The objective of these activities is to make the students more involved so they can understand the selection better to grasp deeper insights and enjoy as they experience the story elements (characters, setting, problem, main events, resolution (ending), and theme.
to highlight and hold the initial response of the students to the reading material and presupposes that the students are able to perform the mechanical aspects of reading to a reasonable degree and that they are able to create meaning from text.
Introduce it to students one at a time or gradually. Start with an easy book to begin with.
After reading the selection, start with a brief discussion and introduce the activity to help the students do it on their own eventually.
2.
3.
Cont.
4.
The introduced activity should be done as a whole by the entire class. The activity should be applied again in the next 2 or 3 days. Depending on the level of their understanding it could be done as a class again or in small groups until such time they could do it individually.
5.
Cont.
6.
After the children work on the EAs, there should be a presentation/discussion of their output to the class as sharing, is an imperative component of post-reading activities.
As they present their work, the teacher can check the skills that are being developed by the activities he/she uses.
7.
Cont.
8.
As a rule, not all engagement activities can be applied to any story. Thus it is imperative that you choose the story that will fit the engagement activity.
STORY LADDERS
Story ladders are created by making a summary of the story and deleting the latter half of each sentence.
The students task is to recreate the general intent or meaning of the story but it does not mean that they will try to recall and reconstruct the original.
The value of the ladder is that it immediately establishes literal comprehension of the selection.
However, the teacher should make the sentences open-ended in order to encourage inferential thinking.
To create a story ladder, write a coherent paragraph. In this way, information from sentence # 1 can be used in determining the answers to the subsequent blanks.
4. 5.
A beautiful girl _____________. Her mother __________________. Her stepmother and stepsisters ______________. One day, the young prince __________. However, Cinderella _______________.
The STORY FRAME requires that a student focus on the main characters, the setting, the major events and the conclusion in the story. Enough information is given in the frame to enable students to put together the basic information required.
The story frame may be simplified or made more complex by reducing or increasing the number of main events in the story which are to be included.
STORY FRAME
THE STORY TAKES PLACE____________________________ __________________________________________________________ _____________________. _________________ IS A CHARACTER IN THE STORY WHO __________________________________________ _________________________________________________________. A PROBLEM OCCURS WHEN ________________________________ __________________________________________________________ _________________________________________________________. AFTER THAT, _____________________________________________ _________________________________________________________ __________AND ___________________________________________. THE PROBLEM IS SOLVED WHEN ____________________________ __________________________________________________________ _________________________________________________________. THE STORY ENDS _________________________________________ ________________________________________________________.
STORY MAP
1.
The teacher selects a narrative passage of sufficient length to have a cohesive story line.
2.
The teacher prepares questions to lead students through the story map.
3.
The teacher discusses the organization of a story by explaining that every story has a beginning, middle and an end.
a. The beginning tells the place and who the characters are. b. During the middle of the story, the central character has a problem and makes a plan to solve it. Certain events in the story lead to solving the problem. c. The end of the story tells how the character(s) solved the problem.
4.
The teacher explains the visual story map and relates it to story organization. The students read the story.
5.
6.
The teacher and the students fill out the map together. The teacher uses the prepared questions to guide the completion of the map.
7.
The teacher and the students compare this story with other stories they have read.
Grade levels
More suited to grades 4 8 since the students will need to know how to select the highlights of a story, using the literary essentials mentioned above, but employing a limited number of words. It is also useable in primary grades , but the teacher must work directly with students for best result and develop a group Story Pyramid.
Description:
In the Story Pyramid students are asked to complete a pyramid-shaped outline which will include the following information:
Line 1 Name of the main character Line 2 Two words describing the main character Line 3 Three words describing the setting Line 4 Four words stating the problem Line 5 Five words describing a second main event Line 6 six words describing a second main event Line 7 Seven words describing a third main event Line 8 Eight words describing a main event
At first glance this activity may appear to be the rigid. On further scrutiny, it is apparent that students answer may vary, and the central challenge of the activity is the selection of quality vocabulary to complete the design.
Knowledge of story content plus the demand for just the right words stretches thinking and requires that students make cogent responses using an economy of words.
Julie
2.
brave perplexed
towns wilderness old wolf ways pack husband village for civilization
3.
