5th rdng samples tx 2013

Table of ContentsGourmetLearning®

Sample # Description

1 Suggested Timeline

2 Appetizers

3 Main Dishes

4 Main Dishes Table of Contents

5 Fifth Grade Reading Test Analysis

6 Literature Connection

7 Main Dishes Objective Literary Forms and Genres

8 Initial Lesson

9

10

Lesson 2 Hands-on

Lesson 3 Cooperative Learning

11 Assessment Test 2 Benchmark Test

12

13

Enrichment

Reteach

5th Grade Reading Sample Packet

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Gourmet Curriculum Press, Inc.© vii

Gourmet Learning’s menu for reading, math and science goes beyond the regular educational “menu” and serves smooth, rich differentiated instruction that actively engages students in their learning. The end result is students taking responsibility for their learning and ultimately achieving significantly higher test scores! The Gourmet Lesson design provides teachers with all the tools to learn how to teach more effectively and thus increasing their teaching success with significantly data measurable outcomes.Appetizers are short, daily warm-ups that provide daily reading comprehension skills review. The content for each grade level Appetizer has been carefully selected to include across-the-curriculum, high interest content that incorporates high interest content that incorporates dual coded reading skills with a variety of literary and informational texts. These teacher-modeled activities provide informal assessments of students reading, problem-solving and critical thinking development.

More specifically Appetizers:• provide high interest content, relating students’ experiences to the objective of the lesson

and putting the students in a receptive frame of mind for learning;• focus students’ attention on the lesson objective; create a framework for students to

organize and metacognitively interact with text;• extend students’ understanding and application of skills to real-world text;• review reading and writing skills in a short comprehensive format;• empower teachers with thousands of opportunities to emphasize test-taking strategies;• provide models that incorporate critical thinking strategies for responses by providing

evidence from the text that supports and justifies students’ understanding.• written specifically to the New Texas TEKS/STAAR standards with over 75% dual coded questions

There you have it, fully aligned to the Texas TEKS/STAAR, the “full meal deal” utilizing a fun, different approach to learning. All materials are available in print or online. For additional teaching ideas and suggestion for using Appetizers as part of your daily reading, please refer to page iv. Additional information about other Gourmet products can be found at www.gourmetlearning.com. There are no “left-overs” in the Gourmet Learning meals!You will have an extraordinary successful year using the Gourmet Menu of products.

Jan GarberPresident and PublisherGourmet Learning

Gourmet Curriculum Press, Inc.© iii

TM

AppetizersTMGourmetLearning®

Gourmet Curriculum Press, Inc.©iv

Using Reading Appetizers:

Model the following procedure and expectations with your entire class for several

weeks until students are comfortable with them.

Procedure and Expectations:

Step 1: Read aloud the definition(s) of the skill(s) presented on each recipe card. The

answer keys have the definition of each skill. It is very important that the same

definition be restated so students hear the same terminology and vocabulary

each time the skill is presented.

Step 2: Read each card’s passage from the transparency or Media Presentation.

Step 3: Next, read and discuss the question. Read each of the possible multiple-

choice answers, and discuss whether that choice is a reasonable answer. If

it is a possibility, put a question mark next to the letter. If it is a choice that

can be eliminated, draw a √ or an X through the letter.

Step 4: As students eliminate possible answer choices, ask them to use information

from the passage to justify their reasoning. This is a critical test-taking skill

that Appetizers help reinforce.

Step 5: Continue this process until one or two answers remain. Use direct

questioning to prompt students to redirect or fine tune their search for

accurate justifications from the text that clarify why an answer is correct or

incorrect.

Step 6: Once a final answer is selected, ask students for verbal justification, specific

with information from the text, why this is the best possible answer.

After students are comfortable with these expectations, have students complete the

recipe cards and record their answers. Using spiral notebooks for this activity allows

students to accumulate their daily responses efficiently and simplifies your grading

and long-term assessment of their progress.

Procedural Example: Sept. 5 page 14

Card 1 B

Card 2 H

Card 3 A

TM

AppetizersTM

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.©Serves: 5th grade Appetizers

18

Petrified Glass

Mother Nature has her own way of making glass. Petrified hollow tubes of glass, or fulgurites (from the Latin word fulgur meaning thunderbolt) are the result of lightning striking grains of silica (sand), releasing tremendous amounts of energy creating incredibly hot temperatures of over 3,000 degrees Fahrenheit and fusing, or melting them together. The fulgurite is the result. This whole process can happen in less than a second! Fulgurites can also occur when high voltage power lines snap and come in contact with the silica or sand. An enormous amount of energy is released which when it comes in contact with the sand grains, melts them together and forms the fulgurites. Some fulgurites are produced by erupting volcanoes or meteorites crashing into the earth. Their size can vary with some of them as long as several meters. Their color is dependent on the type of sand the lightning struck making them green, brown, black or translucent white.

Fulgurite - the result of a powerful energy release from lightning striking sand.

Lightning bolts come down from the sky and in seconds can produce fulgurite, petrified glass.

Media Literacy 14(C); Fig 19(D)

The photographs are included to support which idea?A The enormous amount of energy released from a lightning bolt

and the results when it strikes sand.B The different colors, shapes and sizes of fulgurites.C The beauty of lightning bolts and the ugliness of fulgurites.D Lightning is much more likely to strike over large buildings and

in cities than it is to strike on a beach and create a fulgurite.

Sequential Order 11(C)

Graphic Organizers 13(B)

Fill in the chart with the missing step in making “petrified glass.”

lightning strikes sand

energy released

fulgurites formed

Ingredients For Success

Gourmet Curriculum Press, Inc.©

Media Literacy 14(C); Fig 19(D)

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts.

A The enormous amount of energy released from a lightning bolt and the results when it strikes the sand.

Sequential Order 11(C)

Sequential order is the order or the progression in which events occur.Graphic Organizers 13(B)

Graphic organizers are calendars, charts, graphs, flowcharts, story maps and/or outlines used to present written information in a way so that the reader will better understand and interpret that information.

atmosphere heated and charged; sand particles melt together

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Serves: 5th grade Appetizers

58

“The Painter”

I’m the man who paints the stripes upon the zebras,

And I also paint the warts upon the toad.

And with this brush and pot

I give leopards lovely spots

And add some color to the chipmunk’s coat.

