TUMBLEBOOKCLOUD JR



TUMBLEBOOKCLOUD JR. LESSON PLANCOMMON CORE STANDARD – READING: LITERATURE4CC.RL.4 CRAFT AND STRUCTURE TumbleBookCloud Jr. Text: Box of Shocks by Chris McMahenThis lesson plan is intended to encourage students to read literature closely to comprehend complex literary text while making sense of words and phrases found in text, including figurative language and imagery. It is designed for grade 4 students and can be used as a whole group study or as part of an independent small group or Literature Circles learning experience for more proficient readers.LESSON TOPIC: MAKING SENSE OF TEXT THROUGH LANGUAGE EXPLORATIONCommon Core Standard: 4.RL.4 – ask students to determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).6 or 7 sessions, 30 – 45 minutes eachMaterials/Resources:- Box of Shocks TumbleBookCloud Jr. e-text by Mary Elizabeth Nelson - SmartBoard or white board- laptops/ipads and/or hard copies of poems- learning logs or journals - writing utensils, highlighter markers- novel sketch sequence, story map, beginning/ending character, word illustrator organizers Strategic Lesson Plan Development:Introduction:Activate prior knowledge about novels – stories that are longer and require more in-depth telling, chapter organization, multiple changes of setting and multiple characters and events, a problem or multiple problems, solutions and a final conclusionDiscuss with students possible themes novels might have (eg. Friendship, loss, a quest, helping, coping with a disaster, good versus evil, etc.) and genres (mystery, adventure, coming-of-age, sports, biography, autobiography, historical fiction, science fiction) and what genre this could be (adventure)Activate a discussion around ‘reading closely’ – looking for details and clues, being aware not everything is explained outright but may require some deep thinking, comparing and contrasting, making connections with previous knowledge, texts or eventsDisplay the e-book from TumbleBookCloud Jr. on the SmartBoard and ask students to consider the front cover and ‘blurb’ – make preliminary predictions about the novelInstruction:Briefly discuss and brainstorm the basic components of a novel – characters, setting, plot or sequence of action and events – as well as the characteristics of historical fiction Develop a plan for reading with the students (suggestions: small groups or partners, establish expected pages/chapters to be read each session, establish a timeline – 6 or 7 sessions if students are reading chapters together; fewer if reading is an expectation outside of instructional times)Display/introduce the 4 organizers and discuss with students how they will complete the organizer – all 4 will need to be started at the beginning of the story and updated frequently as the story progressesReview with students what figurative language and imagery mean (simile, metaphor, onomatopoeia, alliteration, repetition, idiom, use of vivid and descriptive language). Discuss how they will be tracking examples of figurative language and imagery throughout the sharing of the novel in their learning logs/journalsExplain students will be engaging in a read-along/listening experience over several days as they listen to the read-along audio book Box of Shocks on TumblebookCloud Jr.Introduce the novel by reading the first chapter aloud (or listening to it) and asking the students whom they think the main character is? What do they already know about him? Do they know this from direct or inferred information provided by the author? Discuss the differences and find examples of each in the text. This is what is meant by close reading – watching for details as well as inferences. Ask if students heard any examples of figurative language or imagery in their reading/listening today? Encourage students to take jot notes in their learning logs or journals of the important information they are gathering from the text.Student Activities:Explain students will be listening/reading carefully to: Read/listen to text, take jot notes, discuss characters, events, actions each sessionIdentify specific examples of figurative language use or imagery in the novel; identify new and unfamiliar vocabulary in each daily reading experienceIdentify the characters and sequence of actions in the novel as it unfolds on the novel sequencing organizerTrack how the main character, Oliver, changes from the beginning of the novel to the endUpdate the four graphic organizers each day following the reading/sharing experience, including create one new Word Illustrator for each lesson reflecting new or unfamiliar vocabularyDiscuss possible themes (coming of age, helping, appreciating what you have)Discussion or Test QuestionsDescribe Oliver’s family. Describe Diggory’s family. Compare and contrast the two boys and their families.What is the problem in the story? Who is having the problem? Are there multiple problems?Oliver thinks he is collecting a box of shocks at the beginning of the novel to keep a momento of everything he does that his parents would be shocked by. Why does he leave the box behind in the end?What makes Oliver think his family might not be so bad after all? What are some of the shocks Oliver discovers himself in the novel? Which one shocked him the most? Why is this a good title for the novel?What is the theme of this novel? Assessment (Formative): In learning log or journal, update the 4 organizers at the end of each reading/discussion sessionCreate beginning/ending sketch of Oliver in action Create a chart in your learning log that tracks figurative language and imagery:Sentence, phrase or word Chapter # What kind of figurative language?Assessment (Summative): Complete the TumbleBookCloud Jr. Multiple Choice Quiz for Box of Shocks.WORD ILLUSTRATOR: ___________________________Definition:Sentence:Illustration: ................
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