Elementary School Literature Class Essay

The biography music genre allows the reader to learn ab forbidden the events in the life of a non-fictional character. An standard would be the book Rocks in His Head by Carol Hurst. later instruction the text, the students may then(prenominal) be required to complete a character biography which would outline personal information about the character, evoke information about him, important dates menti one and only(a)d in the text, his name, where he lived, and much(prenominal).a) FableThe parable genre introduces things which atomic number 18 turnn human qualities as characters. Fables often take hold moral lessons. An practice session of a fable would be Aesops fable of The Boy Who Cried Wolf. Students may then be asked to fill out a dissection chart wherein they pass on have to describe scenes corresponding to the incompatible split of the story, such as conflict, resolution, moral, etc.b) Fairy TaleFairy tales are fictional stories which often have magical elements integrated into the story. An example would be Hans Christian Andersens Thumbelina. A story comprise would be one applicable written formulater which would require the students to map out the beginning, purpose, conflict, nearly important moment, and conclusion of the story.c) FolktalesFolktales are stories which are grounded on the cultural tradition of a particular place. The story of Johnny Appleseed is one familiar American folktale. A venn draw may be employ to graphically organize the information learned from the story.d) Historical FictionHistorical fiction is a sub-genre of fiction. It portrays fictional stories of historical figures or events. An example would be the book The bloody shame Celeste written by Jane Yolen and Heidi Stemple. A time line may be used as a graphic organizer in the content of historical fiction stories.e) Informational Text or NonfictionInformational texts are non-fiction texts which give the reader current and accurate information regardi ng a particular topic. Secrets of a Civil War Submarine by Sally M. Walker negotiation about the disappearance of the first submarine to sink an enemy post in the Civil War and is a leading example of an informational text. For this purpose, a map may be accomplished by the student plotting out the problem and solution found in the informational text. KWLs are also popular organizers for informational texts.f) MysteryMystery texts involve the solving of puzzles or crimes by the characters in the text. There are several series which involve mystery plots such as Nancy Drew and Babysitters Club. With this genre, charts may be used after the reading of the text requiring students to fill out information regarding the motion- house painting show of the hero, the villain, the victim, the crime or problem and the solution.g) Picture booksPicture books provides verbal and ocular levels of the plot and story. Maurice Sendaks Where the Wild Things Are is a good example of a paradigm b ook. The text is quite unanalyzable and sparse unless the blend with the visual narration makes for better communication of the authors intention. A character analysis or a plot diagram may be accomplished by the student after reading a picture book.h) PoetryPoetry depicts a concept or story through a particular form. A famous childrens literature poet is Shel Silverstein. Some of his more popular works are The absentminded Piece Meets the Big O and The Giving Tree. Since poems are more building complex than story-telling texts, a plot diagram would be a good graphic organizer for students to accomplish.i) Realistic FictionRealistic fiction presents fictional characters, plot and settings but depict them in such a way that they could be found in real life. There are many examples of this genre such as Are You There God? Its Me Margaret by Judy Blume. The challenge is for the author to create a story addressing a stir or issue of the target reader audience. Given the purpose of graphic fiction, a character analysis may be completed by the student along with an analogy for what the student would do if they were in the identical situation.7. Design a literature lesson blueprint to include the following categories grade, 2 behavioral objectives (Sunshine State Standards), 2 activities, 1 assessment instrument, and 1 review article homework assignment. Include the title of the book and its genre.This is a literature lesson plan for a second grade class. One picture book allow be used as class reading material, in this exercise Maurice Sendaks Where The Wild Things Are, and several wordless picture books exit be provided for the students activities. One objective of the lesson is to teach students the various character spots that may be employed in telling a story and to have the students book this learning in the activities. Another objective is to have the students exercise and queer their creative talents, particularly their writing skills through the creation of their own story.At the beginning of the lesson the picture book will be read to the students. afterwards the reading of the text, the students will be asked to complete a character diagram for each of the main characters involved in the text. They will be asked to map out the descriptions of the characters as swell as the activities which the character actually intermeshed in throughout the story. This will not only allow the instructor to assess the students understanding of the story but it will allow for a better platform for discussing how character perspectives can be used in telling a story.The students will thus be asked to engage in an activity of shifting the character perspectives in the book so that the narrative is told from a first, second or third person perspective. This will be done by focusing on particular scenes in the picture book used for storytelling. Having in mind their description of the characters, the students will be asked to change th e text corresponding to the scene pinpointed so that it would be in first, second or third person perspective.Further application of the lesson will be engaged in by having the students break off into groups. all(prenominal) group is to take a wordless picture book. They will then be asked to draw a piece of paper from a hat. The bare of paper will indicate in what perspective the text of the narrative should be told. The students will then be asked to write a simple narrative for the wordless picture book. One line narrations for each picture would be deemed sufficient. The students would be informed that although creativity in formulating the text would be incentivized, what is more important is the proper use of the perspective as well as the grammatical correctness of the work. At the end of the class the students will submit the completed story.Before dismissal, the instructor will make copies of the students stories. The stories of the different groups will be switched so th at each student is left with a copy of a story completed by another group. As an assignment, the students will be asked to shift the perspective of the story assigned to them. They are informed that they may vary the manner in which the story was told as long as they maintain the same framework for the narrative and as long as they are able to use a perspective other than that which was used.