I paint the flamin’ red on Robin Redbreast,I pour the blue on bluegills by the shore.

And when the firefly’s dimI splash silver paint on him,

And he shines more brightly than he did before.

Jack Frost? He’s just a part-time workin’ fellah,

Touchin’ up the leaves and trees and things.

He’s famouser than me,

But I’m happier than he,

‘Cause I paint the ones that runs—and flies—and sings!1

Silverstein, Shel, “The Painter,” The Light in the Attic (New York:

HarperCollins Publishers, 1981) 123.

Literary Forms and Genres 3(A)

Examine each stanza and describe the rhyming pattern used by Silverstein in “The Painter.”

Poetry 4(A)

The poet’s use of imagery like “pour the blue on bluegills by the shore” supports what type of tone?A a somber, serious toneB an angry, jealous toneC a joyful, happy toneD an energetic and excited tone

Ingredients For Success


Literary Forms and Genres 3(A)

Form is the typical characteristics, organization, and structure of each type of

written material.

A genre is a type or category of written material. Each genre has a usual form.

In each stanza, the second and last lines rhyme and the third and fourth lines

rhyme. Accept reasonable responses.

Poetry 4(A)

Students understand, make inferences and draw conclusions about the

structure and elements of poetry and provide evidence from text to support

their understanding. Students are expected to describe the characteristics of

various forms of poetry and how they create imagery (e.g., narrative poetry,

lyrical poetry, humorous poetry, free verse).

C a joyful, happy tone

58 A

Gourmet Curriculum Press, Inc.© iii

Gourmet Learning materials are organized by reading objective. Each objective is organized in a logical taxonomy; however, the materials are designed to be flexible. They are structured independently of each other to enable flexible lesson planning based on students’ differentiated needs. The Main Dish Volumes are a Teacher-Student Resource; thus, every page is available as a blackline master. To make student instruction pages immediately accessible, these pages are provided as teaching pages and noted with a (T) next to the page number.

Main Dishes are comprehensive books designed to be indispensable guides that enable you to introduce, practice, and test reading objectives. Each objective is presented with an introductory lesson (explicit instruction) that guides you step-by-step through a formatted presentation. This is followed by a guided practice activity (Checking for Understanding), then a game that requires students to apply their learned skill, followed by a formative assessment test.

The modular design of each objective, plus the spiraling design of the overall curriculum, provides multiple opportunities for differentiated instruction and flexible grouping. Upon learning each student’s outcome on a practice formative assessment, you can determine the appropriate follow-up activity. You can work closely with those students who have not mastered the skill on the practice assessment in a reteach activity, while those students achieving mastery will work on a challenging enrichment activity. For an even greater group option, see the model for differentiated instruction and flexible grouping on cover page viii. These exercises may be used separately or in tandem with our other curriculum Appetizers and Desserts books.

Word analysis/word study is a crucial component of building fluency and comprehension. A word wall, therefore, becomes a valuable tool in today’s classroom with many uses. A word wall helps reinforce and expand students’ knowledge of our complex language. Suggestions for creating and implementing word walls in your classroom can be found in the Main Dish Context Clues objective.

It is our hope that our publication will facilitate the best teaching of reading skills that are necessary to generate competent readers.

TM

Main Dishes TMGourmetLearning®

Table of ContentsVolume I

CATEGORY 1 & 2

I. Vocabulary/Context Clues - 2(A)(B)(C)(D)(E); 4 /Grade Level Pages A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-38

B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 720/4 39-53 962 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 990/6-7 54-62 853 Word Count D. Enrichment #1 63-64 E. Enrichment #2 65-67 F. Reteach 68-77 G. Final Test (Paired Selection) 1000 Word Count 78-81 H. Answer Keys 760/4-5 83-88

CATEGORY 2& 3

II. Facts/Details - 6(A)(B); 11; 12(A)(B); Fig 19(D) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-23 B. Lesson 2/Test 1 (Practice Test - Expository) 950/5-7 24-42 891 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 1010/6-7 43-50 782 Word Count D. Enrichment 51-53 E. Reteach 54-56 F. Final Test (Expository) 832 Word Count 1080/6-7 57-59 G. Answer Keys 61-66

CATEGORY 3

III. Stated Main Idea - 11(A)(B); Fig 19(D) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-15 B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 690/4 16-27 841 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 890/5-6 28-33 657 Word Count D. Enrichment #1 34-35 E. Enrichment #2 36 F. Reteach 37-38 G. Final Test (Mixed Selection) 652 Word Count 850/4-5 39-42 H. Answer Keys 43-45

Gourmet Curriculum Press, Inc.© ix

CATEGORY 3

IV. Implied Main Idea - 11(A)(E); Fig 19(D) /Grade Level Pages A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-15 B. Lesson 2/Test 1 (Practice Test - Expository) 990/6-7 16-26 764 Word Count C. Lesson 3/Test 2 (Benchmark Test 790/4-5 27-34 - Mixed Selection) 849 Word Count D. Enrichment 35-38 E. Reteach 39-41 F. Final Test (Paired Selection) 911 Word Count 730/4 42-46 G. Answer Keys 47-49

CATEGORY 3

V. Summarization - 11(A)(B)(E); Fig 19(E) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-24 B. Lesson 2/Test 1 (Practice Test - Narrative) 800/4-5 25-34 738 Word Count C. Lesson 3/Test 2 (Benchmark Test 760/4-5 35-51 - Paired Selection) 754 Word Count D. Enrichment 52-56 E. Reteach 57-60 F. Final Test (Expository) 835 Word Count 760/4-5 61-65 G. Answer Keys 67-70

CATEGORY 2

VI. Characterization - 6(B) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-27 B. Lesson 2/Test 1 (Practice Test - Narrative) 920/5-6 28-41 993 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 840/4-5 42-52 641 Word Count D. Enrichment 53 E. Reteach 54-55 F. Final Test (Expository) 678 Word Count 740/4 56-59 G. Answer Keys 61-64

Table of ContentsVolume I

Gourmet Curriculum Press, Inc.©x

Table of ContentsVolume II

CATEGORY 2 & 3

I. Story Elements - 6(A)(B); 7; 11(D) /Grade Level Pages A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-33 B. Lesson 2/Test 1 (Practice Test - Expository) 910/5-6 34-43 892 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 950/6-7 44-50 813 Word Count D. Enrichment 51-52 E. Reteach #1 53-54 F. Reteach #2 55 G. Final Test (Narrative) 688 Word Count 720/4 56-59 H. Answer Keys 61-66

