Lauren+and+Kara

2nd Grade

Standard 3.0. Literary Response and Analysis Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Instructional Strategies and Student Activities

Anticipatory Set: Teacher will read "Hansel and Gretel" to the students. Students will learn to identify literary elements from our story after looking at a teacher example. Using modeling as a teaching technique is efficient because it allows the students to see what is expected of them. Teacher will comment on the importance of doing their best work on their literary mountains because it will be displayed in the classroom for parents and principal to see during open house. (Motivation) It is important that students stay engaged because it helps with classroom management and pacing of workload.

Direct Instruction: Teacher will give definition of each literary term; for example: plot and character. This will provide students with necessary information in order to complete assignment and reach content standard. It is necessary to encourage students to tap into prior knowledge. Tapping into prior knowledge is important because it sets up the foundation for a lesson. Also, it helps students connect current lessons to previous lessons they have learned.

Model Instruction: The class will dissect the book for literary terms and create a literary elements mountain. This will serve as a point of reference for the students. Modeling is a critical form of SDAIE, which references the positive productivity that comes from modeling for students.

Guided Practice: Groups of four will read "Princess and the Pea" and work together to identify literary elements. Working in a group allows students to interact academically and experience different points of views. Group work is beneficial for students that are social learners and it also taps into differentiating teaching. A group of four language learners will be accompanied by a parent volunteer to help facilitate group work. This will help students reach their maximum potential in their zone of proximal development as an aide is utilized. There will be a group of two gate students and two at risk students observed by parent volunteers. Two at risk students will work with two students that have IEPs and will also be accompanied by parent volunteers. Having a parent volunteer will help facilitate discussion and bring cohesion learning between different types of students with different needs. Students will decide on a group reporter to discuss their literary analysis of the story to share with the class.

Check for Understanding: The teacher brings class together and as a whole they will discuss literary elements that they have discovered. This would give the teacher a chance to evaluate the accuracy of students' group work. Assessment drives instruction and will provide clarity to the teacher in terms of moving on with a lesson or reviewing more.

Independent Practice: Each student will create their own literary mountain with individual illustrations. This will allow students the opportunity to be creative and tie in fine arts with language arts.

Closure: For homework gate students will read "Jack and the Beanstalk" out of their literature book and identify literary terms by creating another literary mountain.The group of at risk students will identify the literary terms which were gone over in class.The ELL/IEP students will have fewer literary terms to identify within the story.This will give students a chance to tap into prior knowledge and recall the terms which they learned and utilized in class. Homework also be used as a form of reinforcement. Different homework assignments according to students' ZPDs will serve as differentiating instruction.