud We can work through each Have an additional column for
have a printed out chart that they together once. together. literary element with pictures. symbol so they can draw the
can glue into their notebooks. I can fill out 2 examples with Have a word bank for any words Can use a lower level cinderella literary element in a way that
 them before they discuss the rest that are unfamiliar. story so it is easier for them to will help them.
of the elements in groups. understand. Can read a more complex story.

Appendix -- Copy and Paste into this lesson plan (below here) any copies of supplementary materials needed for a given plan (i.e.
handouts, PowerPoints, rubrics, etc.) It can be hyperlinks.
Cinderella- http://www.shortkidstories.com/story/cinderella-2/
Literary Elements Chart-
https://www.sasd.us/cms/lib6/PA01000821/Centricity/Domain/152/PDF%20Grade%206%20Literary%20Terms%20and%20Definit
ions%2013-14%20.pdf

Literary Element Definition Example

Setting Where and when a story takes place

Characters people and animals in the story

Plot important events and actions in the story

Conflict the big problem to solve

Point of View how the author chooses to tell the story

1st person: tells the story from his/her
point of view through their eyes- I
2nd person: places the reader in the
story- You
3rd person: objective, omniscient, limited
objective- writer tells what happens
without stating more than can be inferred
from the story's action and dialogue
omniscient- narrator knows all the
thoughts, actions, and feelings of all
characters.
limited: narrator only knows the
thoughts and feelings of one character.

theme the storys message about life

tone attitude of a writer toward a subject or an

audience

exposition the first part of a plot that explains,

informs, or presents information; where
the author establishes the setting,
introduces the main characters, and the
basic situation.

rising action events from a story preceding the climax

where various problems arise;

climax the point that is most critical to the main

character or conflict of the story
falling action part of the story which follows the
climax and leads to the resolution

resolution the end of the central story