CATEGORY 2 & 3

II. Literary Forms and Genres - 3(A)(B)(C); 4(A); 5; 7(A); 10; 11(A)(B)(C)(D)(E); Fig 19(D)(E)(F)

A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-59 B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 810/4-6 60-68 733 Word Count C. Lesson 3/Test 2 (Benchmark Test - Paired Selection) 1080/6-7 69-77 633 Word Count D. Enrichment 78-79 E. Reteach 80-81 F. Final Test (Expository) 691 Word Count 990/5-6 82-85 G. Answer Keys 87-88 H. Endnotes 89-90

CATEGORY 2 & 3

III. Sequential Order - 11(C)(D); 6(A); 13(A) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-18 B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 730/4 19-31 1046 Word Count C. Lesson 3/Test 2 (Benchmark Test 780/4-5 32-38 - Paired Selection) 1014 Word Count D. Enrichment 39-41 E. Reteach 42-44 F. Final Test (Expository) 840 Word Count 870/5-6 45-49 G. Answer Keys 51-58



CATEGORY 3

IV. Cause/Effect - 11(C)(D) /Grade Level Pages A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-14 B. Lesson 2/Test 1 (Practice Test - Narrative) 870/5-6 15-26 908 Word Count C. Lesson 3/Test 2 (Benchmark Test 740/4 27-35 - Mixed Selection) 857 Word Count D. Enrichment 36-37 E. Reteach 38-41 F. Final Test (Expository) 812 Word Count 1010/6-7 42-45 G. Answer Keys 47-50

CATEGORY 3

V. Complex Directions - 11(C); 13(A) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-14 B. Lesson 2/Test 1 (Practice Test - Narrative) 790/4-5 15-26 674 Word Count C. Lesson 3/Test 2 (Benchmark Test - Narrative) 770/4-5 27-39 892 Word Count D. Enrichment #1 40-41 E. Enrichment #2 42-51 F. Reteach #1 52-53 G. Reteach #2 54-56 H. Final Test (Expository) 899 Word Count 760/4-5 57-60 I. Answer Keys 61-65

CATEGORY 3

VI. Compare/Contrast - 11(C); 12(A); 13(B) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-27 B. Lesson 2/Test 1 (Practice Test - Paired Selection) 810/4-5 28-38 832 Word Count C. Lesson 3/Test 2 (Benchmark Test 960/6-7 39-47 - Paired Selection) 902 Word Count D. Enrichment 48-50 E. Reteach 51-52 F. Final Test (Paired Selection) 1007 Word Count 940/5-6 53-56 G. Answer Keys 57-59

Gourmet Curriculum Press, Inc.©viii

CATEGORY 3

VII. Graphic Organizers - 11(D); 13(B) /Grade Level Pages A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-43 B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 910/5-6 44-54 1066 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 650/3 55-67 738 Word Count D. Enrichment 68-69 E. Reteach 70-74 F. Final Test (Mixed Selection) 895 Word Count 930/5-6 75-79 G. Answer Keys 81-86

CATEGORY 2 & 3

VIII. Author’s Purpose - 6(C); 10; 11(E); 15(A) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-15 B. Lesson 2/Test 1 (Practice Test - Mixed Selection) 740/4 16-24 911 Word Count C. Lesson 3/Test 2 (Benchmark Test - Paired Selection) 830/4-5 25-31 700 Word Count D. Enrichment 32-33 E. Reteach 34 F. Final Test (Expository) 783 Word Count 820/4-5 35-37 G. Answer Keys 39-40


Gourmet Curriculum Press, Inc.© ix

Table of ContentsVolume III

CATEGORY 2 & 3

I. Make Inferences - 6(A)(B); 7; 11; Fig 19(D) /Grade Level Pages A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-13 B. Lesson 2/Test 1 (Practice Test 700/4 14-22 - Paired Selection) 910 Word Count C. Lesson 3/Test 2 (Benchmark Test 800/4-5 23-31 - Expository) 822 Word Count D. Enrichment 32-33 E. Reteach 34-37 F. Final Test (Expository) 1300 Word Count 810/4-5 38-41 G. Answer Keys 43-45

CATEGORY 2 & 3

II. Make Generalizations - 6; 7; 11(B); 12(A)(B) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-11 B. Lesson 2/Test 1 (Practice Test 720/4 12-25 - Mixed Selection) 671 Word Count C. Lesson 3/Test 2 (Benchmark Test 900/5-6 26-32 - Expository) 790 Word Count D. Enrichment 33-34 E. Reteach 35-39 F. Final Test (Expository) 916 Word Count 680/4 40-43 G. Answer Keys 45-47

CATEGORY 2 & 3

III. Make Predictions - 6(A)(B); 7; 11(A)(B)(C); 12 A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-18 B. Lesson 2/Test 1 (Practice Test 780/4-5 19-29 - Paired Selection) 1049 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 720/4 30-35 713 Word Count D. Enrichment 36-37 E. Reteach 38-39 F. Final Test (Expository) 767 Word Count 700/4 40-43 G. Answer Keys 45-46


CATEGORY 2 & 3

IV. Fact/Opinion - 6(A); 11(B); 18(A) /Grade Level Pages A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-16 B. Lesson 2/Test 1 (Practice Test 640/3 17-28 - Mixed Selection) 877 Word Count C. Lesson 3/Test 2 (Benchmark Test 990/6-7 29-34 - Expository) 773 Word Count D. Enrichment 35 E. Reteach 36-39 F. Final Test (Paired Selection) 906 Word Count 780/4-5 40-43 G. Answer Keys 45-46

CATEGORY 2 & 3

V. Persuasive Devices - 8(A); 12(A)(B); 14(C); Fig 19(D) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-35 B. Lesson 2/Test 1 (Practice Test 770/4-5 36-48 - Paired Selection) 935 Word Count C. Lesson 3/Test 2 (Benchmark Test 730/4 49-57 - Mixed Selection) 954 Word Count D. Enrichment 58-60 E. Reteach 61 F. Final Test (Narrative) 893 Word Count 780/4-5 62-66 G. Answer Keys 67-69

