Acquisition Lesson Plan s2

Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 GRADE 8-Key Ideas and Details

CCR Anchor Reading Standard #3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCSS – Grade Specific Reading Standard #3

Grade 7 Grade 8 Grade 9 Analyze how particular Analyze how particular lines of Analyze how complex characters elements of a story or drama dialogue or incidents in a story or (e.g., those with multiple or interact (e.g., how setting drama propel the action, reveal conflicting motivations) develop shapes characters or plot). aspects of a character, or provoke a over the course of a text, interact decision. with other characters, and advance the plot or develop the theme.

Know Understand Do (factual: vocabulary and facts) (conceptual) (procedural, extending thinking & application)  Analysis  Understanding how  Explain the story elements in a  Elements characters, settings, literary work o Plot (e.g., rising action, falling events and dialogue in  Explain elements of drama in a action, flashback, stories are related helps literary work foreshadowing, climax/ turning readers understand  Identify various types of conflict point, resolution) literary texts (man vs. man, man vs. nature, man o Episodes vs. self, man vs. society) o Conflicts (man vs. man, man  Differentiate among character types vs. nature, etc.) and roles within a story or drama o Character types (e.g.,  Identify kinds of dialogue flat/round, static/ dynamic) and  Explain what specific lines of character roles (e.g., major/ dialogue reveal about characters minor, protagonist/ antagonist,  Explain (tell, write, or graphically hero/villain) represent) how characters, events, o Setting (time, place, context) setting, and plot elements interact to o Dialogue (e.g., direct, indirect) create/ show mood and tone o Mood and tone  Analyze how particular lines of  Drama Elements dialogue or incidents in a story or o Acts drama propel the action, reveal o Scenes aspects of a character, or provoke a o Dialogue (e.g., aside, decision. monologue, dialogue)  Character actions, feelings, words, and implied motivations

Recursive Strategies  Making inferences (e.g., predictions, visualizations, and conclusions)  Making text connections (text-to-self, text-to-text, text-to-world)  Recognizing kinds/genre of literary text based on text features/characteristics Student Learning Map Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1

Name: Date: Course/Subject: Team: Topic: School District: Key Learning: Understanding how characters, settings, events and dialogue in stories are related helps readers understand literary texts

Unit Essential Question: How can we come to understand how characters, settings, events and dialogue in stories are related and help us in understanding literary text?

Concept: Concept: Concept: Character, setting, and plot Rising and Falling Action Dialogue affects the tone and mood

Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Questions:  How can we come to  How do events in the story  How do particular lines of understand how characters, assist us in predicting the dialogue or incidents in a settings, and plots are outcome of the text? story or drama propel the related and help us in action, reveal aspects of a understanding literary text? character, or provoke a decision?

Vocabulary: Vocabulary: Vocabulary:  Character, setting, plot,  Rising action, falling action,  Dialogue, tone, mood, antagonist, protagonist, flashback, foreshadowing descriptive language, minor characters, conflict, figurative language resolution

Additional Information/Resources:

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 Culminating Activity Essential question for the culminating activity: How can we come to understand how characters, settings, events and dialogue in stories are related and help us in understanding literary text?

Paragraph description of culminating activity Students will work in pairs to create a digital story book for second grade elementary school children. The book must have a protagonist, antagonist as well as two minor characters. The plot will include: the rising action, climax, falling action, and resolution. The setting and dialogue must include both descriptive and figurative language. Students will complete an organizer describing the conflict to be portrayed within the novel.

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 Acquisition Lesson Plan Concept: Character, Setting, and Plot

Essential Question: (What question—from your Student Learning Map and based on your standards/grade-level expectations— will direct and focus this lesson?)

How can we come to understand how characters, settings and events in stories are related and help us in understanding literary text?

