rebeccafumarola.files.wordpress.com€¦  · Web viewTurkey Maiden. Chapter 1. ... - Do a word map of poetry and talk about prior knowledge. Poetry, like stories, can tell a story

Unit Essential Question and Standards:

How are stories created?

Lesson Essential Question and Standard: How are stories created?

Date of Activating Strategy:

Lesson Activating Strategy and LEQ Vocabulary

Lesson Teaching Strategy Explanations

(Graphic Organizer Description, Distributive Summarizing Strategy)

Date: 3-30 THURS

Date: 3-31 FRI

Date: 4-3 MON

Date: 4-4 TUES

Date: 4-5 WED

Sub LEQ # Question and Vocabulary Words

How do authors create tone?

tone

How do visuals contribute to the tone?

visuals

tone

How are stories created?

stories

chapters

How are dramas created?

dramas

scenes

How are poems created?

poems

stanzas

Model Lesson Plan ( I Do)

See Tone vs. Mood in flip.

Create t-chart for tone and mood.

Mood is the feeling the author creates through his or her choice of words. The reader senses the mood by thinking about how words and details make them feel.

Tone refers to the attitude of the author or speaker, and it is also created by word choice. Many times, we can think about tone in writing the same way we think about the tone of someones voice.

How can authors create tone and mood? List responses on board.

Authors use emotion words and visuals to create tone and mood for the reader.

The pictures are essential to the narrative. Without them, there is no story. This is not necessarily the case in other kinds of stories.

For example, if someone gave you a book that happened to contain pictures and you decided to just read the words, would you be able to tell what the story meant? Would you be able to identify the authors tone, or attitude toward the subject? Would you be able to appreciate the storys beauty? You probably would.

However, if you also looked at the pictures and heard someone read the words aloud, you might better understand and appreciate the story. You could witness on the page the beautiful scenes of a tale set in the Old West. You could hear your teacher demonstrate how to whisper so quietly that even a sleeping giant wouldnt wake!

I Do: Read Prometheus without images. Ask: What is the tone? How could a visual add to the tone?

Which parts of the text would need a visual?

Introduce stories with vocabulary matrix. Connect story structure to story elements. Show organizer and vocabulary matrix.

Read Turkey Maiden Chapter 1. Identify elements of prose as reading. What are the actions that are creating a conflict? What are the characters feelings?

Introduce dramas with vocabulary matrix. Connect story structure to story elements, and that plays tell a story its just acted out in front of people. Show organizer and matrix.

Read Wings for the King in Reading Street. Read pp. 266 269. Complete organizer a story map for each scene.

Think aloud:

- What do I know about the King?

- What is the Kings desire?

- Do a word map of poetry and talk about prior knowledge. Poetry, like stories, can tell a story and has a structure that builds the poem.

-I Do: Introduce elements of poetry using The Rocket. Model how to find each element and how it impacts the poem. Ask: How does the first stanzas imagery impact the second stanza? What is the point of view? How do I know?

Guided Practice Plan

(We Do)

Read The Little Match Girl.

Complete organizer.

Think, Ink, Share: What visual elements would you add to help the tone or theme?

Watch The Little Match Girl. Go to Netflix Kids, go to Disney Short Films Collection start at 1:12:23.

Complete follow up questions and reflect on how authors create tone and mood.

We Do: Introduce graphic novel -> http://mhschool.com/lead_21/grade5/ccslh_g5_rl_1_3a_l1.html

Show graphic novel: http://mhschool.com/lead_21/grade5/ccslh_g5_rl_1_3a_l1_1.html

Ask: Take a look at the first two panels. Panel 1 on the top of the page tells who Prometheus is and shows what he looks like. Panel 2 tells who Zeus is and what he looks like. It also shows a conversation between Prometheus and Zeus. Are Prometheus and Zeus alike or different?

Summary: How did the visuals add to our knowledge of the characters?

Few Do: Review tone -> ask: Is the author sympathetic or unsympathetic toward Prometheus? (Think, Ink, Share) -> share out.

Complete story map for chapter 1.

Think, Ink, Share:

How do events create a theme? Can a theme change? Why?

Read chapter 3 and complete story map.

Read pp. 270 275. Start a new organizer.

pp. 270 271

- When the King commands that someone make him wings, what is the effect?

- What does worthless mean?

pp. 272 273

- What does the Queens dialogue tell you about her personality?

- Why did Tinas wings fail?

What is the tone of this drama? What are some clues to support that?

Read pp. 274 275.

- How is Geraldines invention similar to Tinas?

- What effect does the failed inventions have on the King?

