Group work: Elements of a Short Story-THEMES (LESSON PLAN)

Date:  April 29 2011

Grade Level: Grade eight

Age Group: 12-14

Number of Students: 36

Language Arts Area and Subtopic: Elements of a short story/ theme

Duration: 40 minutes

Other Language Areas: Characterizations, setting

Objectives: students will:

                    Share their stories of superstition

                    Identify and discuss the characteristics of the stories
Examine elements of the text to make predictionsPre-requisites: students should be able to:
Read
Tell storiesApproach/ Strategy: discussion

Materials: mats/ blankets

Preparation: students will arrange the class in a fish bowl arrangement.

Introduction: teacher will tell her own experience with superstition. She will also mention terms like the soucouyant, bolom, "Jean Gaje" and ask students what they know about them.

Development:

Step 1: students will take turns to tell stories of superstition. Students are free to comment on each other’s stories, make adjustments and tell their version of the same story based on how they have heard it.

Step 2: students will identify and discuss the characteristics of the stories highlighting their variations and commonalities.

Step 3: students will be given a copy of the story, "The Village Washer". As a class we will discuss the topic of the story. Students will be asked the following questions:
Is the title attractive? Is it one which makes you want to read the text?
Based on the topic, what do think the story is about?
Using the class activity as the basis along with the topic what do think the story is about?Step 4: teacher will read a brief preview of the story to give students a little more information to make their predictions. The teacher will not give out too much information but rather just enough to get students interested in the story.

Conclusion: using a table format, students will document the similarities and differences among the stories.
Based on the preview that was read and the discussions in class, students will make predictions as to what the story will be about in their prediction logs.

Evaluation: students will be asked to draw their idea of a superstitious character of their choice in their journals.

How useful was DRTA in the classroom?

I realised that Directed Reading Thinking Activity allowed for a very interactive lesson with my students. The strategy allowed for stu vdents to use their prior knowledge in making predictions about the text. Additonally, my students were better able to understand the story as it forced them to use their critical thinking skills and develop their reading abilities. I also observed that my "silent students" were also eager to share their experiences. Moreover, after reading the text students were able to use examples from the text to validate or refute their predictions. I therefore, conclude that the DRTA was very useful in assisting my students in responding to the text.



http://www.rockingham.k12.va.us/English/shared/Directed%20Reading%20Thinking.pdf

http://www.teachervision.fen.com/tv/printables/prodev/PAS_DR-TA-guide.pdf

Literacy Strategy: Directed Reading - Thinking Activity - PDF

http://www.lpb.org/education/classroom/itv/litlearn/strategies/strat_3drta.pdf

TeacherVision: Directed Reading - Thinking Activity

http://www.teachervision.fen.com/skill-builder/reading/48610.html

Teaching Comprehension K-2: Using DRTA to Predict When Reading - PDF

http://www.curriculum.org/secretariat/files/Oct25reading.pdf

Lesson Plan for a Social Studies Directed Reading - Thinking Activity - PDF

http://www.lpb.org/education/classroom/itv/litlearn/lessons/lssn_3drta.pdf

Ingredients of a DR-TA

http://raider.muc.edu/~schnelpl/Content%20Area%20Reading.1/DRTA.htm

DR-TA for Night by Elie Wiesel - PDF

http://english.byu.edu/Novelinks/reading%20strategies/Night/DR-TA%20for%20Night.pdf

  

Directed Reading Thinking Activity in the classroom

Subject: English Literature
Grade: Form Two ( Grade eight)
Age group: 13-15



I tried using Directed Reading Thinking Activity when doing the story "Backfire" by NevilleGiuseppi. At the beginning of the class i wrote the title of the short story on the board to hear some of the ideas my students about it. I did not inform them that this was a title of a short story, I just guided their discussion as their related their experiences and thoughts on the word " Backfire".

I then asked them a series of questions based on the cover of the book, what they thought, the impressions they were given at first sight, whether they were interested in reading the book based on the title and cover. After the exchange of ideas, the students were very enthusiastic about the reading the story. Before the actual reading, I asked them to predict five events they thought would occur in the short story. 

During the reading I stopped them after the main character travelled to Port of Spain and referred them to their predictions. The students were very enthusiatic about reviewing their predictions and discussing its outcomes. Students were then given an opportunity to  predict the rest of the story.

After reading the entire story, students were allowed to review their predictions once again and substantiating it with reason. This allowed for a lively class discussion and students wanting to do the  same for the next story, Horace's Luck.

Directed Reading Thinking Activity

STRATEGIES TO ASSIST IN RESPONDING TO LITERATURE

 
 
There are some strategies which can be used before, during and after reading. One such strategy is Directed Reading and Thinking Activity (DRTA).

Directed Reading and Thinking Activity

He further posits that this strategy encourages students to be active and thoughtful readers while enhancing their comprehension. Likewise Tierney (1982) claims  that Directed Reading Thinking Activity encourages good study habits among our students.

HOW CAN THE STRATEGY BE USED?  (Gillet and Temple 1994)

Before using this strategy with students, create a classroom climate in which students are free to state their ideas and share their thinking.