Assessment Prompts: (What do students need to learn to be able to respond to the Essential Question? What informal assessment prompts will you use to gather evidence of learning? You do not need to create the specific AP strategy here—just list the topic/process/content of the chunk of the learning that each AP will assess.) AP #1 topic: Changes in the Wind

AP #2 topic: Drawing or Sketch of the setting

AP #3 topic: $2.00 Summary

Activating Strategies: (How will you hook students at the beginning of Key Vocabulary to preview: (What the lesson and activate and/or build the necessary prior knowledge?) content-specific vocabulary will students need to know in order to make meaning of the learning in Students will listen to rap song describing character, setting the lesson?) and plot. Then students will work with collaborative partner Character to complete word scramble to assist in building background Setting knowledge around the vocabulary terms in this lesson. Plot Protagonist http://www.educationalrap.com/song/characters-setting- Antagonist plot.html (This activator would fit the UDL framework) Conflict Students could also read the song lyrics with their Climax collaborative partner. Then together choose three literary Rising Action elements of fiction that they feel are most important to Falling Action develop an interesting story. Students need to provide Resolution support for their choices. Students will then take turns reporting out the choices they made.

Teaching Strategies: (What specific teaching strategies, will you use to engage students in their learning? e.g. distributed guided practice, numbered heads, collaborative pairs, think-pair-share, jigsaw, exit tickets, note to absent student, writing-to-learn strategies, etc.)

Collaborative Pairs An apology from one of the boys to Mr. Healy Numbered Heads Vocabulary trading cards http://bighugelabs.com/ Character Map I Have …Who Has Setting Map Changes in the Wind Conflict Map $2.00 Summary Resolution Map 3-2-1

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 Graphic Organizer Used: (What graphic organizers or other organizational tools will you use to help students organize their learning?) http://www.readwritethink.org/classroom-resources/student-interactives/story-30008.html Students will utilize the character, conflict, setting and resolution graphic organizers to assist students in visualizing the story elements.

Materials Needed: (What specific materials will you need to present this lesson?)

 Rap song “Characters, setting, plot”  Lyrics to song  Literary elements scramble activity  Excerpt of text The Juvies Three, by Gordon Korman from Scholastic Canada http://www.scholastic.ca/titles/thejuviethree/  Wordle link and example http://www.wordle.net/show/wrdl/3138869/Children_Poem  Vocabulary trading cards created in launch

Instructional Plan: (How will you provide instruction and/or specific learning experiences which lead students to the understanding necessary to respond to each assessment prompt? What will be the sequence of these learning experiences?)

1. After students have completed the activating strategies, teacher will provide definitions and graphic representation of the previewed words. Students will work in pairs to quiz each other with vocabulary trading cards depicting the ten essential vocabulary words. The teams will use their cards as a method of review throughout the lesson. 2. Display for the students the definition of the word character. Character: the combination of traits and qualities distinguishing the individual nature of a person Imaginary people created by the writer. Perhaps the most important element of literature. An example of a character would be Darth Vader from Star Wars. He was the evil force throughout the story.

3. Ask students to pair up with a partner and list at least ten characters that they can remember from books or movies and write at least one trait to describe the characters chosen. Students will take turns listing characters and their traits. Then share list with class members. 4. Introduce the lesson essential question: How can we come to understand how characters, settings and events in stories are related and help us in understanding literary text? 5. Review with students the types of characters: protagonist, antagonist, and minor characters. 6. Students will read excerpt of text from novel: “The Juvies Three” by Gordon Korman (LL750) searching for the protagonist, antagonist and minor characters in the piece. Using the character graphic organizer they will list character, type, and reasons for their choices. 7. Students will pair up and the number ones will explain choices and their support to number twos. Number twos will share out number one’s answers.

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1

Assessment Prompt #1: Changes in the Wind -Students will complete “Changes in the Wind” independently to summarize ideas about characters in the excerpt “The Juvies Three”.

8. Display for the students the definition of the word setting.

Setting: surroundings: the surroundings or environment in which something exists or takes place. An example of a setting would be aboard The Millennium Falcon at the time of its capture, HanSolo’s fighter ship from Star Wars.

9. Ask students to pair up with a partner and list ten settings from novels or movies. 10. Direct students to go back to the excerpt and describe the setting of this story explaining why they believe the story takes place there. (Example: Little Red Riding Hood –it takes place in the woods as the story talks about her long walk through the forest.) Use the setting graphic organizer to document choice. 11. Students will pair up and the number twos will explain choices and their support to number ones. Number ones will share out number two’s answers.

Assessment Prompt #2: Drawing or Scetch Students will sketch a picture of the setting for the excerpt “The Juvies Three”.

12. Display for the students the definition of the word plot.

Plot: story line: the story or sequence of events in something such as a novel, play, or movie. For example the original plot of Star Wars begins as Darth Vader nears completion of the massive Death Star space station, which will allow the Empire to crush the Rebel Alliance, which has formed to combat Palpatine's tyranny.