Alaska Retain
4.
5.
6.
7.
8.
Julie
Grade/Year: ______________
STORY PYRAMID ____ 2. ____ ____ 3. ____ ____ ____ 4. ____ ____ ____ ____ 5. ____ ____ ____ ____ ____ 6. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
1.
7. 8.
Description:
The Story Face provides a recognizable object upon which to outline a story. The eyes are two circles that represent the setting and main characters. The nose corresponds to the problem, and the mouth comprises a series of circles representing the main events that lead to the solution.
PLOT PROFILES
Another story element is the plot. The events in the story make up the plot.
It provides the context (backgrounds/ situation/ perspective / environment) for the behavior and psychology of the characters
#1
#2 #3 #4 #5 #6
#7 #8
Modifications: Make the plot profile reflect the successes and travails of the main character, or one of the major characters. Instead of excitement levels, you can make feeling levels.
Plot profile
Very Exultant Exultant (happy) Okay Miserable Depressed
STORY GRAPH
Level of Action/Emotion graph is a kind of fever chart of a story. It is useful to help students examine the overall structure of a story as well as the writers style and craft.
It is also very effective in encouraging both oral and written response to a story and in inviting critical judgments.
The first story graph should be applied to a very easy and familiar story. The graph below is sectioned event by event from the introduction of the story problem to the end of the story to show how it is drawn. Vertical lines are not necessary for a chart done with the students.
Beginning (calm)
End
LITERARY JOURNALS
In the literacy journal, the writer adopts the personality of one of the characters and writes a day in the life of that character. (Johnson and Louis,1985). This activity could be introduced to the class by showing them an example. It is perfect for short and long stories. When it is used for novels, the journal can be done by chapters.
Dear Diary, The prince has invited all the young ladies in the kingdom to attend a ball at the palace. Alas! I have not been allowed to go there. Besides I have nothing to wear. All my clothes are worn-out, tattered and torn. Its awfully dirty. I have absolutely nothing to wear. I am so forlorn about the whole thing. I am young. I, too, want to enjoy my life. I want to see the palace. Oh, I do want to meet the prince! Is he really handsome as they are all saying about him? Is he kind? Would he ask me to dance? It is really something I could look forward to. But reality stares me in the face. I have no way of going there. I must accept my circumstances with equanimity. Love, Cinderella
Procedure:
1.
2.
3.
4.
Encourage the students to decorate their letter to add to the over-all impact of the letter if they cant afford to buy stationeries. Let them write from the point of view of the antagonist also. The journal would also be interesting.
5.
Headline catches your attention. Tells what really happened Byline tells who has written the report Dateline tells where the story came from and when it was written Body gives the details of what happened (whquestions, etc. It may also quote what other people said
Harry Potter ties with Krum By: Imelda C. Ferrer (Hogwarts, November 13, 2000) Harry Potter, one of the champions of Hogwarts tied first with Bulgarian champion, Viktor Krum in the first task of the Triwizard Tournament held at Hogwarts. The tournament which was established some seven hundred years ago and which didnt take place for a long time commenced today.
The first task was to collect the golden eggs of four dragons. Cedric Diggory of Hufflepuff House was the first to try his hand at getting the egg of the bluish-grey Swedish Short-Snout dragon. Fleur Delacour of Beauxbatons Academy tackled the task with the Welsh Green dragon. Viktor Krum of Durmstrang was the third and he tackled the red Chinese Fireball dragon. Harry Potter of Gryffindor, the youngest contender was the last one who tackled the Hungarian Horntai. The second task is scheduled on February 24, 2001.
Modifications:
Your students can come up with an entire issue or a broad sheet or tabloid based on the story. There can be front page stories, editorials, editorial cartoons, feature stories, classified ads, sports stories, entertainment features, cross words and games.
You can ask your students to read their news report in class.
LITERARY INTERVIEW
Retells the events in the story from the point of view of a character.
Students pretend to interview the character in the story and assume the role of the character to respond to the interview questions.
