The analysis of English literature is one of the crucial skills that a student requires to improve in proficiency. It is important because it enables a student to develop the ability to think critically in situations involving academic and non-academic matters. In this lesson, the teacher will select an excerpt of a story from a storybook and ask the students to read it loudly in class. The teacher will then allow the students to engage in a discussion regarding the meaning of the story and the importance of each character.
Classroom and student factors:
The class has thirty students. Out of this population, four are English language learners, four have learning disabilities, six have tier 2 and 3 RTI classifications for mathematics, and six are of tier 2 and 3 for reading. Some of the students are a year or two below the grade level for reading and mathematics. One student has a hearing aid. In helping increase the level of engagement and collaboration in the class, the teacher will ask individual volunteers to read the selected story loudly to the rest of the class.
National / State Learning Standards:
Grade 5 English Language Arts. Standard: CCSS.ELA-LITERACY.RL.5.3
Textbook: ‘Common Core Practice - 5th Grade English Language Arts’
Specific learning target(s) / objectives:
After the lesson, students will be able to conduct an analysis of literature using Costa’s questioning model and write a summary.
Teaching notes:
This lesson is in the concluding section of the introduction sections of the literature unit prescribed for grade 5. .
Agenda:
(1)The teacher will select an excerpt from one of the prescribed storybooks. (2) The teacher will ask student volunteers to read the text loudly to the class after which a discussion will be conducted. (3) The teacher will explain the importance of literature analysis to the students.
Formative assessment:
Costa’s levels of questioning are indicative of how much the students understand. The teacher will listen to the discussion and offer guidance to the students throughout the lesson.
Academic Language:
Key vocabulary:
Character analysis, theme, and genre.
Function:
Analysis of literature is vital in the English language as it develops critical thinking skills in the students. The teacher’s assessment of the discussion and development of questions based on Costa’s levels of questioning will help to demonstrate the understanding of the story.
Form:
The teacher will explain the key terms after the selection of the story excerpt and will guide the students through the vocabulary found within the text at the time of reading. The teacher will help the students apply Costa’s levels of questioning in the analysis of the story to assess their understanding.
Instructional Materials, Equipment and Technology:
Only the prescribed text and storybooks will be used.
Grouping:
1. Asking good readers to read the excerpt loudly to the rest of the class as they follow along.
2. Engaging all students in the discussion, including those with learning disabilities and IEP, with the application of positive reinforcement.
II. Instruction
A. Opening
Prior knowledge connection:
This lesson is an advancement on the lessons held in the previous grades in which students read stories passively and only identified the moral lessons in stories.
Anticipatory set:
At this level, the teacher introduces the students to analytical thinking, which will be essential for advanced stages of education. Critical thinking is vital in both academic and non-academic situations.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Differentiation
1. The teacher will select an excerpt from a prescribed storybook.
2. The teacher will explain vocabulary involved in the lesson and ask the student volunteers to read the story.
3. The teacher will guide the students into a collaborative discussion.
4. The teacher will explain vocabulary in the text/excerpt.
5. The teacher will ask verbal questions about the characters, theme, and other aspects of the story.
1. The students will locate the excerpt selected by the teacher.
2. The students will take notes on the lesson’s associated vocabulary. The students will follow the reading as one of them reads loudly.
3. The students will engage in an analytical discussion about the story.
4. The students will note down the vocabulary and meaning and ask questions whenever necessary.
5. The students will answer the teacher’s questions based on their understanding of the story.
The selection of individual readers will be done in order to enable all students to move along with their colleagues at the same pace. Good readers with a loud voice will be selected in order to enable audibility for all students especially those with hearing problems.
III. ASSESSMENT
Summative Assessment:
A summative test will not be issued. Instead, the teacher will ask oral questions at the end of the lesson to evaluate the level of understanding of the students. Also, the guided discussions will enable the teacher to assess the students actively in the classroom. All students will be encouraged to participate in the discussion.
Differentiation:
Oral questions will be asked and students selected at random to answer them.
Closure:
The teacher will ask the students questions related to the excerpt to evaluate understanding. The teacher will also explain the importance of analysis skills in real-world life.
Homework:
Oral questions based on the story will be asked at the end of the lesson to assess the students’ understanding.