CATEGORY 2 & 3

VI. Evaluate/Make Judgments - 8(A); 10(A); 11(C); 12(A); 14(C); Fig 19(D) A. Introductory/Lesson 1 - Explicit Instruction/Checking 1-36 B. Lesson 2/Test 1 (Practice Test - Expository) 870/5-6 37-52 881 Word Count C. Lesson 3/Test 2 (Benchmark Test - Expository) 830/4-5 53-70 581 Word Count D. Enrichment 71-75 E. Reteach 76-81 F. Final Test (Expository) 839 Word Count 810/4-5 82-85 G. Answer Keys 87-88

Table of ContentsVolume III

Gourmet Curriculum Press, Inc.©viii

xiGourmet Curriculum Press, Inc.©

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Gourmet Curriculum Press, Inc.© xli

Fifth Grade (S)uggested(N)eeded Approximate(E)xcerpt Grade

Objective Activity Title Author (R)eference Lexile Score EquivalentContext Clues Initial

Instruction James and the Giant Peach Roald Dahl E 870 4th-6thIsland of the BlueDolphins Scott O’Dell E 1000 6th and upThe Phantom Tollbooth Norton Juster E 1000 6th and up

Stated Main Idea Enrichment#1 I Was So Mad Mercer Mayer S AD430 2nd

My Rotten Redheaded Older Brother Patricia Polacco S AD480 2ndThe Jester has Lost His Jingle David Saltzman S *Hooray for Diffendoofer Day! Dr. Seuss S AD750 3rd-5thThe Teacher from the Black Lagoon Mike Thaler S 380 1st-2ndMimi’s Tutu Tynia Thomassie S AD470 2ndEarrings! Judith Viorst S 470 2ndA Quiet Place Douglas Wood S AD750 3rd-5thKitten’s First Full Moon Kevin Henkes S 360 1st-2ndRiding the Tiger Eve Bunting S *

Characterization InitialInstruction Skinnybones Barbara Park E 590 2nd-3rdLesson 3 The Pinballs Betsy Byars E 600 3rd-4th

Story Elements InitialInstruction Pedro’s Journal Pam Conrad E 1030 6th and up

Gooney Bird Greene Lois Lowry E 590 2nd-3rdLesson 3 Mr. Revere and I Robert Lawson S 1050 6th and up

Ben and Me Robert Lawson S 1010 6th and upDaughters of Liberty: Patsy and the Declaration Elizabeth Massie S 710 3rd-5thDaughters of Liberty: Barbara’s Escape Elizabeth Massie S 680 3rd-5thStranded at Plimoth Plantation Gary Bowen S 1010 6th and upAcross Five Aprils Irene Hunt S 1100 8th and upNo Promises in the Wind Irene Hunt S 930 5th-8thThe Royal Diaries: Cleopatra VII, Daughter of the Nile

Kristina Gregory S 920 5th-8th

Nory Ryan’s Song Patricia Reilly Giff S 600 3rd-4thA Picture of Freedom: The diary of Clotee, a slave girl Patricia McKissack S 790 3rd-5th

Sequential Order Test 2 Maniac Magee Jerry Spinelli E 820 4th-6thComplexDirections Reteach #1 Tuck Everlasting Natalie Babbitt E 770 3rd-5thAuthor’sPurpose Checking Daniel’s Dinosaurs Charles Helm E *

A Wrinkle in Time Madeleine L’Engle E 740 3rd-5thHarry Potter and the Chamber of Secrets J. K. Rowling E 940 5th-8thThe D- Poems of JeremyBloom

Bernice and Gordon Korman E NP

Where the Red FernGrows Wilson Rawls E 700 3rd-5th

Literature Connection

Gourmet Curriculum Press, Inc.©xlii

Make Predictions InitialInstruction

The Man Who Made TimeTravel Kathryn Lasky R 840 4th-6thHow I Became an American Karin Gündisch R 870 4th-6thAlmost Starring Skinnybones Barbara Park R 620 3rd-4thWhat Time Is It? A. G. Smith R IG1040 6th and upJoey Pigza Swallowed the Key Jack Gantos R 970 5th-8thHow Come? Planet Earth Kathy Wollard R *Waiting for the Evening Star Rosemary Wells N *The Librarian Who Measured the Earth Kathryn Lasky N AD840 4th-6th

The Sad Night Sally Schofer Mathews N *

Can’t You Make Them Behave, King George? Jean Fritz N 800 4th-6th

Eliza and the Dragonfly Susie Caldwell Rinehart N *

My Rotten Redheaded Older Brother Patricia Polacco N AD480 2ndIn the Year of the Boar and Jackie Robinson Bette Bao Lord E 730 3rd-5thHana’s Suitcase Karen Levine E 730 3rd-5th

Fact/Opinion InitialInstruction The Pinballs Betsy Byars E 600 3rd-4th

Why Don’t You Get a Horse, Sam Adams? Jean Fritz E 800 4th-6th

PersuasiveDevices

InitialInstruction Hope Was Here Joan Bauer E 710 3rd-5th

Literature Connection

Sample Sectionof

Reading Main Dishes

Objective: Literary Forms and Genres

Lesson 1 – Initial LessonLesson 2 – Hands On

Lesson 3 – Cooperative Learning Benchmark Test

EnrichmentReteach

Introductory Lesson Literary Forms and Genres

Gourmet Curriculum Press, Inc.© 1 ( T )

Focus:Say: Today we will begin studying the many different literary genres we read daily.

Let’s list some types of texts or books we have used and read recently. (Accept reasonable

responses. Students will most likely list textbooks, novels, and possibly news articles or

reference books.)

Ask: How are these works alike? (They all provide us with information or entertainment

of some kind; they help us to learn. Accept reasonable responses.)

Say: Describe some differences in these works. (Some are nonfiction; some are fiction. Some of them are written simply to provide entertainment, while others are read for

information.)

Say: Examine this list of “New Releases” (transparency page 2). Based on the titles and

short synopses, compare and contrast the types of work presented. (Accept reasonable

responses such as: some works are fiction and provide entertainment; others are biographies or autobiographies. Some are reference books.)

Say: Reading different types of books and understanding the purposes for different

genres are important skills which we will focus on in this objective.

Statement of Importance:Understanding literary forms and genres is an important skill that allows

students to identify and choose literary works based on their purpose and

characteristics.