Add to organizer.

Read Casey At Bat. Identify poetry elements.

Ask: What is the point of view? How do I know? Are the characters thoughts and feelings positive or negative? Whats the tone of the poem?

*The tone changes each stanza with the characters emotions.

Summary: What are the elements of poetry?

- Few Do: Complete graphic organizer. Answer #1. Share out

Independent Practice Plan (You Do)

Compare and contrast the tone for the text and the movie.

You Do: Read Friends Are the Best Cure from test book. Answer question at end and answer: what is the tone? What other visual would you have added to enhance the tone?

Using both story maps, answer the questions for both texts.

Read pp. 276 279 with your partner or group. Finish organizer for scene 2.

Answer the questions.

Answer the questions about Casey at Bat.

Lesson Essential Question Assignment Explanation

Lesson Essential Question Summarizing Strategy

1

LWE 2015-2016

The Little Match Girl

by

Hans Christian Andersen

(1846)

Twas terribly cold and nearly dark on the last evening of the old year, and the snow was falling fast. In the cold and the darkness, a poor little girl, with bare head and naked feet, roamed through the streets. It is true she had on a pair of slippers when she left home, but they were not of much use. They were very large, so large, indeed, that they had belonged to her mother, and the poor little creature had lost them in running across the street to avoid two carriages that were rolling along at a terrible rate. One of the slippers she could not find, and a boy seized upon the other and ran away with it, saying that he could use it as a cradle, when he had children of his own. So the little girl went on with her little naked feet, which were quite red and blue with the cold. In an old apron she carried a number of matches, and had a bundle of them in her hands. No one had bought anything of her the whole day, nor had anyone given her even a penny. Shivering with cold and hunger, she crept along; poor little child, she looked the picture of misery. The snowflakes fell on her long, fair hair, which hung in curls on her shoulders, but she regarded them not.

Lights were shining from every window, and there was a savory smell of roast goose, for it was New-years eveyes, she remembered that. In a corner, between two houses, one of which projected beyond the other, she sank down and huddled herself together. She had drawn her little feet under her, but she could not keep off the cold; and she dared not go home, for she had sold no matches, and could not take home even a penny of money. Her father would certainly beat her; besides, it was almost as cold at home as here, for they had only the roof to cover them, through which the wind howled, although the largest holes had been stopped up with straw and rags. Her little hands were almost frozen with the cold. Ah! perhaps a burning match might be some good, if she could draw it from the bundle and strike it against the wall, just to warm her fingers. She drew one outscratch! how it sputtered as it burnt! It gave a warm, bright light, like a little candle, as she held her hand over it. It was really a wonderful light. It seemed to the little girl that she was sitting by a large iron stove, with polished brass feet and a brass ornament. How the fire burned! and seemed so beautifully warm that the child stretched out her feet as if to warm them, when, lo! the flame of the match went out, the stove vanished, and she had only the remains of the half-burnt match in her hand.

She rubbed another match on the wall. It burst into a flame, and where its light fell upon the wall it became as transparent as a veil, and she could see into the room. The table was covered with a snowy white table-cloth, on which stood a splendid dinner service, and a steaming roast goose, stuffed with apples and dried plums. And what was still more wonderful, the goose jumped down from the dish and waddled across the floor, with a knife and fork in its breast, to the little girl. Then the match went out, and there remained nothing but the thick, damp, cold wall before her.

She lighted another match, and then she found herself sitting under a beautiful Christmas-tree. It was larger and more beautifully decorated than the one which she had seen through the glass door at the rich merchants. Thousands of tapers were burning upon the green branches, and colored pictures, like those she had seen in the show-windows, looked down upon it all. The little one stretched out her hand towards them, and the match went out.

The Christmas lights rose higher and higher, till they looked to her like the stars in the sky. Then she saw a star fall, leaving behind it a bright streak of fire. Someone is dying, thought the little girl, for her old grandmother, the only one who had ever loved her, and who was now dead, had told her that when a star falls, a soul was going up to God.

She again rubbed a match on the wall, and the light shone round her; in the brightness stood her old grandmother, clear and shining, yet mild and loving in her appearance. Grandmother, cried the little one, O take me with you; I know you will go away when the match burns out; you will vanish like the warm stove, the roast goose, and the large, glorious Christmas-tree. And she made haste to light the whole bundle of matches, for she wished to keep her grandmother there. And the matches glowed with a light that was brighter than the noon-day, and her grandmother had never appeared so large or so beautiful. She took the little girl in her arms, and they both flew upwards in brightness and joy far above the earth, where there was neither cold nor hunger nor pain, for they were with God.

