Imaginative Literature Lesson

Day 3 - 2nd Week

Goals:

1. For students to be exposed to young people's literature relating to coral reefs.

2. Students will experiment with prediction, foreshadowing, and desired closures.

3. Students will become familiar with a sense of reflection both with literature and with themselves.

4. The students will offer their reasoning for the ending they chose.

Time:

90 - 100 minutes

Resources/Materials:

list of books for young readers (website at end of this paragraph and list given in first week of this unit), a particular book relating to coral reefs to read to the class, chalk, chalkboard, notebooks, pencils, pens, markers, drawing paper, possibly music and a player for it,

http://www.bev.net/education/SeaWorld/coral_reefs/bookcr.html

Procedure:

1. Begin the lesson by briefly discussing literature and how it can be a valuable resource and tool for understanding what a place might be like to live in, etc. It can be very effective in conveying ideas and feelings about a particular place, person, and time period. Even better, ask the students, "What can you learn from literature?" and put their ideas on the board rather than giving them ideas for this question.

2. Next, begin reading a particular book, or a particular chapter of a book, that interests the students, such as The Cay by Theodore Taylor. Read a couple chapters from it and ask what the students think will happen to Phillip and Timothy. It might be appropriate here to play some sort of soft music while you are reading unless you think the students are going to fall asleep. Be as colorful as possible to engage students to really listen and think about what's going on in the story.

3. Read as much, or as little, as you see appropriate (or when you notice students becoming tired) and stop reading when you come to the end of a chapter or even right in the middle of one if you desire.

4. Next, explain to the students that you would like them to either predict how the story ends or continues, or come up with an ending of their own.

5. Have students write down what they think happens next or what they think should happen next. (Optional - Have the students draw an ending or continuation along with the writing). Make sure the students know that there are no wrong answers.

6. Allow an appropriate amount of time, then have students either turn in, or share their ideas, and explain them to the class.

7. After sharing ideas and/or displaying images and pictures, engage the students by inquiring why they chose or predicted what they did for the story. Possibly have the students write down what they think instead. "Why did you choose to end it that way?" This is intended to have the students reflect on what they have done and chosen to do.

Assessment:

Assess students on how well they paid attention. Use foreshadowing rubric.
 

4 The student articulates a detailed position and the reasoning behind the way he/she chose to end the story.

3 The student articulates a position and the basic reasoning behind it; but does not completely address mistakes he/she made.

2 The student articulates a position with out reason; but does not address any mistakes.

1 The student does not give a position at all.

(Adopted from Green Bay Area Public Schools)

Curricular Strands:

Social Studies - time, places, history, interaction of people in stories

Self - Discovery - student reflection on their own endings

English - listening, writing, interpretation

Communication - expression of ideas

Extensions:

An extension for this lesson could be for students to read parts of books they chose to read that other students have not read. Encourage the students to read the book with enthusiasm. The locus of control goes to the students here, while the teacher can facilitate the appropriate tasks.

Carribean Unit - written by Trina Collins, Richard Wheeler, & Daniel Shimek

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