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Literature Lesson Plan

Part of my service learning experience at Power Ranch Elementary School consisted of planning, preparing, and teaching two literature based lessons to a fourth grade class. With the help of my mentor teacher, I chose a book to read-aloud and then developed questions to ask before, during, and after the reading according to Bloom's Taxonomy. Then, I developed a reader response activity to engrain the concept of the book in fourth graders' minds. Below is one of the lesson plans I created.

<big>LITERARY SELECTION:

Title: Lizards for Lunch: A Roadrunner’s Tale

Author: Conrad J. Storad

Illustrators: Beth Neely and Don Rantz

Date of Publication: 1999

Number of Pages: 32

Genre: Fable

Recommended Grade Level: Intermediate

Estimated Time: 1 hour

<big>PLOT SUMMARY:

This story, told from a roadrunner’s point of view, explains, in detail, the life of a Roadrunner living in <st1:State w:st="on"><st1:place w:st="on">Arizona</st1:place></st1:State> deserts. The Roadrunner also explains what he likes to eat, which are lizards. Furthermore, the Roadrunner explains not only these two things, but he states his physical appearance to the reader using descriptive language. This book is designed to inform readers about point of view, life in the desert, and to teach readers all there is to know about the Roadrunner.

<big>READER RESPONSE ACTIVITY:

The fourth grade students will create their own fable by first filling out the brainstorm activity worksheet (pre-writing) and then by creating a flip book which must include an original story (writing) and original illustrations (art).

<big>LESSON OBJECTIVE AND ARIZONA READING STANDARDS:

Students will demonstrate their knowledge of fables by writing their very own fable with a partner (Writing Process, Concept 5: Publishing, PO: 1, 2, 3, 4). Each fable must include the following literary elements: setting, characterization, rising action, conflict, and the resolution. Students will also practice brainstorming by filling out the worksheet beforehand (Writing Process, Concept 1: Prewriting, PO: 1, 2, 3). Finally, students will practice using public speaking skills by sharing their stories with their classmates.

<big>MATERIALS AND SUPPLIES:

Miss Farrelly's Create your Own Story Worksheet (see attatchment)

Pencil

A blank flip book (made by using three sheets of computer paper, folding, and stapling together)

Markers

Colored Pencils

File Attachments:

Create Your Own Story Worksheet

<big>PREDICTION QUESTIONS AND PROMPTS:

This story is told by a Roadrunner. What do you know about roadrunners? (Comprehension)

Where do you think roadrunners live? (Knowledge)

<BIG>COMPREHENSION QUESTIONS:

Does anyone have a prediction to what is going to happen next? (comprehension)

What is another way the roadrunner could catch a lizard? (synthesis)

Who can explain the moral of the story to me? What was the author trying to tell us? (comprehension)

Explain why the roadrunner is so sad? (comprehension)

<BIG>DISCUSSION QUESTIONS:

How do you know that the roadrunner was telling the story? (Evaluation)

How would you now describe what a roadrunner is like? (synthesis)

Imagine you are the lizards in this story. What do you think of roadrunners now? (synthesis)

Based on the story, what do you think is the roadrunner’s favorite dinner? (evaluation)

How do you rate this story and would you recommend it to a friend? (evaluation)

What do you think roadrunners spend the majority of their time doing? (evaluation)

<BIG>DO-OVERS:

The activity, for the most part, also went rather well. However, I did notice that when I started out giving vague directions the students got confused and I ended up repeating myself over and over. Next time I do this, I think it would be wonderful to not only verbally give the directions, but also have written directions for them. I also did not make it clear that they had to use a different animal than the roadrunner, which was the story I read to them. Almost every group picked the roadrunner. Nevertheless, after I explained they had to pick an original animal all of the groups did.

I found out that the students were rushing when I gave them 45 minutes to create their own stories. I think that next time, I need to ask the students to write their stories entirely first and then have them do illustrations. In addition, more time might need to be allotted.

This book and activity fits very well with the <st1:State w:st="on"><st1:place w:st="on">Arizona</st1:place></st1:State> curriculum taught in fourth grade. Teachers can spend time talking more about the Sonoran Desert and all the different types of animals that live in the desert with the roadrunner. Also, a food chain lesson can easily be taught using this book as well. As you can see, this one activity can teach social studies, creative writing, and science.

Image: http://jamaica.u.arizona.edu/ic/swchildlit/images/lfl.jpg

Author: heidi farrelly
Last modified: 8/25/2005 4:27 PM (EST)

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Literature Lesson Plan

<big><b>LITERARY SELECTION:

<b><big>PLOT SUMMARY:

<b><big>READER RESPONSE ACTIVITY:

<b><big>LESSON OBJECTIVE AND ARIZONA READING STANDARDS:

<big><b>MATERIALS AND SUPPLIES:

<b><big>PREDICTION QUESTIONS AND PROMPTS:

<B><BIG>COMPREHENSION QUESTIONS:

<BIG><B>DISCUSSION QUESTIONS:

<B><BIG>DO-OVERS: