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Title: Whats your genre?

Grade- 4th-5th grade Time- 4-5 Days Standard: ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies and analyzes the elements of setting, characterization, and conflict in plot. ELA5W2 The student demonstrates competence in a variety of genres. M5D2. Students will collect, organize, and display data using the most appropriate graph. Essential Questions: What is a genre? How do I compare genres? How do I use a graph? Wikihttp://whatsyourtheme.pbworks.com/w/page/47490906/Genre%20Resources%20and%20Day%2 01 OVERVIEW Students explore literary genres by completing a series of genre studies. The concept of genres is introduced through class discussion, during which students determine the main characteristics of various genres. Students then choose a genre to explore using graphic organizers to discuss story elements. Finally, students complete an online graph and graphic organizer based on our class data and their own data. Conducting studies of multiple genres can help students to achieve a better understanding of their characteristics.

Day 1- Introduction 1) Begin by choosing one book genre and reading an example. You can explain the type of genre or read the book as a shared reading. Use the Wiki to help choose a book. 2) Unpacking the standard of genres and using characteristics of genres. 3) Opening Activity-Begin the conversation with the students by asking, "What is a genre?" Make a list of their ideas.

4) Introduce the genres that the students will be working with. In our case, it is historical fiction, realistic fiction, science fiction/fantasy, and mystery. Using the names of the genres, have the students use prior knowledge and tell you what components are in each genre-looking at character, plot, setting, etc. It would be beneficial to use chart paper to keep a record. Then, discuss with the students the major components of the genres. What makes a book fantasy instead of realistic fiction? 5) Close- Read a different book from a different genre for the students to think about. Using the class wiki or Genre Characteristics handout, have students look at their previous response and make necessary changes. Day 21) Read an example of a different genre. You can discuss the genre or read it as a shared reading. 2) Review the standard, essential question, concepts from day one, and the student response chart. 3) Using the class Wiki go over a few titles from each genre asking students what they can tell from the title and if they have ever read any of the titles. 4) Today students will rotate with different groups reading an example of each genre. At each station the group will read a book together then answer questions and discuss the genre. These questions will be listed on the class wiki, this can be pulled up using a projector or smartboard. Questions will include: What type of genre is this? Why? Who were the characters? Where was the setting? Describe the plot? Explain your opinion of this genre. The teacher will rotate as the students participate in these book talks. 5) After all groups have rotated to each station, come back to whole group and discuss the books and get feedback from students based on the genres characteristics. Add any new characteristics to the class genre chart. Day 3 1) Begin by choosing one of the following PowerPoints or review activities to review types of genres. http://www.quia.com/jg/382369.html

http://literature.pppst.com/genres.html 1) Explain to the student that today they are going to discuss with partners the different genres and decide what their favorite genre to read is. After, we will graph our results. Give student time to sit with other classmates and discuss their likes and dislike of the genres. Remind them that they will all not have the same opinions and it is ok to be different than their peers. 2) Bring the class back together and create a pictograph graph of Our favorite genre. Give each student a cut out of a book to place on the graph of their favorite genre. Discuss the results when complete. This is a great time to review types of graphs and the components of graphs and graphing. 3) Next, have student choose a book from their favorite genre. You can have them do this as a whole in the library or have multiple books in the classroom for them to choose from. Give students an opportunity to read their book alone. 4) Display the graphic organizer and review story elements and characteristics of genres. Have student complete the graphic organizer for their chosen book and genre. Day 4 (day 4 and 5 can be combined depending on your class and time frame) 1) Review the different book genres and have a few students summarize their chosen book and tell what characteristics make it a genre. 2) Explain how the students will create a graph based on the class data taken on day 3. To create a graph students will use http://www.mrnussbaum.com/coolgraphing.htm. This can be done individually or in small groups. Day 5 1) Have students or groups share their finished products of their graphs. 2) Review with a powerpoint (options on class wiki) or review questions. 3) Have students use www.wordle.com to create a wordle based document on characteristic of their favorite genre. Print the Wordle documents and share with the class.