Across the Curriculum Goals:Social Studies – Understand the characteristics and organization of nonfiction text to gain information about historical events; examine the characteristics of

biographies of famous historical people.

Science – Understand the form and characteristics that are unique to reference

works to better understand scientific informationLanguage Arts – Compare and contrast various genres; understand the

unique characteristics of each of the genres to enhance understanding and

clarify writing

Writing – Understand that the author’s purpose for writing dictates the form

or structure of how the work is written

Objective:At the close of this lesson students will be able to identify, analyze, and

compare a variety of genres and their forms as well as produce written

samples of certain genres.

Lesson 1 Literary Forms and Genres


321

Determine the genre of this

passage.Compare the form of this

passage with that of different

genres.

Identify the characteristics

and form (structure) of the passage.

Read the passage

carefully.

Steps for Identifying a Literary Genre

Definition:

Literary Form is the usual

characteristics, organization, and

structure of each type of written

material.

Genre is a type or category of

written material. Each genre has

its own typical form.

4


Gourmet Curriculum Press, Inc.©6

Objective: Students will identify characteristics of historical and science fiction; students will

compare and contrast historical and science fiction

Initial Instruction—Part I—Historical Fiction and Science Fiction

Say: Let’s add this information to the “Know” portion of our KWL chart.

Ask: What questions do you have about science fiction novels? (Possible responses: How can I tell a science fiction novel from other fiction? What are some examples of science fiction novels?)Place the science fiction example, transparency page 8, on the overhead.Say: Examine the passage from Madeline L’Engle’s book A Wind in the Door. Ask: How does the information in the passage help you to identify this work as science

fiction? (The passage mentions technology that focuses on stars and what is happening in other galaxies. Both of these are characteristics of science fiction. The passage also discusses other scientific ideas such as the disappearance of matter. Accept reasonable responses.)Say: Explain why this work cannot be considered nonfiction. (The scientific events discussed are not ones that, to our knowledge, can actually be studied or recorded. While

stars and star death can be studied, it is difficult to understand much at all about other galaxies because they are so far away.)

Ask: How does science fiction differ from historical fiction? (While both historical and science fiction address made-up characters or events, the setting of historical fiction works is usually a real historical era or event. Some information in historical fiction is based in truth, or is true, while the information in science fiction works is based around scientific ideas, technology, or theories that may never happen.)

Say: Even though the characteristics of historical and science fiction are different, how are the form and purpose of these genres similar? (Both types of fiction follow a similar pattern of introducing the reader to the setting and characters and then presenting and

developing various events and conflicts that are resolved by the end of the work. Both types are written mostly for entertainment as well.)

Ask: When researching new forms of technology, would it be better to use a science fiction novel or a nonfiction article? (A nonfiction article provides truthful information, while a science fiction book uses mostly made-up ideas. The nonfiction article is much more valid for research purposes.)

Ask: What information can we include in the “Learn” column of our chart? (Science

fiction focuses on other galaxies, technology, or events far in the future. Science fiction is not based in fact, like historical fiction, but is based on scientific ideas and theories. It follows fiction’s usual form, however, and is read mostly for entertainment.)Say: Now that we have learned about the characteristics of science fiction, identify some novels that are examples of this genre. (Accept reasonable responses. A Wrinkle in Time, A Wind in the Door, Ender’s Game, and The Time Machine are examples of science fiction.)

Direct Questioning

Questioning Technique



Objective: Students will identify characteristics of historical and science fiction; students will

compare and contrast historical and science fiction

Initial Instruction—Part I—Historical Fiction and Science FictionHistorical Fiction Example

Excerpt from Number the Stars by Lois Lowry

Mama and Papa smiled and raised their glasses. Papa took a sip and wiped the foam from his upper lip. Then his face became more serious.

“Annemarie,” he said, “Peter tells us that the Germans have issued orders closing many stores run by Jews.”

“Jews?” Annemarie repeated. “Is Mrs. Hirsch Jewish? Is that why the button shop is closed? Why have they done that?”

Peter leaned forward. “It is their way of tormenting. For some reason, they want to torment Jewish people. It has happened in the other countries. They have taken their time here—have let us relax a little. But now it seems to be starting.”

“But why the button shop? What harm is a button shop? Mrs. Hirsch is such a nice lady. Even Samuel—he’s a dope, but he would never harm anyone. How could he—he can’t even see, with his thick glasses!”

Then Annemarie thought of something else. “If they can’t sell their buttons, how will they earn a living?”

“Friends will take care of them,” Mama said gently. “That’s what friends do.”1

She turned to her father. “Papa, do you remember what you heard the boy say to the soldier? That all of Denmark would be the king’s bodyguard?”

Her father smiled. “I have never forgotten it,” he said.“Well,” Annemarie said slowly, “now I think that all of Denmark must be

bodyguard for the Jews, as well.”“So we shall be,” Papa replied.2



Objective: Students will identify characteristics of folk tales and tall tales; students will

compare and contrast folk tales and tall tales

Initial Instruction—Part II—Folk Tales and Tall Tales

Place the second folk tale example, transparency page 13, on the overhead. Read the story aloud to students. (Some students may have difficulty reading the dialect.)Say: Based on our characteristics of folk tales, explain how this tale qualifies as one. (It is about a trickster, Brer Rabbit, and it uses dialect. It is from the Southern U.S. culture.)

Say: Describe some similarities between this tale and the Mouse Deer tales of Indonesia.

(In both, a smaller, weaker creature defeats a crocodile by using his wits and trickery.)

Say: Explain how the Mouse Deer tales are different from Brer Rabbit’s tale. (The Mouse

Deer tales do not use dialect; Brer Rabbit’s tales are written in Southern U.S. dialect.)

Say: Remember, a distinctive characteristic of folk tales is that they teach a culture’s

values.

Ask: What particular values do you think both of these tales teach us? (Both stories teach

the value of intelligence and quick thinking; they express ways to beat bullies without

using violence, using wit instead.)

Ask: How can this help us to relate to other cultures? (These tales show us that different

cultures share the same values and try to teach many of the same ideas to children.)

Say: Let’s write what we have learned about folk tales on our KWL chart.

Say: Another genre, similar to folk tales, is tall tales. Identify some characteristics of

tall tales. (Tall tales were told orally, involve superhuman acts, and are mainly based in

America, in the West.) Let’s list these known characteristics on our KWL chart.

