 |
| Clipart from Microsoft Office |
READING UNIT: DRAGONS
EDUC
3523 - Teaching
Reading in
Content Areas
October 17, 2010
Purpose of the Unit: My dragon unit is designed to be a sub-unit
from an over all theme that I would do in my class, titled “Myths and Legends.”
This particular week would be the week that the class would explore dragons in
literature. The students will examine the literary elements in fiction and
poetry and especially see the use of dragons throughout literature. The class
will be reading How to Train Your Dragon
by Cressida Cowell, picture books about dragons, and poems about dragons.
Students will also have time to research about the history of dragons and their
cultural impact among various civilizations. All of these exposures will help
them gather information about dragons so that they can incorporate and/or
generate ideas into their own created stories or poems about dragons. By the
end of the week, the class will have worked together to compile a fictional
manuscript of various stories about dragons, to be sent off and made into a
classroom book about dragons.
Classroom Layout: My classroom consists of seating arrangement to
where students are able to have shoulder partners, and are in groups of at least
four members. Each group can consist of high and low students, but mainly I
would group them to where those with similar areas of improvement can also be
grouped at a table with those who have established improvement for those
specific areas that the other two students need improving. Near the board will
be a display of the basic literary elements written on laminated cards, along
with their definitions. The basic literary elements: Plot, Exposition,
Foreshadowing, Inciting Force, Conflict, Rising Action, Crisis, Climax, Falling
Action, and Resolution. I will also have the words Protagonist, Antagonist,
Foil, and their definitions displayed at the front of the classroom. The
classroom is also organized to where we can have learning stations: the Audio Book
Station, Writing Station, Research Station (a.k.a. Computer Lab area),
Discussion Circle Station, and Conference Station. Learning Stations: The Audio Book Station is where students will go
to listen to the audio book How to Train Your
Dragon while following along with their books. They will also be reading
the book as homework, but this station will also allow them to further their
reading so that they can finish the book by the end of the week. The Writing
Station is where students will brainstorm and think about their own constructed
story about a dragon. During the week, they will work with their teams to
brainstorm ideas, pre-write, write, and edit their final product into a four to
five page story or poems. This is also where they will illustrate their final
product. The Research Station is where the students will search specific web
sites about dragons. This will also be where students will write their final
drafts of their story or poems. The Discussion Circle Station is where the
students will go to spend some reflection time talking amongst group members
about what they read the previous night from How to Train Your Dragon. There will also be discussion cards that
will move the discussions along if the students get need help with topics to
discuss. Finally, the Conference Station is where I will be located most of the
time, if I need to individually discuss a student’s work with the student,
either their progress during the week, or their editing of their story or poem.
Sunshine State Standards:
LA.6.1.7.1 - The student
will use background knowledge of subject and related content areas,
prereading strategies, graphic representations, and knowledge of text structure
to make and confirm complex predictions of content, purpose, and organization
of a reading selection.
LA.6.1.7.6 - The student
will analyze and evaluate similar themes or topics by different authors
across a variety of fiction and nonfiction selections.
LA.6.2.1.1 - The student
will identify the characteristics of various genres (e.g., poetry,
fiction, short story, dramatic literature) as forms with distinct
characteristics and purposes.
LA.6.2.1.2 - The student
will locate and analyze the elements of plot structure, including
exposition, setting, character development, rising/falling action,
conflict/resolution, and theme in a variety of fiction.
LA.6.2.1.10 - The student
will use interest and recommendation of others to select a balance of age
and ability appropriate fiction materials to read (e.g., novels, historical
fiction, mythology, poetry) to expand the core foundation of knowledge
necessary to function as a fully literate member of a shared culture.
LA.6.3.1.1 - The student will
prewrite by generating ideas from multiple sources (e.g., prior knowledge,
discussion with others, writers notebook, research materials, or other reliable
sources), based upon teacher-directed topics and personal interests.
LA.6.3.2.2 - The student will draft
writing by organizing information into a logical sequence and combining or
deleting sentences to enhance clarity.
LA.6.3.3.2 - The student will
revise by creating clarity and logic by rearranging words, sentences, and
paragraphs, adding transitional words, incorporating sources directly and
indirectly into writing, using generalizations where appropriate, and
connecting conclusion to ending (e.g., use of the circular ending).
LA.6.3.4.1 - The student will edit
for correct use of spelling, using spelling rules, orthographic patterns,
generalizations, knowledge of root words, prefixes, suffixes, and knowledge of
Greek and Latin root words and using a dictionary, thesaurus, or other
resources as necessary.
