Lesson 5

Strategy Focus: Background Knowledge, Vocabulary, Preview, Prediction, Question,

Identifying Elements of Literature
Common Core State Standards:
Reading Standards for Literature Grade 9-10
CCSS 2: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
CCSS 4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone).
CCSS 6: Analyze a particular point of view or cultural experience reflected in a work of
literature from outside the United States, drawing on a wide reading of world literature.
Writing Standards Grade 9-10
CCSS 5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
CCSS 6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys capacity to link
to other information and to display information flexibly and dynamically.
Speaking and Listening Standards Grade 9-10
CCSS 1: Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively
CCSS 2: Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Language Standards Grade 9-10
CCSS 1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS 2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS 3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
CCSS 4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of
strategies.
CCSS 6: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

Student Learning Objective

I can read and comprehend text in English.
I can determine differences between cultures and cultural traditions.
I can identify elements of literature including characters, setting, and events.
I can clarify the meaning of unknown English vocabulary and use the words in my
writing.

Materials
Ghost Mountain by Anne Schraff (Lexile Level 150L)
Describe the Setting
Elements of Literature Guided Notes
Comprehension Quiz
Writing a Story Graphic Organizer: My Responsibilities
Story Rubric

Lesson Description (Reading Period)

Warm Up On chart paper, write the title Elements of Literature. Students look
up the words elements and literature using their translators. Determine the
meaning that elements of literature are the parts of a story. As a group complete
the Elements of Literature Guided Notes while creating a list of story elements
like characters, setting, and events.
Modeling Refer back to the Reading Strategies chart from previous lessons. Add
Question to the During Reading column. Explain that a strategy for reading
comprehension is asking yourself questions while reading. Some example
questions may be about the story elements. Write 3 questions on the board. 1.
Who are the characters? 2. What is the setting? 3. What are some important
events? Read aloud Ghost Mountain by Anne Schraff, and orally discuss the story
elements like who the characters are, what the setting is, and some important
events. Invite students to work with a partner to write a question they have about
the story on paper. Share with the class, and add them to the list of questions. Be
sure to include: Why does Winstons dad want him to hike on Ghost Mountain?
This will encourage a discussion about cultures and enhance comprehension of
the story.
Guided Practice Students work at their tables on Describe the Setting. After
students have completed this, share student responses and illustrations as a whole
group on the board using the document camera and projector. Next, students use
the vocabulary collector from the last text to find new words in the new text.
While students work on finding new vocabulary and Describe the setting, the
teacher works with small guided reading groups to practice reading the text for
fluency, pronunciation, and to clarify meaning. Also allow students to share
questions they have about the story and find the elements of literature. While

reading, look for the answers to the students questions. As a whole group review
and discuss new vocabulary sharing students definitions, synonyms, and
illustrations.
Independent Practice Students practice reading Ghost Mountain by Anne
Schraff aloud with a partner. Partners work together to discuss and clarify the text
and practice identifying the elements of literature.
Differentiation Guided reading groups allow the teacher to assess student needs
abilities, and address the individual need of each student.
Lesson Description (Writing Period)
Warm Up Display Writing a Story Graphic Organizer: My Responsibilities at
Home the white board using the document camera and projector while students
use individual copies of the graphic organizer. Create a class list of
responsibilities vocabulary. Students share their experiences with their cultures
and cultural traditions and how that can determine their responsibilities at home.
Modeling Review the writing process, and explain that they are working on their
prewriting for a story they will write about their responsibilities at home. Model
making a web of ideas and events that will be included in the story, using a
personal experience of the teacher. Include new responsibilities vocabulary from
the class list. Make bubbles on the web for setting, characters, and 3 to 5 events.
Guided Practice Students create their own web on the graphic organizer to help
them think about their own snow story. The teacher will circulate the room
ensuring that students are including new responsibility vocabulary, setting,
characters, and 3 to 5 events. After students have completed their webs, model
how to use the web to write a rough draft paragraph.
Independent Practice Students use their webs to write their own rough drafts.
They will also have writing conferences with the teacher for the revise and edit
process. Finally, they will publish their final copies on Google Classroom.
Differentiation Individual writing conferences allow the teacher to address the
individual needs of each students and work with them to improve their writing
skills.
Assessment of Student Learning (Did students meet the learning objectives?) Students
are formatively assessed on their comprehension of the text using observations during
guided reading groups. Students were required to orally answer questions about the
elements of literature. Students were summatively assessed using a comprehension quiz.
Students are also formatively assessed on their writing during conferencing and
summatively assessed using a rubric with their final copies of writing a story about their
responsibilities at home.

 Teacher Reflection (What went well? What Changes should I make?) Students did well
on their assessments, showing that they comprehended the text after several readings.
Students were able to identify the elements of literature. Students also showed
understanding of how cultural traditions can influence responsibilities at home. Guided
reading groups were successful at encouraging discussion about the text among small
groups of students, and clarifying events and concepts. Students are successfully using
the writing process. They were able to use their knowledge of literature elements to
transfer it to writing their own stories including characters, setting, and 3 to 5 important
events.