In the dawn of morning there lay the poor little one, with pale cheeks and smiling mouth, leaning against the wall; she had been frozen to death on the last evening of the year; and the New-years sun rose and shone upon a little corpse! The child still sat, in the stiffness of death, holding the matches in her hand, one bundle of which was burnt. She tried to warm herself, said some. No one imagined what beautiful things she had seen, nor into what glory she had entered with her grandmother, on New-years day.

Tone

Details

How does it affect text?

What visual elements would you add to help the tone or theme?

Little Match Girl

While you are watching, write down as many feeling words as you can for how you felt from this video.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write a few sentences about how you feel after watching Little Match Girl. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Little Match Girl

While you are watching, write down as many feeling words as you can for how you felt from this video.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write a few sentences about how you feel after watching Little Match Girl. _________________________________________________________________________________________________________________________________________________________________________________________________________

Promethus

Promethus was stronger than a storm and smarter than a snake, but some said he was a trouble maker.

The god Zeus didnt want human beings to have any power. Never give humans fire. Zeus said. But, they need it.They cant cook. Theyre cold. Promethus replied.

Promethus could see the people suffering. I HAVE to help. He thought.

One night, Promethus climbed up and lit a torch from the Suns fire. He carried the torch back down the mountain and passed it to the people.

You saved us! The people shouted.

When Zeus found out, he wasnt happy. How dare you disobey me! He shouted at Promethus.

Zeus chained poor Promethus to a rock. Suffer for all time! He shouted. An eagle swooped down and attacked Promethus. Every day, the eagle came back. Promethus was immortal, which meant that he could not die. So, he felt the same awful pain for hundreds of years.

Finally, Promethus was rescued by his cousin, Hercules. Hercules shot the eagle.

Promethus was finally free. I thought I was going to be there forever! He was weary and suffered greatly.

However, his act of bravery and kindness had given people light and heat.

(9)

1. What is the tone?

2. Analyze the picture in Friends Are the Best Cure. Write one paragraph explaining what the picture reveals about Margaret's life under the sea.

Use the picture and details from the story to support your answer.

3. What other visual would you have added to enhance the tone?

Tone

Details

Effect on Text

Elements of Prose

Word

Definition

Example

How it Affects Text?

chapters

have titles can help readers figure out what will happen during the chapter or what the chapter might be about

act as markers so you can go back to certain chapters to locate information about the story

plot

what happens in the story, or the sequence of events

made up of conflict and resolution

characters

people or animals in a story

A story often describes the interaction of characters, including their relationships and the changes they undergo.

setting

when and where story takes place

- help the reader visualize what the actors look like

point of view

how the information is told to the reader

tone

how the author wants the reader to feel about the topic

- by using words and illustrations, authors create a tone that makes the reader feel positively, negatively, or neutral about a topic

theme

the message or the image created by the poem that the writer wants readers to understand

- adds meaning to story

- makes story mean something to the reader

Elements of Prose

Word

Definition

Example

How it Affects Text?

chapters

have titles can help readers figure out what will happen during the chapter or what the chapter might be about

act as markers so you can go back to certain chapters to locate information about the story

plot

what happens in the story, or the sequence of events

made up of conflict and resolution

characters

people or animals in a story

A story often describes the interaction of characters, including their relationships and the changes they undergo.

setting

when and where story takes place

- help the reader visualize what the actors look like

point of view

how the information is told to the reader

tone

how the author wants the reader to feel about the topic

- by using words and illustrations, authors create a tone that makes the reader feel positively, negatively, or neutral about a topic

theme

the message or the image created by the poem that the writer wants readers to understand

- adds meaning to story

- makes story mean something to the reader

Questions

1. The Kings desires change throughout the play. How do they change from the beginning to the end of the play? How does this affect the theme?

2. What is the central message in scene I?

3. How is scene II created by scene I?

Questions

1. The Kings desires change throughout the play. How do they change from the beginning to the end of the play? How does this affect the theme?

2. What is the central message in scene I?

3. How is scene II created by scene I?

Questions

1. The Kings desires change throughout the play. How do they change from the beginning to the end of the play? How does this affect the theme?

2. What is the central message in scene I?

3. How is scene II created by scene I?

Questions

1. The Kings desires change throughout the play. How do they change from the beginning to the end of the play? How does this affect the theme?

2. What is the central message in scene I?

3. How is scene II created by scene I?

Questions

1. How would Casey at Bat change if stanza 5 was removed?

2. What is the central message in stanza 9?

3. How is stanza 9 related to stanza 13?