| Lesson Plan ID: |
8196 |
| Title: |
Literary Genres:
What are they and why are they important? |
| Overview/Annotation: |
During this lesson, students will be introduced to different literary genres. Once students become familiar with the different genres, they will decide which one they like to read best. They will also use their knowledge of genres to decide the best form to write in. |
| Content Standard(s): |
| ELA(5) | 2. Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres. | | ELA(5) | 3. Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts. | | ELA(5) | 5. Compare the genre characteristics of autobiographies, biographies, and historical fiction, including multicultural literature. | | ELA(5) | 7. Compose expository texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion. | | ELA(5) | 8. Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner. | | ELA(5) | 9. Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence. | | ELA(5) | 10. Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns. | | ELA(5) | 11. Use search strategies in the research process to identify reliable current resources and computer technology to locate information. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will
• become familiar with a variety of literary genres.
• read stories from different genres and discuss the characteristics that help determine the genre.
• learn the language they need to discuss written material based on its characteristics.
• rewrite a well-known story into a different genre as well as create their own written material.
• discover why writers write in a particular genre.
• create multimedia presentations and publications to convey what they have learned.
• improve Internet and research skills by using a student website and various informational texts. |
| Additional Learning Objective(s): |
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| Approximate Duration of the Lesson: |
Greater than 120 Minutes |
| Materials and Equipment: |
Variety of books in all genres
PowerPoint Layout Handout
Literary Genre Notes Handout
PowerPoint Evaluation Rubric
Genre Flyer Evaluation Rubric
Student Unit Website Use Evaluation |
| Technology Resources Needed: |
Computers with Internet Connection
Publishing software
Multimedia software
Printer |
| Background/Preparation: |
Students will need to have experience using multimedia software and Internet use. |
| Procedures/Activities: |
1.)This unit will begin with a whole group mini-lesson on how literature can be divided (format, content, genre) followed by an activity that allows students to take several familiar books and categorize them based on their format, content, and genre. This can be done however a teacher feels best suits the group of students being taught. You will also need to have a variety of books from different genres. Put several formats (chapter book, picture book, etc.) and genres in a basket and have students in groups decide what format and genre of each book is used. Use the attached PowerPoint on "How to Divide Books" to help to introduce the unit.
( Literary Genres) This site will help you decide what genres you would like to teach. It provides a variety of genres along with a brief description.
2.)After a brief follow-up conversation on the group activity, assign a genre to small groups. With this genre, students must do research using our unit website, encyclopedias, or teacher found websites. With this research, students must create a PowerPoint presentation to teach their genre to their classmates. As groups are presenting their slide shows, their classmates will use a handout to help them take notes on what is being taught. A planning worksheet for students, a student sample, a note-taking worksheet, and a grading rubric have been attached. There is also an example website attached.
3.)After students have learned more about literary genres, another whole group mini-lesson/discussion will take place on how an author decides what genre to write in followed by an activity in which students will take a well-known story and try to rewrite it in a different genre. Students will need a variety of easy books that they are familiar with. They simply try to rewrite the story in a different genre to discover this is not easy and it changes the whole idea and purpose of the story. Follow up this activity with another whole group discussion to talk about what was discovered/learned.
4.)The next step is to conduct another whole group mini-lesson on how students can use a genre to help convey their own message followed by an assignment that asks students to write a short story using one of the genres they have learned. These stories can be hand written or typed on a word processing program. Students can also share their stories and have other students try to figure out what genre they have written in.
5.)Next, students will choose which genre they like to read most and design a flyer using publisher to advertise that genre. Their goal for this activity should be to persuade others to read books written in their favorite genre. These flyers will be posted near the class library so classmates can see them and decide if they are persuaded or not. I have attached a quick guide to Publisher 2000 and a template for students to use, as well as a rubric for grading and a student sample.
6.)At the very end of the unit, students will be given a paper/pencil test with questions relating to what has been taught. Also, as students read stories from different genres, they must write a book review and add it to the class's website or they can be typed or handwritten and posted in a designated place near the classroom library for their classmates to read.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
GenreFlyerTemplate[1].pub
StudentPPTRubric.doc
Website Evaluation.doc
Literary Genres.ppt
StudentPublisherRubric.doc
Publisher 2000 Basics.doc
Computer Sign Up.doc
StudentPPFantasy.ppt
How Do We Divide Books PPT.ppt
GenreFlyer[1].pub
Literary Genre Notes.doc
Unit Test.doc
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| Assessment Strategies: |
Students achievement will be assessed through whole class and individual discussion, through rubrics designed to evaluate understanding of PowerPoint and Publisher as well as the topic given, through observation of literature being chosen and read, and through a test given at the unit’s conclusion. |
| Extension: |
Gifted students may be asked to complete an extra task such as an additional presentation on a specific author who writes in his or her favorite genre. These students will also be asked to peer tutor those who may need help. |
| Remediation: |
This unit has been designed to reach every student. Resource students will be guided in the literature they choose. They will also be partnered with students on a higher level to help them complete the necessary requirements. |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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