Activities

1. Identify themes throughout the text and name the recurring elements that contribute to the themes.
   
   
2. Create a reference book that describes the organizational structure and text features of a drama, poem, short story, and novel.

3. Read several picture books from a selected genre.  Identify elements in one of the picture books that correspond with the elements of the genre.
   
   
4. Using a short story, label each paragraph according to the plot line.

5. Using a piece of literature, analyze how the setting introduces the story and aids in the development of the story.
   
   
6. Using a given chapter and the author’s intentions, edit a scene or add an additional scene that would strengthen how the reader views the character.
   
   
7. Write a poem using imagery and explain how the imagery contributes to the theme, setting, mood, tone or plot of the poem. 

Answer Key/Rubric

1. Student identifies themes throughout the text and names the recurring elements that contribute to the themes.  Student can correctly name some themes in the text and accurately explain the recurring or linking elements. 

2. Student creates a reference book that describes the organizational structure and text features of a drama, poem, short story, and novel.  Student correctly gives a definition of each literary type. Student correctly describes the organizational structure and text features for each literary type. For example, on a page of the book describing drama: 

Student correctly defines a drama as a play put on for an audience.  Student defines act as a chapter in a play.  Student defines scene as the setting for the play.  Student defines narrator as the person who tells what happens during the story.  Student understands a play has characters listed by name, with the dialogue next to who is speaking.  Student understands stage directions can be included in a drama and are written within the text.  Student understands that acts are separated by number.  Student understands that some writers make Act 1 the introduction, Act 2 the rising action, Act 3 the climax, Act 4 the falling action and Act 5 the resolution.

3.  Student reads two or three picture books from a selected genre.  Student chooses one picture book and correctly identifies elements in the picture book that correspond with the elements in the genre.  Student identifies the genre element and gives an example from the text.  Student may have access to an anchor chart or poster that lists the features of the genre.   For example, if a student reads from the folk tale genre and reads Rumpelstiltskin, the student would note:

• Lesson Learned - Don’t misrepresent yourself.  (Father telling the king his daughter could spin hay into gold)
• Orally Passed Down - Story is retold.  We do not know the original author.
• Element of Magic - Spinning straw into gold.

4. Student uses the short story, and labels each paragraph according to the plot line.  Student correctly identifies the paragraphs that contain the introduction (setting, background information and introduction to characters).  Student correctly identifies the paragraphs that contain the rising action (events that lead to the climax).  Student correctly identifies the paragraphs that contain the climax (turning point of the story or place in which character makes a decision that changes the outcome of the story).  Student correctly identifies the paragraphs that contain the falling action (events that work out the decision made during the climax).  Student correctly identifies the resolution (the final outcome of the story or solution).  Student understands that stories follow a pattern.

5. Student uses the given piece of literature and chart to analyze how the setting introduces the story and aids in the development of the story.  Student understands that the setting introduces the story, influences how characters behave and develops the story.  Student also understands that the setting reflects a time period and society.  The setting elicits emotions in the reader through mood, tone and imagery and can foreshadow future events.  Student correctly links examples from the setting and demonstrates how the setting introduces the story, effects character behavior and moves the plot along or develops the story.  Student gives strong, relevant examples.  Student includes several examples, but, may not be able to fill in all areas of the chart.

6. Using a given chapter, student edits a scene or adds an additional scene that would strengthen how the reader views the character.  Student determines from studying the scenes thus far how the author intends the reader to view the character.  The student edits or constructs an additional scene to further the author’s intended purpose or view of the character.  Student studies the nature of the character from what the character has thus far said, done and thought.  The student then creates a scene that logically fits within the plot and furthers the readers’ understanding of the character’s nature.  

7. Student writes a poem using imagery.  Student’s poem makes sense and has adequate imagery to form a picture in the reader’s mind.    Student understands that imagery is language that appeals to the senses and paints a picture for the reader.  Student uses the format of a poem.  Student correctly explains how the imagery contributes to the theme, setting, mood, tone or plot of the poem. 

For example, Nikki Giovanni’s poem, “Knoxville Tennessee” can be used as a model of imagery.  This type of poem can be changed to a different season and students can insert their own imagery to create a poem inspired by Giovanni.