Unit: Literacy
Theme: Elements of Fiction - Characters
Standards:

• K-1: Students will read, write, listen, and speak for information and understanding
• K-3: Students will read, write, listen, and speak for critical analysis and evaluation.

Overview:
During prior lessons, the students learned how to use describing words, or adjectives, to portray character traits.  They learned how to visually represent this thinking by using the Bubble Map.  The students have also been studying elements of fiction – plot, setting and characters.  During this lesson, integrating technology and Thinking Maps, students will create a Bubble Map about the character Fox from The Gingerbread Boy (by Paul Galdone) and use it to write a sentence about him.

Content Objectives:

Upon completion of this lesson the students will be able to:

Describe the character, Fox.

Use a Bubble Map to write about this character.

Language Objective(s):

á     Students will orally describe the character, Fox, in complete sentences.

á     Students will write about this character.

 

 

Materials

á     The Gingerbread Boy by Paul Galdone

á  Circle Map about the character, Fox

á  Circle Post-Its

á  Bubble Map on Classroom White Board

á  Writing Worksheet

á  Smart Board

á  Pencils, crayons

 

   I.         Introduction:

This month, we have been reading many versions of The Gingerbread Boy. We have talked about the ÒingredientsÓ of these stories – plot, setting, characters. Today, letÕs take a look closer look at Fox, one of the characters we met in The Gingerbread Boy by Paul Galdone, and examine his traits. Point to the Bubble Map. Who remembers what this is? What thinking does this Map show us? Elicit ÒdescribingÓ words.

 

II.            Whole Group Mini-Lesson, at the rug:

In order to describe Fox, letÕs take a review our Circle Map, where we brainstormed what he did in the story.

á  Review Circle Map

á  Discuss adjectives to describe Fox – tricky, clever, smart, etc.

 

Have students return to desks and write a descriptive word or draw a picture about Fox on post-it. Have students return to rug with post-its, facing Whiteboard with Bubble Map.

á     Now letÕs look back at our Bubble Map.

á     Who has a describing word about Fox to put on our Bubble Map?

á     Keep calling on students to share and add post-its to Bubble Map until complete.

á     Review completed Bubble Map.

á     Discuss how we can use Bubble Map to help with our writing. Model as follows:

Have students return to desks facing Smart Board, where an example of the writing activity will be displayed: ÒFox is ____ and ______.Ó

á     Call on a student to complete the sentence by using a describing word from Bubble Map. Illustrate the sentence accordingly.

 

III.         Independent Practice/Differentiated Instruction:

All students will complete an independent writing activity to practice using a Bubble Map to write about Fox, a character in The Gingerbread Boy. Three different versions of the activity will be available, depending on studentsÕ abilities.

Working with a partner or small group will be encouraged so that the students may think out loud and learn from each other. The writing activity will remain on the Smart Board for students to reference. The Circle Map about Fox will also be displayed.

á     Version 1: Lower-functioning and ELL students will illustrate a picture about Fox and label with a describing word from the Bubble Map.

á     Version 2: Mid-functioning students will write a using one describing word from the Bubble Map: ÒFox is ______.Ó Students will also illustrate accordingly.

á     Version 3: High-functioning students will write a complex sentence using two describing words from the Bubble Map: Fox is ______ and _______.Ó Students will also illustrate.

á     Extra Activity: Students who finish early may draw a Bubble Map of another character from The Gingerbread Boy.

 

IV.         Assessment:

á  Monitor participation during group discussions.

á  Monitor the students during their writing activity.

á  Ask students to read their writing.

 

 

 

V.     Closing/Summary:

á     Remind students that ÒdescribingÓ words are used to illustrate characters in a story.

á     Remind students how a Bubble Map can visually represent the thinking of Òdescribing.Ó

á     Ask two students to share their writing with the class.

 

VI. Accommodations and Modifications:

á     Visual learners will be stimulated by the White Board and Smart Board

á     Auditory learners will be stimulated class discussions.

á     Kinesthetic learners will be stimulated by manipulating post-its on the Bubble Map and using the Smart Board.

VII.  Follow Up Lessons:

We will continue learning about elements of fiction, focusing our attention to the ÒproblemÓ and ÒsolutionÓ in a story. We will then learn how to use a Tree Map to classify all elements of fiction for a given story.