Ask: What are some questions you have about tall tales? (Possible responses: Who are

they about? Where did they come from? How are they different from folk tales?)

Say: List these in the “W” column of your chart.

Place the tall tale example, transparency page 14, on the overhead. Have students read the information about Pecos Bill.

Say: How is this story different from the folk tales we read earlier? (The tall tale does not

involve a trickster or focus on certain values. It is from a particular culture, American, and

uses some dialect, but it also involves superhuman feats or accomplishments.)

Ask: Can you identify some of the superhuman acts mentioned in the story? (Underline

the following acts in the story as students identify them. People in China heard the

tornado. When Pecos Bill fell off the tornado, he created Death Valley. The rain from the

tornado washed out the Grand Canyon.)

Say: Explain the purpose of tall tales and how the purpose differs from that of folk tales.

(Tall tales were told mainly as a form of entertainment; folk tales were told to entertain,

but also to teach particular values, such as the importance of intelligence and wit.)

Direct Questioning



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Objective: Students will identify characteristics of folk tales and tall tales; students will

compare and contrast folk tales and tall tales

Initial Instruction—Part II—Folk Tales and Tall TalesTall Tale Example

Pecos Bill is a legendary cowboy about whom many tall tales were told.

It is said he was born to parents, who already had 18 children, while they

were traveling west. His mother was impressed because Bill started talking

when he was only a month old and rode his first horse as soon as he was able to sit up on his own. Everyone knew Pecos Bill was going to be something

special.

“Pecos Bill Rides a Tornado”Now everyone in the West knows that Pecos Bill could ride anything. No bronco

could throw him, no sir! Fact is, I only heard of Bill getting’ throwed once . . . Yep, it was that time he was up Kansas way and decided to ride him a tornado.

Now Bill wasn’t gonna ride jest any tornado, no ma’am. He waited for the biggest gol-durned tornado you ever saw. It was turning the sky black and green, and roaring so loud it woke up the farmers away over in China. Well, Bill jest grabbed that there tornado, pushed it to the ground and jumped on its back. The tornado whipped and whirled and sidewinded and generally [spread] its bad luck all the way down to Texas. Tied the rivers into knots, flattened all the forests . . . But Bill jest rode along all calm-like, give it an occasional jab with his spurs.

Finally, that tornado decided it wasn’t getting this cowboy off its back no-how. So it headed west to California and jest rained itself out. Made so much water it washed out the Grand Canyon. That tornado was down to practically nothing when Bill finally fell off. He hit the ground so hard it sank below sea level. Folks call the spot Death Valley.

Anyway, that’s how rodeo got started. Though most cowboys stick to broncos these days.6



Objective: Students will identify characteristics of autobiographies and biographies; students

will compare and contrast autobiographies and biographies

Initial Instruction—Part VI—Autobiographies and Biographies

Ask: Why do you think Douglass wrote his autobiography? (Accept reasonable responses.

Douglass wanted others to read of his struggle and triumph over the bonds of slavery. He

wanted to share his stories with others to provide hope.)

Say: Explain how this autobiography could help you if you were writing a research paper

about slavery. (The autobiography is Douglass’s true account of his experience in slavery.

It could be used to provide examples of the treatment some slaves received and to show

the emotions of slaves as well.)

Place the biographical example, transparency page 29, on the overhead.Ask: What is the first difference you notice between Douglass’s story and this one? (Douglass’s story, told from the first-person point-of-view, uses “I.” Houdini’s biography is told from someone else’s point-of-view and is, therefore, written in third person.)Say: Identify some facts that we learn about Houdini in this excerpt. (Accept reasonable

responses. He was born in Budapest. His real name was Ehrich. He and his family

emigrated from Hungary to America.)

Ask: How can the facts in the Houdini biography be checked? (The facts can be checked

by examining a reference article about Houdini to see if the information is the same as

what is listed in his biography.)

Ask: How are the emotions expressed in the Houdini excerpt different from those in

Douglass’s excerpt? (In Douglass’s excerpt, the reader feels, or is able to learn, exactly what

Douglass felt. Douglass, himself, expresses his emotions about slavery and his life. In the

Houdini excerpt, the author might describe some emotions that Houdini might have felt,

but the reader is disconnected from those emotions because they are not expressed by

Houdini himself.)

Ask: Why do you think the biography of Houdini was written? (He was a famous

magician who awed people even after his death. Many people were probably interested

in his life and experiences.)

Say: Explain how the form of both works is similar. (Both autobiographies and

biographies are written sequentially from the early years of the subject to his/her later

years and/or death.)

Ask: Why do you think this form is used for autobiographies and biographies? (Since the

purpose of both genres is to learn more about a person’s life, it is logical to begin with the

subject’s birth and write about his/her life in order. It is convenient and most likely less

confusing for the reader.)

Direct Questioning



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Objective: Students will identify characteristics of autobiographies and biographies; students

will compare and contrast autobiographies and biographies

Initial Instruction—Part VI—Autobiographies and BiographiesAutobiographical Example

Excerpt from Narrative of the Life of Frederick Douglass, an American Slave

From the time that I was very young, I knew that I would not remain a slave for the whole of my life. I was born in Tuckahoe, Maryland. Like most of those who were born into slavery, I have no knowledge of the year I was born, as masters did not like to provide slaves with any such information. Some people have told me that my father was my white slave owner. This was a common practice, as it increased the owner’s slave holdings, but it boded ill for the child. My mother was traded to another plantation early on, and I only saw her a few times in my life, and then only at night.

As a young man I learned to sing slave songs. Every tone of these songs was a prayer to God for deliverance from chains. I have been utterly astonished to hear that people in the North often mistake that singing for happiness. A slave’s songs represent the sorrows in his heart, and he finds relief through them as if they were tears.