LA.6.3.5.1 - The student
will prepare writing using technology in a format appropriate to audience
and purpose (e.g., manuscript, multimedia).
LA.6.3.5.2 - The student
will use elements of spacing and design for graphics (e.g., tables,
drawings, charts, graphs) when applicable to enhance the appearance of the
document.
LA.6.3.5.3 - The student
will share the writing with the intended audience.
ESOL & ESE Accommodations:
·
Extended time
·
Extended due dates
·
Translation cards
·
Peer buddies
·
Seating arrangements
Materials/Resources:
Lesson 1:
Subject Area: Language Arts
Grade Level: 6th Grade
Unit Title: Dragons
Sunshine State Standards:
LA.6.1.7.6
- The student will analyze and evaluate similar themes or topics by
different authors across a variety of fiction and nonfiction selections.
LA.6.2.1.2
- The student will locate and analyze the elements of plot structure,
including exposition, setting, character development, rising/falling action,
conflict/resolution, and theme in a variety of fiction.
LA.6.3.1.1
- The student will prewrite by generating ideas from multiple sources
(e.g., prior knowledge, discussion with others, writers notebook, research
materials, or other reliable sources), based upon teacher-directed topics and
personal interests.
Objectives:
- Students will be able to recognize that the role
dragons have played in stories over time has changed from secondary to
primary roles.
- Students will be able to compare and contrast two
different stories, and decide what their plots, rising action, climax,
setting were.
- Students will be able to brainstorm ideas for a story
or poem.
Materials/Resources Needed:
Anticipatory Set: Students will be given a KWL chart worksheet to
fill in. They will only answer the first two parts: What I Know About Dragons in Stories, and What I Know About Dragons in Stories. Afterwards, we will discuss
the responses from the class.
Then,
I will read aloud the book How to Raise
and Keep a Dragon by John Topsell up to page 27, and discuss the types of
dragons mentioned up to that point, and discuss why it is likely that they were
never real.
Input: I will remind the students about the literary elements that
are displayed at the front of the classroom and remind them what they each
mean, stopping at times to have them, as a class, also tell me what they mean,
since they’ve had some experience with them in the past.
Afterwards,
I will tell them that they will use these elements to investigate our new
story, How to Train Your Dragon by
Cressida Cowell. Then, I will explain the purpose of this week’s theme –
learning how dragons have developed from secondary, flat characters in the past
to becoming primary, fleshed-out characters in previous years. This has made
stories about dragons change from dragons just being mean, dangerous creatures that
knights fight, to now having their own personalities in different settings and
being friends to humans.
Then I will read
aloud with two picture books to show examples of what I mean. The reason I
chose picture books is because the stories show the meaning that I want to
convey, but they are also short, so they are quick reads. The first book is Saint George and the Dragon retold by
Margaret Hodges, which is about a knight who sets forth to slay a dragon and
win his princess. The second book is The
Dragon Snatcher by M.P. Robertson, which is about a boy and his dragon who
both fly to a fantasy world and saves the world’s supply of dragon eggs from an
evil wizard. Then we will compare and contrast both stories. We will draw a
T-chart on the board, students will supply examples for both comparisons and
contrasts, and students will have to record the information into their Reading
Journals.
Model/Guided Practice: I will explain the two writing assignments
for the week: The first is that each student will write
a three to five page story containing a dragon(s), which they will type their
final draft and it will be combined to make a classroom book about dragons.
They will be given the option to write their story as a narrative, or include
dialogs, or write it as an informational format. Students can also work with a
partner or individually. The second writing assignment is a group paper, one to
two pages, including information about fantasy dragons from research that they
will be doing during their Research Station times.
Next, students will go to their
assigned Learning Stations. Those who have the Audio Book Station will start
reading How to Train Your Dragon –
they will play the audio CD with headphones, but also follow along with their
books. Those at the Research Station will explore http://www.draconika.com/history.php
and http://www.draconian.com/body/body.htm,
http://www.draconian.com/special-life1/life.php
to read and record about the history of dragons, their physiology, and also
their life cycle. (An alternate option would be to print those pages out and
have the students read the information that way, just to insure that they don’t
click onto any foreign links.) They will record any information down for their
group research paper. At the Discussion Station, students will discuss the two
books read, and look back over their compare and contrast information from
their Reading Journals. Those at the Writing Station will start brainstorming
ideas for their stories, and choosing whether they want to write a narrative or
informational type of story. Those assigned the Conference Station will come
and we will discuss any assignments they aren’t clear on, or, they can catch up
on any work, or silent read a book of their choice. The groups in each station
will rotate every 15 minutes.
