|
eWorkshop
Lesson Plans
|
Making Adolescent Literature Matter eWorkshop:
Hatchet
This
lesson plan was adapted by Janet
Christine Rigdon of the Holliston Public Schools for the Literacy
Matters' Adolescent Literature Professional Development eWorkshop.
- Students
will comprehend the key facts/events in each chapter.
- Students
will read (silently and orally) and listen to portions of each
chapter.
- Students
will identify the major elements of fiction (setting, characters,
problem, resolution, plot) in each chapter.
- Students
will learn to make predictions.
- Students
will learn to use evidence from the text to support their answers
to questions.
- Students
will learn to sequence events in the story.
General
Standard 8: Students will identify the basic facts and main ideas
in a text and use them as the basis for interpretation.
8.6
Make predictions about what will happen next in a story, and explain
whether they were confirmed or disconfirmed and why.
General
Standard 12: Students will identify, analyze, and apply knowledge
of the structure and elements of fiction and provide evidence from
the text to support their understanding.
12.3
Identify and analyze the elements of setting, characterization,
and plot (including conflict).
Reason
why you chose this lesson:
The students in my sub-separate English class have all been diagnosed
with a language-based learning disability. They experience difficulty
with the process of reading and comprehending. Oftentimes, my students
miss key elements in the material that they have read and experience
difficulty remembering a great deal of information over time. This
lesson allows them to practice their reading and listening skills
and provides structure and a framework to assist them with comprehension.
By participating in the discussion and completing an end-of-the-chapter
worksheet, students are able to demonstrate what they have learned
from the reading. The final worksheet also provides them with a
resource that they can use to look back on when studying for unit/book
quizzes or tests to remember each chapter, without having to spend
too much time re-reading.
Section
2: Plan Adaptation of Lesson
Materials:
Individual copies of Hatchet, Pencils,
whiteboard, worksheets
Management:
Whole class: Used for oral reading, initial discussion, review
after reading
Individual: Used during completion of worksheet packet
Strategies:
- Link
to prior learning (review major elements of fiction using stories/chapters
that students are familiar with).
- Cue
students to major elements of fiction while they are reading.
- Review
previous chapters with students prior to beginning a new one.
- Teacher
observation will be used to assess students' oral reading.
- Teacher
observation/discussion will be used to assess students' comprehension
of text.
- Students
will respond to oral questions about their completed worksheet
during the next class.
- Students
will display and discuss their chapter illustration with the
class.
- Individual
worksheet packets will be reviewed by the teacher for accuracy
and completeness.
Section
3: Implement the Lesson
-
1.
Explain the plan for the day to students. (Go over previous
night's summary sheet, present pictures, lesson about fiction
elements, oral reading of chapter, individual work on worksheet
packet)
-
After
discussion of previous night's summary sheet and pictures,
ask students, "What are the five "WH" questions
that we always look to answer when we read fiction?"
Provide prompts as needed.
-
Encourage
students to respond, "Who, What, When and Where, and
Why."
-
Ask
students, "What do we call the 'who' in a story?"
Encourage students to respond with "characters."
Prompt as needed.
-
Ask
students, "What do we call the 'when and where' in
a story?" Students' response should be "setting."
Prompt as needed.
-
Ask
students, "What do we call the 'what' that the character
is doing in a story?" Students' response should be
"plot." Prompt as needed.
-
Ask
students, "Why do characters do what they do in a story?"
Students' response should indicate that there is some type
of "problem." Prompt as needed.
-
Ask
students, "What do characters try to do about a problem
in a story?" Students should indicate that they try
to "resolve" the problem. Prompt as needed.
-
Having
written information from #4-8 on the board, review with
students. Prompt as needed.
-
Ask
students, "What do we call the parts of fiction stories?"
Encourage students to respond with "elements."
Provide prompts as needed.
-
Direct
students to turn to the beginning of Chapter 6 (page 56).
-
Begin
reading the chapter aloud, asking individual students to
take turns reading several short passages.
-
While
reading, identify each element to students. (i.e., So Brian
is the only character in this chapter. So…what problem
does Brian seem to have here? Why does Brian keep mentioning
the position of the sun?)
-
After
reading the chapter, redirect students to "Fiction
Elements" notes on the board. Ask them to identify
the "Who," "What," "When and Where,"
and "Why." Write their responses on the board.
-
Hand
out worksheet packets to students. Review the directions
with them before allowing them to begin independent work.
-
Plan
to review worksheet packets and pictures the next day.
Section
4: Reflect on Results
List
three ways you found the lesson to be successful and tell what
evidence you used to support this view.
- Students
were able to identify the five major fiction elements with minimal
prompting.
- Students
were able to answer my questions about the fiction elements
while we were reading the text.
- Students
were able to accurately respond to my oral questions about fiction
elements after we finished reading.
List
three things that need improvement.
- I
would like to have had more time to begin the worksheet packet
with students at the end of the first class.
- I
need to find a way to increase the participation of one of my
students (who is severely dyslexic) during the oral reading
portion of class.
- I
need to increase my students' ability to read independently
for longer periods of time.
What
would you do differently next time?
- Provide
students with a graphic organizer to write notes about "Fiction
Elements."
-
Begin reading the first half of the chapter with the whole class,
and ask them to finish it independently.
-
Spend some time questioning students more directly about the
type of responses they will need to generate on their worksheet
packet.
|
|
