Synthesizing a Year's Worth of Reading

Lesson Plan Outline:

My Journey through Reading

Teacher Names: Cathie Williams

Grade Level: 6th

Subject Areas: Language Arts

Lesson Title: Synthesizing Our Reading Year

Overview of Lesson:

Students will create a Fakebook (a fake Facebook) by their favorite character. Students will pick a book’s character they like the most and create a Fakebook page from that characters point of view. Student will collect multiple characters from their year of reading and pick characters from these books that would most likely be friends with their main character. Students will use guiding questions to help design the page over three weeks/phases.

Time Required to Present This Lesson: The lesson will take approximately 3 weeks broken down in “Phases.” Each daily lesson will be approximately 90 minutes.

Intended Learning Objectives:

6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

6.SL.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Instructional Strategies:

Synthesizing
Characterization
Inferring
Evaluating
Critiquing
Citing evidence from the text
Unfolding plot
Presentation skills

Use of Technology:

Computers with internet access
Fakebook presentation tool

Preparation/Preliminary Activities: What did you need to do to prepare for this? What do students need to do?

Teacher:

Understand the Fakebook presentation instrument
Synthesis information
Follow the character into meaning

Students:

Students need to have read many books through the year.
Reading Record/Log
Understanding of how a story unfolds (previous lessons)
Characterization (previous lessons)
Technology resource to create a Fakebook presentation

Procedure:

Phase 1 (Week one): Researching and Preparing

Day 1: Teacher will ask student to identify their favorite character they read this year. Students will identify a favorite character from a book they have already read. Students will then identify the character’s talk, actions, motives, and their traits. Mentor and support students as they venture into their readings again.

Day 2-3: Teacher will model how to use a “Reading Record/Log” to remember the characters in the books. Students will use their “Reading Records/Logs” to pull more character from their yearly reading. They will identify characters who would mostly be their characters friend. The student will take the reader through the plot by using the characters voice. Mentor and support students as they venture into their readings again.

Day 4-5: Review characterization. Students will then identify the other character’s language, actions, motives, and their traits. Mentor and support students as they venture into their readings again.

Phase 2 (Week two): Planning your Fakebook page

Day 6-7: Teacher will model how to use the text to support opinion and thinking. Students will use text evidence to support their thinking. Students need to pull the voice of their character and other characters from the elements of a story to capture the syntheses of their readings. The student will take the reader through the plot by using the characters voice.Mentor and support students as they venture into their readings again.

Day 8-10: Student will learn what Fakebook is and how to use it through the teacher’s example: http://www.classtools.net/fb/72/CEhdTS (30 minutes for explanation of technology tool). Students will then design a plan for their Fakebook page from their characters point of view. Students need to focus on the plot and problems their character faces while designing their page. The student will take the reader through the plot by using the characters voice. Mentor and support students as they venture into their readings again.

Phase 3 (Week three): Designing your Fakebook page

Day 11-14: Students will create their Fakebook page with emphasize on the story elements of the chosen characters. Mentor and support students as they venture into their readings again.

Day 15: Students will share their Fakebook with each other. Mentor and support students as they venture into their readings again.

Assessment:

	4-Exceeds Mastery	3-Mastery	2-Approaching	1-Not Mastered
Text Evidence	I used accurate and relevant information from the text to support my response.	I used accurate information from the text to support my response.	I used information from the text to support my response.	I did not use information from the text to support my response.
Characterization	My response shows that I thoroughly understood the text. My response addresses the character traits analyzed. My character analysis relied on what the author stated directly.	My response shows that I generally understood the text. My response generally addressed the character traits analyzed. My character analysis, for the Most part, relied on what the character did, thought or/and the character interacted with the other characters.	My response shows that I somewhat understood the text. My response somewhat addressed the character trait analyzed. My character analysis somewhat relied on what the character did, thought or/and the character interacted with the other characters.	My response shows that I did not understand the text.
SCORE

Characterization Rubric

Fakebook Rubric

Characterization

Basic Information, Personal Information, and Groups reflect

attributes and interests that are true (or could be true) to your character