Check for Understanding: I will check that students are
comprehending the lesson’s information through my asking questions throughout,
and especially through my observations of their work and their activity and
performance at the Learning Stations.
Closure: A timer will ring and students will return to their
tables. This would be time for them to share about what they learned, what
ideas they may have for their stories, or how they personally felt about this
lesson and whether there would be something they would change to it.
Independent Practice: For homework, based on where each student
left off during the Audio Book Station, students will continue the book How to Train Your Dragon where they left
off, reading at least two chapters.
Duration: 1 hour, 35 minutes.
Lesson 2:
Subject Area: Language Arts
Grade Level: 6th Grade
Unit Title: Dragons
Sunshine State Standards:
LA.6.1.7.1
- The student will use background knowledge of subject and related content
areas, prereading strategies, graphic representations, and knowledge of text
structure to make and confirm complex predictions of content, purpose, and
organization of a reading selection.
LA.6.2.1.2
- The student will locate and analyze the elements of plot structure,
including exposition, setting, character development, rising/falling action,
conflict/resolution, and theme in a variety of fiction.
LA.6.3.2.2
- The student will draft writing by organizing information into a logical
sequence and combining or deleting sentences to enhance clarity.
Objectives:
- Students will be able to relate the literary elements
to assigned readings
- Students will be able to know how historical groups
and settings can influence fiction.
Materials/Resources Needed:
Anticipatory Set: I will read aloud the book How to Raise and Keep a Dragon by John Topsell from page 53 to page
82, and discuss the types of advice and guidelines mentioned up to that point.
Input: I will begin a class
discussion about How to Train Your Dragon
by asking the students to identify who the characters are in the story, explain
the plot so far in the story, identify the setting and people in the story, and
decide if there has been any foreshadowing happening in the story. Then, we
will have a little discussion on who the Vikings are, in relation to history
and the story. Information that we discuss can be written into their Reading
Journals.
Model and Guided Practice: The students will go into their assigned
Learning Stations with their group members. Those in the Audio Book Station
will continue to read and listen to
How
to Train Your Dragon, while those in the Discussion Station will discuss
their favorite parts of the book so far, favorite characters, things they
didn’t like, and make any predictions of the plot. Those in the Research
Station will continue reading about dragons on
http://www.biopark.org/dragonhistory.html
or read up about Vikings on
http://www.historyforkids.org/learn/medieval/history/earlymiddle/vikings.htm.
They will also add any of this information into their research paper rough
drafts. Those in the Writing Station will start developing characters or
setting, and continue planning and writing their story. Those at the Conference
Station will speak with me about any questions about the assignments or issues,
or they will catch up on their work or silent read a book of their choice.
Check for Understanding: I will check that students are
comprehending the lesson’s information through my asking questions throughout,
and especially through my observations of their work and their activity and
performance at the Learning Stations.
Closure: A timer will ring and students will return to their
tables. This would be time for them to share about what they learned, what
ideas they may have for their stories, or how they personally felt about this
lesson and whether there would be something they would change to it.
Independent Practice: For homework, based on where each student
left off during the Audio Book Station, students will continue the book How to Train Your Dragon where they left
off, reading at least two chapters.
Duration: 1 hour, 35 minutes.
Lesson 3:
Subject Area: Language Arts
Grade Level: 6th Grade
Unit Title: Dragons
Sunshine State Standards:
LA.6.2.1.1
- The student will identify the characteristics of various genres (e.g.,
poetry, fiction, short story, dramatic literature) as forms with distinct
characteristics and purposes.
LA.6.2.1.2
- The student will locate and analyze the elements of plot structure,
including exposition, setting, character development, rising/falling action,
conflict/resolution, and theme in a variety of fiction.
LA.6.3.4.1
- The student will edit for correct use of spelling, using spelling rules,
orthographic patterns, generalizations, knowledge of root words, prefixes,
suffixes, and knowledge of Greek and Latin root words and using a dictionary,
thesaurus, or other resources as necessary.
Objectives:
- Students will be able to relate the literary elements
to their reading
- Students will be able to construct their stories,
making edits and including transitions.