I have been owned and leased by several masters in my life and worked as a house servant, a field hand (the most cruel of labors), and a ship carpenter. When I was twelve or so, I was leased to my master’s relative. For a time, my mistress taught me my ABCs, and would have gone further had her husband not forbidden it. He thought that education would make a slave unruly and discontented. He was right: the more I learned, the more determined I was to be free. I carried books with me whenever I was sent on an errand, and traded bread for reading lessons from the little white boys playing in the street. When my master’s son left school, I secretly copied the handwriting in his practice book, then challenged the street boys to handwriting competitions. I learned to read and write in the only way possible for a slave: I stole the knowledge.11


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Objective: Students will identify characteristics of poetry; students will examine different types

of poetry

Initial Instruction—Part IX—PoetryTeacher note: In this last part of the Initial Instruction students will examine a typical

poem and then several other types of poetry including haiku, limericks, free-verse, and I-poems.Group size: whole class

Materials: Direct Questioning, pages 45-50; poems, transparency pages 51-54; KWL charts, pages 55-56; overhead markers; plain white or notebook paper; pens and pencilsBefore class: Gather necessary materials.

Directions: Use the Direct Questioning and examples to guide students through this

portion of the Initial Instruction.

Ask: What is your idea of poetry? (Accept reasonable responses. Students might say

poetry is a short piece of writing that rhymes or a form of writing to express feelings.)

Say: A poem is a written piece of any length that uses rhythm, rhyme and descriptive

language to express a feeling, thought, or idea. Poetry can be used to describe a sunset,

express sadness, or tell a story. There are no limits to a poem’s topic or its length.

Ask: Who are some famous poets? (Edgar Allen Poe, William Wordsworth, Langston

Hughes, and Emily Dickinson are examples of some poets.)

Say: Let’s add this information to our “Know” column on the KWL chart.

Ask: What other questions do you have about poetry? We will list these in the middle

column on our chart. (Allow students to brainstorm questions about poetry.)

Place the first poem, transparency page 51, on the overhead. Have a student read the poem aloud.

Say: Like paragraphs in stories or essays, stanzas are used to divide poems into smaller

parts. Each stanza is usually four lines long. Let’s determine how many stanzas are in

this poem. (There are seven stanzas.)

Ask: Can anyone explain the rhyme pattern in this poem? (In each stanza, the second

and fourth lines rhyme.)

Ask: Why do you think poets use rhyme in their poems? (Accept reasonable responses.

Poets often use rhyme to help provide rhythm and structure to their poems.)

Say: Some other features you might find in a poem are figurative language, such as similes, metaphors, and alliteration. Let’s define these three types of figurative language. (Similes are comparisons that use like or as; metaphors are comparisons that do not use

like or as. Alliteration is the repetition of a consonant sound within a line of a poem.)

Direct Questioning




Objective: Students will identify characteristics of poetry; students will examine different types

of poetry

Initial Instruction—Part IX—PoetryFree Verse Poems

“Poem”

by William Carlos Williams

“The Man on the Desert Island (1)”

by Gerda Mayer

The man on the desert islandHas forgotten the ways of people,His stories are all of himself.Day in, day out of time,He communes with himself and sendsMessages in green bottles:Help me they say I amCast up and far from home.Each day he goes to watch The horizon for ships.Nothing reaches his shoreExcept corked green bottles.21

As the catClimbed overThe top of

The jamclosetFirst the rightForefoot

CarefullyThen the hindStepped down

Into the pit ofThe emptyFlowerpot22



Objective: Students will compete to complete a scavenger hunt using information about a variety of genres; students will analyze written works to answer questions about different genres

“One-Two-Three Hunt!”Teacher note: In the following activity students will work in pairs to complete a scavenger

hunt in which they search for particular examples of different genres. Some answers may

be duplicated. This activity uses Levels 3 and 4 of Bloom’s Taxonomy, Application and

Analysis.

Group size: pairs

Materials: suggested book list, page 61; books, magazines, reference books, news articles,

etc. (see sample book list); scavenger hunt instructions, pages 62-63; pens or pencils; Internet access

Before class: Gather necessary books, newspapers, and magazines using the suggested

book list as a guide. Copy the scavenger hunt instructions for each pair. Gather necessary

materials.

Directions:

• Place gathered books, newspapers, and magazines randomly around the room before students enter class.

• Distribute a copy of the scavenger hunt instructions to each pair of students.• Explain to students that some answers may be duplicated, but they can have the same

answer only twice. (For example, the Encyclopedia Britannica can only be used for

two answers, even if it is possible to use it for more.)

• Assign each pair a number (1-12). This will be the scavenger hunt number on which each pair starts.

• On “Go,” students will begin searching through books within the classroom, and suggested websites, to find answers to the questions on their scavenger hunt.

• The first group to complete the hunt with appropriate and acceptable answers wins.

Practice extension:Students will read “Vacation Documentation,” Test 1, and complete the questions over

literary forms and genres. Teachers may use this as a teaching reinforcement of test-taking skills, or grades may be taken for evaluation purposes.


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Objective: Students will use available technology to create samples of a variety of genres;

students will present their genre samples to a 4th grade audience

Cooperative Learning“Generating Genres“

Teacher note: In the following activity students will work in small groups to create samples

of two different genres. Their samples will be appropriate for a fourth grade audience and

will incorporate characteristics of each genre based on what they have learned and noted

on their KWL charts. Students will use publishing and/or word processing software to

produce and edit their genre samples and will then present them to their classmates who

will evaluate the work and determine whether or not it is suitable for the specified audience. Finally, students will present their works to a fourth grade class or other audience. This

activity uses Levels 5 and 6, Synthesis and Evaluation, of Bloom’s Taxonomy.

Group size: three to four students

Materials: topic cards, page 70; genre selection chart, transparency page 71; presentation review, page 72; rubric, page 73; paper bag or small box; word processing software or

computer lab; research materials such as textbooks, encyclopedias or the Internet

Before class: Make a copy of the topic cards and cut apart the cards. Place them in a

paper bag. Copy the presentation review and rubric for each group.

Directions:

• Allow each group to draw a topic from the paper bag.• Place the genre selection chart on the overhead, and give students a few minutes to

choose two genres, one from each column.

• Distribute a presentation review and rubric to each group.• Students will work in groups to research their topics and create two written pieces,

one for each genre they have chosen.

• Remind students to consider their audience when writing and to make sure they do not use words or lengthy sentences that are too difficult for fourth graders.

• Next, students will use word processing or presentation software to type up and create polished examples of their works. Students can add clip art to short stories or

even create a slide show for a brief biography or poem.

• Next, two groups will pair up and present their work to one another. Groups will critique each other’s work using the presentation review. Based on the feedback from

other group members, students will revise and/or edit their genre samples.