13. Direct students to go back to the excerpt and describe the plot of this story explaining why they believe this to be true. (Example: Little Red Riding Hood – The wolf plans on eating Little Red Riding Hood because he makes statements that show the reader what he wants to do) Use the conflict graphic organizer to document choice. 14. Students will pair up and the number twos will explain choices and their support to number

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 ones. Number ones will share out number two’s answers. 15. Students will review vocabulary words utilizing the: I have…Who has strategy.

Assessment Prompt #3: $2.00 Summary - Students will explain the plot of the excerpt read in 20 words. Have students imagine they are placing a classified ad or sending a telegram, where every word used costs them money. Tell them each word costs 10 cents, and then tell them they can spend "so much." For instance, if you say they have $2.00 to spend, then that means they have to write a summary that has no more than 20 words.

Summarizing Strategy: (How will students summarize what they have learned as a result of the lesson to provide evidence of their understanding, in relation to the lesson essential question? Examples: Exit Ticket, 3-2-1, Answer the EQ, writing-to-learn exercise, etc.) Students will complete the 3-2-1 summary exercise as follows: Explain 3 things learned about characters. Describe 2 things that were interesting as you discussed setting. List 1 thing that you still want to know about the plot.

Assignment(s): (What assignment(s) will students do to prepare for, reinforce and/or extend their understanding?)

After reading the excerpt from “The Juvies Three”, write the next page describing what happened to the characters after everything went dark. Share your creation with a peer. Have your partner write down everything they remember about your creation in two minutes. See if they could remember the plot of your piece.

Or write an apology letter from Gecko to his victim. Express his sincere sorrow regarding stealing and demolishing the stolen car. Discuss apology letter with peer. Does the letter really show that Gecko was remorseful? Would you accept the apology if you were the victim?

Excerpt from THE JUVIE THREE by Gordon Korman

Gecko Fosse is behind the wheel of a powder blue Infiniti M45 sedan, enjoying the thrum of the idling engine and not thinking. Gecko has elevated not thinking to the level of high art. He’s almost as good at it as he is at driving, and that’s very good. Right now he’s not thinking about the fact that he’s too young to hold a license — that he’s still got two years to go before he even qualifies for a learner’s permit. He’s not thinking about what his brother, Reuben, meant when he said he needed to “pick something up” at an electronic games store that closed two hours ago. Mostly, he’s not thinking about the bald guy in the rearview mirror, sprinting up behind him, waving his arms and yelling.