Materials/Resources Needed:
- Book: The
Dragons Are Singing Tonight by Jack Prelutsky
- Book: How to
Raise and Keep a Dragon by John Topsell
- Books: How to
Train Your Dragon by Cressida Cowell
- Audio CD: How
to Train Your Dragon by Cressida Cowell
- Internet: http://www.dragonsinn.net/poetry.htm
- Reading Journals
Anticipatory Set: I will read the book of poems The Dragons Are Singing Tonight by Jack
Prelutsky, and then discuss the settings, characters, and themes found within
the book.
Afterwards, we
will continue reading Book: How to Raise
and Keep a Dragon by John Topsell, from page 80 to page 107 and discuss the
types of dragons and training tips mentioned in the story.
Input: I will continue to have a discussion on our story How to Train Your Dragon by asking
students to share their thoughts on the story so far, identify new characters,
the events happening so far, any plot developments, and whether any predictions
have come to pass. I will also bring up who the students may think is the
protagonist or antagonist in the story at this point. Information discussed can
be entered into each student’s Reading Journals.
Model/ Guided Practice: The students will go into their assigned
Learning Stations with their group members. Those in the Audio Book Station
will continue to read and listen to
How
to Train Your Dragon. Those in the
Discussion Station will discuss any new favorite parts of the book so far,
favorite characters, annoying characters, and things they didn’t like, and make
any new predictions of the plot, and state whether their old predictions were
confirmed, denied, or still haven’t taken place. Those in the Research Station
will visit
http://www.dragonsinn.net/poetry.htm,
select their favorite poem of dragons, and record it down to include into their
research paper. They must have their research recorded down too. Those in the
Writing Station will continue to construct their stories, this time adding and
editing this out, and making sure their grammar and punctuations are correct.
Those assigned to the Conference Station will speak with me about any questions
about the assignments or issues, or they will catch up on their work or silent read
a book of their choice.
Check for Understanding: I will check that students are
comprehending the lesson’s information through my asking questions throughout,
and especially through my observations of their work and their activity and
performance at the Learning Stations.
Closure: A timer will ring and students will return to their
tables. This would be time for them to share about what they learned, what
ideas they may have for their stories, or how they personally felt about this
lesson and whether there would be something they would change to it.
Independent Practice: For homework, based on where each student
left off during the Audio Book Station, students will continue the book How to Train Your Dragon where they left
off, reading at least two chapters.
Duration: 1 hour, 35 minutes.
Lesson 4:
Subject Area: Language Arts
Grade Level: 6th Grade
Unit Title: Dragons
Sunshine State Standards:
LA.6.2.1.2
- The student will locate and analyze the elements of plot structure,
including exposition, setting, character development, rising/falling action,
conflict/resolution, and theme in a variety of fiction.
LA.6.2.1.10
- The student will use interest and recommendation of others to select a
balance of age and ability appropriate fiction materials to read (e.g., novels,
historical fiction, mythology, poetry) to expand the core foundation of
knowledge necessary to function as a fully literate member of a shared culture.
LA.6.3.4.1
- The student will edit for correct use of spelling, using spelling rules,
orthographic patterns, generalizations, knowledge of root words, prefixes,
suffixes, and knowledge of Greek and Latin root words and using a dictionary,
thesaurus, or other resources as necessary.
LA.6.3.5.1
- The student will prepare writing using technology in a format
appropriate to audience and purpose (e.g., manuscript, multimedia).
Objectives:
- Students will be able to relate the literary elements
to their assigned reading.
- Students will be able to relate the topic of dragons
to cultures who use them as symbols.
- Students will be able to recognize a wide variety
selection in literature revolving around dragons.
- Students will be able to make their final edits and
begin making their final manuscripts.
Materials/Resources Needed:
- Book: How to
Raise and Keep a Dragon by John Topsell
- Books: How to
Train Your Dragon by Cressida Cowell
- Audio CD: How
to Train Your Dragon by Cressida Cowell
- Reading Journals
- PowerPoint presentation listing books that revolve
around dragons.
- Internet: http://www.chinavoc.com/dragon/default.asp
Anticipatory Set: I will show the students a PowerPoint showing the
different selections of literature that contains dragons as important
characters.
Then I will
continue and finish reading the book How
to Raise and Keep a Dragon by John Topsell from pages 108 to pages 125, and
discuss the topic of placing dragons into a judging arena for displaying.
Input: Using
http://www.chinavoc.com/dragon/default.asp
as a tool, we will examine the history of the importance dragons have with
China, and how the Chinese dragons slightly are different in terms of
appearance. Students can record the information covered into their Reading
Journals.
