Teacher when we put the inferences from the

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Teacher: “When we put the inferences from the characterization and illustrations together, we canbegin to determine the literary theme of our book. After our read aloud yesterday and analyzing page 1 today, I think the theme of this book is celebrating cultural diversity”. The teacher will write the above findings on the attached graphic organizer with page 1 at the top instead of pages 3 and 4 and display on the Smartboard.B5c. Guided Practice:
Teacher will divide students into heterogeneous groups of 4 and place page 2 of A Different Pond on the SmartBoard. The teacher will instruct students to discuss within their group page 2 from the book and to prepare a brief summary explaining how details in the illustration and literary element of a character convey the specific theme of cultural diversity.Teacher will give each member of the groups a specific rolewithin the group. 1 student will analyze the characterization, 1 student will analyze the visual elements, 1 student will take notes on the groups findings and 1 student will present the findings to the class. The teacher will circulate the room and guide the groups in analyzing the text.B5e. Culminating or Closing Procedures/Activities/Events:Teacher will instruct students to return to their individual desks. Teacher will have the presenting member from each group present the groups findings to the class, one at a time. The presenter will use the SmartBoard with page 2 of the book shown to circle the elements in the groups findings.After the findings have been presented, the teacher will lead a short whole group discussion to conclude, summarize and review relevant terms from the lesson.“What story element did we use to explain the literary theme of today’s text? Characterization.”“What visual elements did we use to explain the literary theme of today’s text? Color, lines, direction…”To support the application of learning to the future, the teacher will explain that using story elements and visual elements to find a literary theme will be useful when reading many future illustrated texts such as Henry’s Freedom Boxby Ellen Levine or The Other Sideby Jacqueline Woodson.B5d. Independent Student Practice:Students will independently practice and demonstrate their understanding of the skills learned in the lesson by explaining how details in an illustration and literary element of character convey the specific theme of cultural diversity. The teacher will place pages 3 and 4 from A Different Pondon the SmartBoard, pass out the attached graphic organizer sheet to each student and have the students complete it independently.
Name:______________________/ 6 pointsLiteratureGraphicOrganizerA Different Pondby BaoPhiPages 3 and 4The characterizationof_______________helped me tounderstand thetheme of culturaldiversity because....3-4 sentences (3 points)The use of colorwhen______________________ helped me
B6. Instructional Strategy (or Strategies):One of the instructional strategies used in this lesson is direct-instruction. Direct instruction was used to review rules/procedures and previously learned information. Direct-instruction was used to model prior to guided practice. Direct-instruction is a valuable strategy to use for this lesson because it helps create connections in reading and allows students to have something to attach new knowledge to. (Acrobatiq, 2018).

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