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 “Hey, that’s my car!" The bald guy grabs for the door handle, but Gecko is already squealing away from the curb, grooving on the burst of acceleration. It’s his favorite feeling — that boost of pure power, like a titanic hand propelling him forward. There’s the store, coming up on the left. A flick of Gecko’s wrist, a tap on the brake, and the Infiniti is right there. The place is dark. No sign of Reuben and his buddies. Gecko rabbit- punches the leather of the steering wheel, producing a staccato honk of the horn. Reuben leans into the window display of Wiis, waving him urgently away. Gecko stomps on the gas and wheels around the corner out of sight. Reuben — there’s someone not to think about. This is supposed to be his new ride. Gecko’s gaze darts to the ignition, which has been ripped out, a pair of wires protruding from the column. No key. Reuben and his friends think they’re so gangster, but they’re really more like the Keystone Cops. Leave it to them to steal a car and then wave it right in front of the guy who used to own it. And if they’re dumb enough to pull something like that, who knows what they’re up to inside the House of Games? He turns left and left again, circling back onto Jackson. It’s effortless. The wheel is an extension of his hands, just the way he likes it. Gecko’s the car, and the car is Gecko. Not bad, this M45 . . . Uh-oh. The bald guy’s dead ahead, and he’s managed to flag down a traffic cop. The cop steps right into the Infiniti’s path, holding his hand out like, well, a cop. Gecko slaloms around him and then floors it. In the blink of an eye, the Infiniti is halfway down the next block. Gecko grins into the mirror. The officer and the car owner scramble helplessly in his wake. The smile disappears abruptly as his rearview changes. The door of the shop bursts open, and out stumble Reuben and his two cronies, weighed down with huge armloads of video games. One of them actually runs into the traffic cop, bowling him over in a spray of falling cases. Gecko shifts into reverse. Now the acceleration is pressing on his chest, propelling him backward. Uh-oh. The light changes. A solid line of traffic is coming at him from the other direction. He presses on the gas, steering with one hand as he peers over his shoulder at the tons of metal hurtling toward him. The gap disappears in a heartbeat, split seconds to impact — At the last instant, a tiny space opens up between the SUV and a van. Gecko swerves for it, threading the needle. The passenger mirror shatters as the van passes too close. Gecko slams on the brakes, and Reuben and company pile in, raining disks all over the back seat. The Infiniti screams away. His brother is the picture of outrage. “What are you doing, Gecko? You trying to get us busted?” Gecko doesn’t respond. His not thinking kicks back in. He’s not thinking about the stolen car or what his brother has gotten him into again. From the first time Reuben saw him piloting a go- kart, Gecko’s fate was sealed. A getaway-driver-in-training since age nine. The passengers are taking inventory of the haul, squabbling over who gets what, when they first hear the sirens. Reuben slaps his brother in the back of the head. “Get us out of here, man!” Gecko is already up to eighty on the avenue, weaving skillfully in and around traffic, using the sidewalk when necessary. Without telegraphing his move, he squeals into an underground parking garage, dutifully taking the ticket from the machine. He sails through the tight rows of parked cars as if taking a Sunday drive on the widest boulevard in town. The exit beckons dead ahead, leading onto a different avenue, this one southbound. The Infiniti blasts through the wooden barrier, splintering it and sending the pieces flying. In an impressive burst of horsepower, the car streaks through four lanes of moving traffic and whips around the next corner. That’s where it happens. An elderly nanny, pushing a baby carriage in front of her, steps off the curb to cross with the light. It’s a split-second decision, and Gecko makes it. He wrenches the Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 steering wheel, and the speeding car brushes the back of the shocked nanny’s coat. The right front tire jumps the curb and plows up onto an old mattress leaning on a pile of trash. With the passenger side climbing and the driver’s side still on the road, the Infiniti flips over. For a heart- stopping moment they are airborne, hot video games bouncing around like Ping-Pong balls. Gravity reverses. A teeth-jarring crash. Everything goes dark.

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 Lyrics

Chorus We’ve got the characters, the setting, and of course the plot It’s the elements of fiction that I’m talking about

Verse I In any decent story, you’ve got to have characters The people in it, and they can be generic or They can be complex, interesting, unique Like a girl who walks on her hands and writes with her feet

The protagonist, the main character, the good guy In most works of fiction, is usually opposed by The antagonist, the bad guy, the villain “But what about the other folks, are they just chillin’?”

Nope, not really, though some of them are static So they’re flat, one-dimensional, nothing real dramatic And people with the drama are called dynamic characters Like if they start out calm and get hysterical

Or if they start out in love and end up not That’s the motion and emotion that propels the plot “What’s that?” Fear not, I’ll tell you in verse III Here’s how it goes writing fictional prose

Chorus

Verse II For the setting of a story, you need to know when it occurs Like 7:30 in the morning on November the first It doesn’t always have to be that specific For instance, if the characters are using hieroglyphics

Then you know you’re in ancient times, not the present day But if somebody’s driving up in a Chevrolet You’re in the present or the future or the recent past But there’s another setting question that we need to ask

And that’s “Where?” Location, it can be narrow Like 57 Main Street, Rio de Janeiro Or it can be broad, not specific at all Like somewhere in Canada, north of Montreal

So there you have it, the time and the place Even if it’s in the future or up in outer space Make up a fundamental element of fiction: the setting

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 Now here’s the hook again so you don’t forget it

Chorus

Verse III Now, the plot unfolds in five different phases I’ll try to get you through it in just a few phrases Take you all the way from beginning to end But you’ve got to listen close or rewind again

Before action happens, we’ve got the exposition Where the author can establish or begin a definition Of the characters, the setting, and yes, the point of view And once that’s all established we can move to phase two

The rising action. A period of conflict and crisis This part is unpredictable, it’s full of surprises So open up your eyes as wide as they can possibly be After this we’re gonna hit phase three, which is the

Climax, the high point, a moment most intense A turning point, a major culmination of events After that, there isn’t really much more We gotta end the story, let’s go to phase four