LITERARY INTERVIEW
Reporter: How do you do, Little Prince? Im ______ from Childrens Book Publishing House. Id like to ask a few questions about yourself. Its being circulated that you left your planet for good. Little Prince: I went away to leave my flower who had tormented me. Reporter: How did she torment you? What did she do? Little Prince: She demanded many things from me. I really dont want to talk about it. Reporter: Im sorry. Lets move to the next question. When did you arrive in our planet?
Little Prince: I have been in your planet for some time. Reporter: And how long would your stay be? Would you please be more specific? Little Prince: I came to your planet when I took advantage of the migration of a flock of wild birds. But my planet is so far awayI dont know how Ill get back. I need to go home now because of my roseI was too young to know how to love her. Reporter: I wish I could be of help. Perhaps after this interview is published, someone will be able to do something about your problem. Thank you for your time.
Modifications:
You can have the children conduct an interview the way a talk show host like Jay Leno, Oprah, Conan OBrien or David Letterman or local reporters conduct their interview.
The literary report cards is very good in developing keenness in identifying character traits and in making judgments.
You can let the students decide on what character traits they want to grade a certain character. Villains or antagonists are nice to grade.
Subject kindness
Grade 74
Creativity
95
Remarks She ordered Snow-white to be killed. She was able to disguise herself as an apple seller
Astuteness (Cleverness)
95
She was very clever and was able to locate Snowhites abode in the forest
Comments: Stepmother passed in creativity and astuteness; however, she has to work on her kindness. She must learn to be kind to others. Adviser: Mrs. Imelda C. Ferrer
CHARACTER WEB
Purpose: To get to know the character more
Grade Levels: Regular students in the primary and elementary grades
Description:
It uses the students ideas to categorize pertinent information on a selected character.
The teacher or the cooperative group discusses what categories of information can be generated for the particular character.
Once the categories have been established, students can brainstorm words which belong under each category level.
Then rectangles for the characteristics, problems, feelings and behavior are made. By doing a character web for several characters from the story, students must have data to write character comparisons. They can also personalize the literature by completing a web about themselves and comparing it to a book character.
CHARACTER WEB
Characteristics Problems
Feelings
Behavior
CHARACTER MAPPING
Purpose: To focus on the main characters in a story, and identify their qualities or traits based on their actions.
Character maps are extremely useful in assisting students to develop a more thorough understanding of character traits as exemplified by characters actions.
Grade Levels:
Regular students in primary grades; lessprepared readers and middle and upper grades.
Description:
As it is, character mapping is an approach to character description. The map is used as follows:
o Central square o Four ovals o Three circles
Central Square:
Students either write the name of a character in the square, or paste a picture from a magazine that they feel typifies the character. Better still, they can draw the character.
Four Ovals:
Students record qualities or specific traits shown by the chosen character, such as courage, perseverance and loyalty.
Three Circles:
Students list the actions in the story that support each trait entered.
CHARACTER WEAVE
A Character Weave is a straightforward approach to character description.
It can be used for younger students, or for older students. When there are many characters, it is indeed perfect because one would be able to differentiate one from the others.
The character weave would be used for short or long stories. It is perfect when one is writing a book report, too. One could fill it up as the student reads the story or book.
Behavior
*cooperative *performs chores without complaining
Feelings
*she is hurt because and stepsisters are maltreating her *grateful to her fairy godmother *loving towards the prince
Prince
*handsome
*kind
*loves Cinderella
Fairy godmother
*rotund
*generous
There are some variations of the character weave. It is called LITERATURE WEAVE. It compares literary characters from different stories.
LITERATURE WEAVE
Heroine/Hero Descriptive words Sweet; Trusting Fairest of them All hard worker; forgiving; kind; beautiful Goal Villain Descrip tive Words for Villain Beautiful; deceitful; plotting Villains Goal Kill Snow White Ending Snow White Escape Wicked Quenn Wicked queen Prince Saves and marries Snow White Prince finds her, marries her
Cinderella
Go to the ball
Jack
Giant
Jack is rich
Wolf
http://www.teachervisionfen.com/graphicorganizers/printable/6293.html
Grouped by different subjects/different purposes
Cont.
http://www.ncrel.org/sdrs/areas/issues/stude nts/learning/lr1grovg.htm
With short explanation on how it can be used.
http://edhelper.com/teacher/graphic_organiz ers.htm