• Finally, students will present their samples to fourth grade classes. They will explain each genre they have written briefly and then share their pieces with the class.

Test 2 Literary Forms and Genres


After reading the following selections, you will be asked a series of questions. These questions

will be based on the material in the selections.

NotesToday in TechnologyFrom “A Sound of Thunder”

1 The sign on the wall seemed to quaver under a film of sliding warm water. Eckels felt his eyelids blink over his stare, and the sign burned in this momentary darkness:

2 TIME SAFARI, INC. SAFARIS TO ANY YEAR IN THE PAST. YOU NAME THE ANIMAL. WE TAKE YOU THERE. YOU SHOOT IT.3 A warm phlegm gathered in Eckels’ throat; he swallowed and

pushed it down. The muscles around his mouth formed a smile as he put his hand slowly out upon the air, and in that hand waved a check for ten thousand dollars at the man behind the desk.

4 “Does this safari guarantee I come back alive?”5 “We guarantee nothing,” said the official, “except the dinosaurs.”

He turned. “This is Mr. Travis, your Safari Guide in the Past. He’ll tell you what and where to shoot. If he says no shooting, no shooting. If you disobey instructions, there’s a stiff penalty of another ten thousand dollars, plus possible government action, on your return.”

6 Eckels glanced across the vast office at a mass and tangle, a snaking and humming of wires and steel boxes, at an aurora that flickered now orange, now silver, now blue. There was a sound like a gigantic bonfire burning all of Time, all the years and all the parchment calendars, all the hours piled high and set aflame. . . .

7 [“Unbelievable.”] Eckels breathed, the light of the Machine on his thin face. “A real Time Machine.”23

Cool Inventions: Musical Fashion1 The Egokast is an MP3 player that really lets you stand out from

the crowd. This music and video player’s screen hooks onto your belt buckle. You can plug into your tunes, and everyone around you can take in the colorful videos playing on the screen at your waist. The Egokast comes with a DVD full of cool looking short video segments that you can edit, mix, and combine in order to create a movie that matches your mood or your outfit that day. Or you can play a slide show featuring pictures of your favorite band or that hilarious home video of your cat climbing the curtains.24

Test 2 Literary Forms and Genres


1 The passage titled “From A Sound of

Thunder” is most likely an example of—A an autobiographical piece

B a science fiction storyC a reference article

D a play

2 Use your answer from question #1, and list

two characteristics from the passage which

support your answer.

Questions #3-#5 are based on the selection “Cool Inventions: Musical Fashion.”3 To which genre does this passage belong?

A a magazine

B a book of poetry

C an encyclopedia

D a novel

Justify why the other three answers are

incorrect.

4 According to the passage, how does the Egokast work?

5 Hilarious in the passage means the same

as—A sad, serious

B extremely funny

C important, monumental

D disgusting, unpleasant

Questions #6-#8 are based on the passage “Technology.”6 Which of the following statements can

be used to show that paragraph #1 is

nonfiction?A The paragraph includes events or characters

that are made up.

B The paragraph involves things that cannot

be proven.

C Information in the paragraph can be

verified.D The paragraph includes the author’s

opinion.

7 Which definition of alternatives fits the meaning in paragraph #1?

A goals; intents

B modern ideas; inspiration

C research; new plans

D choices; possible ways

Enrichment Literary Forms and Genres


Objective: Students will create a short play script and perform their play for others in the class

“And . . . Action!”Teacher note: This project might require two days to complete. (Students working on

the Reteach activity will also need ample time to complete their project.) In the following

activity students will work in small groups to write a play and perform it for their

classmates. Students will use their KWL charts from the Initial Instruction to help them

remember and use the characteristics of drama. This activity uses Level 5 of Bloom’s

Taxonomy, Synthesis.

Group size: two to three students

Materials: topics list, page 79; lined paper; pens or pencils; access to computers with word

processing software; small items for props such as desks, chairs, cups, etc.; highlighters

Before class: Copy the topics list page for every two groups. Cut apart the lists. Gather

necessary materials.

Directions:

(Day One)

• Distribute a copy of the topics list to each group.• Each group will select a topic.• Record each group’s selection, and make sure groups have not chosen the same topic.• Students will work together to develop 1 scene for a play based around their topic. The

scene should last 4-5 minutes when read aloud.• Students will create a script and include stage directions in it for each actor. Encourage

students to incorporate the use of simple props such as textbooks, jackets, maps, etc.

• The final version of the script should be typed, so each student can have a copy and highlight his/her lines and directions. Students should attempt to memorize as many

of their lines as possible before the performance.

(Day Two)

• Give groups time to practice their plays. Encourage students to try acting rather than simply reading their scripts.

• Finally, each group will present its scene to the entire class.Optional Extension: Critique each group’s performance, and provide time for students to

revise and polish their scenes, acting, etc. Then groups may present their scenes to other

audiences.

Reteach Literary Forms and Genres


Objective: Students will examine the characteristics of different genres; students will create an

organizer to teach others about a particular genre

“Student Teachers!”Teacher note: This project might require two days to complete. In the following activity

students will work in pairs to create a graphic organizer focusing on one particular genre.

Students will then use the organizer to teach others about the genre and will include an

original example piece as well. This activity uses Levels 2 and 3 of Bloom’s Taxonomy,

Comprehension and Application.

Group size: pairs

Materials: genres, page 81; blank and lined paper; pens or pencils; reference books or

anthologies with poetry, plays, short stories, etc.; KWL charts; genre examples from the

Initial Instruction

Before class: Make a copy of the genres and cut apart the strips. Gather necessary materials.

Directions:

(Day One)

• Distribute a genre to each pair of students.• Have students brainstorm different types of organizers (outlines, Venn diagrams,

flow charts, concept webs or maps) that might be useful for teaching others about the genre.

• Students will use the information from their KWL charts, and the examples in the Initial Instruction to create a graphic organizer to help others learn about the particular

genre.

• Students will also create or locate examples of their assigned genre.(Day Two)

• Each pair will present its organizer and genre to the class. The pair will show how the organizer works to help others see the characteristics of the particular genre.

• Pairs will also present their genre examples to the class. The class can then identify characteristics of the genre found in the examples.

topic 1 topic 2 I.

A.

1.

2.

B.

II.

A.

B.

5th rdng samples tx 2013

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