We’ve got the denouement, that’s what we call the falling action And hopefully it leaves you with a sense of satisfaction ‘Cause phase five is the end, it’s called the resolution Tying it all together, and we’ve come to the conclusion

Characters, Setting, Plot LYRICS WORD SCRAMBLE Unscramble the words in (parentheses). Some answers have more than one word. (To be used with lyrics to RRR song “Characters, Setting, Plot”) Chorus We've got the characters, the setting, and of course the plot It's the elements of fiction that I'm talking about (repeats) Verse I In any decent story, you've got to have 1. ______(ehtrcrsaca) The people in it, and they can be generic or They can be complex, interesting, unique Like a girl who walks on her hands and writes with her feet The 2. ______(sgonattprigo) the main character, the good guy In most works of fiction, is usually opposed by The 3. ______(gttonsanai), the bad guy, the villain "But what about the other folks, are they just chillin'?" Nope, not really, though some of them are 4. ______(ctsiat) So they're flat, one-dimensional, nothing real dramatic And people with the drama are called 5. ______(cymdian) characters Like if they start out calm and get hysterical Or if they start out in love and end up not That's the motion and emotion that propels the 6. _____ (ltpo) "What's that?" Fear not, I'll tell you in verse III Here's how it goes writing 7. ______(ilifctona erspo) (2 words) Chorus We've got the characters, the setting, and of course the plot It's the elements of fiction that I'm talking about (repeats) Page 2 of “Character, Setting, Plot” by Rhythm, Rhyme, Results | www.educationalrap.com Verse II For the 8. ______(ngttsei) of a story, you need to know 9. _____ (nehw) it occurs Like 7:30 in the morning on November the first It doesn't always have to be that specific For instance, if the characters are using hieroglyphics Then you know you're in ancient times, not the present day But if somebody's driving up in a Chevrolet You're in the present or the future or the recent past But there's another setting question that we need to ask And that's “10.______(eerwh)” Location, it can be narrow Like 57 Main Street, Rio de Janeiro

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) Unit: Character, Setting, and Plot – Oh My! Lesson #: 1 Or it can be broad, not specific at all Like somewhere in Canada, north of Montreal So there you have it, the 11. ______(meit) and the 12. ______(eaplc) Even if it's in the future or up in outer space Make up a fundamental element of fiction: the setting Now here's the hook again so you don't forget it Chorus We've got the characters, the setting, and of course the plot It's the elements of fiction that I'm talking about (repeats) Verse III Now, the plot unfolds in 13. ______(iefv) different phases I'll try to get you through it in just a few phrases Take you all the way from beginning to end But youʼ ve got to listen close or rewind again Before action happens, we've got the 14. ______(texspinooi) Where the author can 15. ______(shbilstae) or begin a definition Of the 16. ______(aaccthrser), the setting, and yes, The 17.______(onipt fo ewiv) (3 words) Page 3 of “Character, Setting, Plot” by Rhythm, Rhyme, Results | www.educationalrap.com And once that's all established we can move to phase two The 18.______(grsnii notiac) (2 words) A period of 19. ______(ccflnoit dna ssiicr) (3 words) This part is unpredictable, it's full of surprises So open up your eyes as wide as they can possibly be After this we're gonna hit phase three, which is the 20.______(xlmica), the high point, a moment most intense A turning point, a major 21. ______( mucnltoiian fo seetnv) (3 words) After that, there isn't really much more We gotta end the story, let's go to phase four We've got the 22. ______(nndeeetmou) that's what we call the 23. ______(llagfin notcia) (2 words) And hopefully it leaves you with a sense of satisfaction 'Cause phase five is the end, it's called the 24. ______(olornituse) Tying it all together, and we've come to the 25.______(innccoousl) Chorus We've got the characters, the setting, and of course the plot It's the elements of fiction that I'm talking about (repeats)

Changes in the Wind

Assessment Prompt # 1 Characters, Setting and Plot

1. After reading the excerpt of “The Juvies Three”, I have decided that: A. ______is the protagonist because this character______.

B. ______is the antagonist because this character______.

C. ______is/are the minor character(s) because______.

2. After discussing my choices with my peers, I have decided that:

D. ______is the protagonist because this character______.

E. ______is the antagonist because this character______.

F. ______is/are the minor character(s) because______.

3. I changed/kept my answers because______.

Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)