I
will continue to have a discussion on our story How to Train Your Dragon by asking students to share their thoughts
on the story so far, identify new characters, new settings, the climax of the
events happening so far, any plot developments, and whether any predictions
have come to pass. Information discussed can be entered into each student’s
Reading Journals.
Model/Guided Practice: The students will go into their assigned
Learning Stations with their group members. Those in the Audio Book Station will
continue to read and listen to How to
Train Your Dragon. Those in the
Discussion Station will continue to discuss any new favorite parts of the book
so far, favorite characters, annoying characters, and things they didn’t like,
and make any new predictions of the plot, and state whether their old
predictions were confirmed, denied, or still haven’t taken place. The Research
Station and the Writing Station will be combined differently today so that
groups in the Research Station has time to record their final research drafts
if they need to, or finish their story, so time will be managed to where each
group will have time to finish all drafts. Those assigned to the Conference
Station will speak with me about any questions about the assignments or issues,
or they will catch up on their work or silent read a book of their choice.
Check for Understanding: I will check that students are
comprehending the lesson’s information through my asking questions throughout,
and especially through my observations of their work and their activity and
performance at the Learning Stations.
Closure: A timer will ring and students will return to their
tables. This would be time for them to share about what they learned, or how
they personally felt about this lesson and whether there would be something
they would change to it.
Independent Practice: For homework, based on where each student
left off during the Audio Book Station, students will continue the book How to Train Your Dragon where they left
off, reading at least two chapters.
Duration: 1 hour, 35 minutes.
Lesson 5:
Subject Area: Language Arts
Grade Level: 6th Grade
Unit Title: Dragons
Sunshine State Standards:
LA.6.2.1.2
- The student will locate and analyze the elements of plot structure, including
exposition, setting, character development, rising/falling action,
conflict/resolution, and theme in a variety of fiction.
LA.6.3.5.2
- The student will use elements of spacing and design for graphics (e.g.,
tables, drawings, charts, graphs) when applicable to enhance the appearance of
the document.
LA.6.3.5.3
- The student will share the writing with the intended audience.
Objectives:
- Students will be able to understand and know various
information about dragons.
- Students will be able to share their creations before
their peers.
- Students will be able to understand the overall theme
of a story by discussing the conclusion and referring it to the beginning.
Materials/Resources Needed:
A
Dragon's Lament by Jack Prelutsky
I'm tired of being a
dragon,
Ferocious and brimming with flame,
The cause of unspeakable terror
When anyone mentions my name.
I'm bored with my bad reputation
For being a miserable brute,
And being routinely expected.
To brazenly pillage and loot.
I wish that I
weren't repulsive,
Despicable, ruthless and fierce,
With talons designed to dismember
And fangs finely fashioned to pierce.
I've lost my desire for doing
The deeds any dragon should do,
But since I can't alter my nature,
I guess I'll just terrify you.
Input: I will have our final discussion on our story How to Train Your Dragon by asking
students to share their final thoughts on the overall
story, the resolution of the story, plot turns, changes in
characterization, whether foreshadowing happened, and whether any predictions
that they had came to pass or not. We will examine the conclusion and relate
the final plots to the beginning of the story and discuss character growths. Information discussed can be entered into each
student’s Reading Journals. Also, groups will share their research papers to
the class. I will go over some of their key points and write them on the board.
Students will record the information into their Reading Journals.
Model/Guided Practice: Instead of splitting into groups, students
will work on illustrating any illustrations to their stories. Those who finish
early will have silent reading time with a book of their choice. During this
time, there will be 10 minutes set aside for students to make final group
discussions, at their tables, about their final overall thoughts of How to Train Your Dragon. Then, students
will get the chance to share their stories and illustrations. Afterwards, the
stories will be collected and sent off to be made into a classroom book.
Check for Understanding: I will check that students are
comprehending the lesson’s information through my asking questions throughout,
and especially through my observations of their work and their activity and
performance during the lesson.
Closure: A timer will ring and I will ask the students to take out
their KWL charts that the started earlier in the week. They will fill out the
“What I Learned About Dragons,” using their Reading Journals to include any
notes that would seem helpful. Then we will discuss their responses.
Independent Practice: There wouldn’t be any homework to do. They
would have finished their discussions and story illustrations before sharing.
Duration: 1 hour, 35 minutes.
THE END