As an introductory lesson to Directed Reading Thinking Activity, select a reading passage, and determine several appropriate stopping points within it for students to make, verify, or modify predictions.Be cautious not to interrupt the flow of the text too many times, as this will adversely affect comprehension.When using this strategy, guide and stimulate students' thinking through the use of questions. Pose open-ended questions, and encourage students to state their predictions, valuing and supporting all ideas. Wait a few seconds after asking a question, to allow students to process the information and form a prediction.After reading, ask students to revise their predictions based on this new information. Make changes to the predictions and say why their predictions changed( if that  is the case).

http://www.teachervision.fen.com/skill-builder/reading/48610.html

 ROLE OF THE TEACHER

In the Directed Reading and Thinking Activity, the teacher serves in the role of a facilitator. He or she decides which questions to ask and when to ask them. The teacher may use lower order questions to have the students thinking about who,what and where in the text. This strategy is aimed at:

• stimulating students' interest
• activate prior knowledge
• give students soemthing to look forward to

 BENEFITS OF USING DIRECTED READING AND THINKING

Moreover, students may benefit from a variety of  factors as stated by Jennings, C. & Shepherd, J. (1998). 

1. This strategy can be used for all students individually, within small groups or as a whole class.
2. It can also be adapted for various reading levels thus, leaving no child unattended.
3. Additionally, this strategy helps to strengthen reading and creative thinking skills of students.
4. The strategy also allows teachers to focus on a large group of students at one time.
5. Likewise, DRTA encourages particioation from all students and creates a purpose for reading.

Jennings, C. & Shepherd, J. (1998). Literacy and the key learning areas: successful classroom strategies. Eleanor Curtain Publishing  http://www.adlit.org/strategies/23356

Using the strategy BEFORE reading.

You may wonder, how is it possible to respond to a text that you have never read? While your question has some merit, it is possible using DRTA. Students are given the opportunity to comment on the title of the book, its illustrated cover and predict the occurrences of the text using these elements these elements, even before reading the text. These predictions can be written in their prediction logs and/ or discussed orally. These predictions provide students with a purpose for reading as they rty to validate their assumptions.

Using the strategy DURING reading.
This strategy is also very useful during the reading of the text. It allows for teachers to question their students, moreover, it also allows for students to begin reflecting on their predictions, refuting or adding to it. DRTA also allows for teachers to monitor their students thoughts and generate discussion.

Using the strategy AFTER reading

After reading students are able to go back to their predictions and speak about it. Not only does this strategy allow for critcal thinking among students but also, it encourages interest for further reading.


 

Read more on TeacherVision: http://www.teachervision.fen.com/skill-builder/reading/48610.html#ixzz1KEUb9kBe builder/reading/48610.html#ixzz1KEUb9kBe

http://www.teachervision.fen.com/skill-builder/reading/48610.html

http://www.youtube.com/results?search_query=CLASSROOM+DISCUSSION&aq=f

http://www.studyguide.org/lit_circles_high_school.htm

The following steps outline the DR-TA process.

1. Introduction
• What do you already know about this subject?
2. Predict
• Looking at the title, what do you think the story is about? Why?
• Looking at the pictures, what do you think the story will be about? Why?
3. Prove or Modify Predictions
   After reading each section, answer the following:
• What do you think now?
• Can you prove your predictions, or do you need to modify them?
• What do you think will happen next? Why?
4. Reflect
   After reading the entire selection, answer the following:
• What did you find in the text to prove your predictions?
• What did you find in the text that caused you to modify your predictions?

Literature Circles-An Innovative Strategy to Encourage Students to Read

STRATEGIES TO AID INTERACTION WITH TEXTS

"Readers must analyze and think, producing their own understanding, not simply remember information provided by teacher or textbook."   --Robert E. Probst, 1994,  English Journal

  

He further posits that students will benefit from responding to literature in the following ways:

q   Students will learn about others

 

q   Students will learn how texts operate, how they shape our thought and manipulate our emotions

 

q   Students will learn about cultures and societies, their varying concepts of the "good life," of love and hate, justice and revenge, good and evil, and other significant issues of human  experience

  

q   Students should learn about the processes by which they make meaning  out of literary texts

 

q   Students will  effectively use a variety of writing strategies to encourage reading comprehension, critical thinking, and communicate their understanding of texts to others

                                                 

Thus, our role as teachers is to create opportunities for responding to text both orally and written. These activities to foster discussion and interaction among students can take many forms, such as:





LITERATURE CIRCLES: According to Harvey Daniels' definition: "Literature circles are small, temporary discussion groups who have chosen to read the same story, poem, article, or book...[E]ach member prepares to take specific responsibilities in the upcoming discussion, and everyone comes to the group with the notes needed to help perform that job"

 http://www.tcnj.edu/~vander5/litcircles.htm

RESPONSE JOURNALS: Reading response journals are a place where students respond to literature by recording their thoughts, feelings, reactions, and questions about the book they are reading

http://www.centralischool.ca/~bestpractice/response/index.html

Students may also represent their thoughts visually through:

• 
  Advanced Graphic Organisers
• Plot Maps
• Story Boards
• Chain Events
• Fish Bones

These strategies encourage students to organise their thought, interact with their peers and gain better understanding of the text selected. Additionally, it allows for the introvert students to share their ideas comfortably and be actively involved in the lesson.

http://www.studyguide.org/lit_circles_high_school.htm