Fantastic Fantasy

Fantastic Fantasy

ORANGE B

GOALS/STANDARDS and BENCHMARKS:

  • 1B3a: Preview reading materials, make predictions and relate reading to information from other sources.
    • Preview reading materials, make predictions, and relate reading to information from other sources across content and literary areas
    • Devise personal reading strategies to improve comprehension and fluency
    • Select and justify reading strategies to improve comprehension
  • 1B3b: Identify text structures and create a visual representation to use while reading.
    • Visual representations, i.e. organizers, outlines, storyboards, charts
  • 1B3c: Continuously check and clarify for understanding.
    • Evaluate understanding by comparing and contrasting to other readings
    • Do various exercises of reading comprehension strategies including predicting, questioning, forming vocabulary schemas and responding to text.
    • Respond verbally and written to critical thinking questions about assignment reading selections
  • 1B3d: Read age-appropriate material with fluency and accuracy
    • Read age appropriate material with fluency
  • 1C3a: Use information to form, explain and support questions and predictions.
    • Interpret written material by forming questions and predictions
    • Use information to form, explain and support questions and predictions
  • 1C3b: Interpret and analyze entire narrative text using story elements, point of view and theme.
    • Analyze various text using story maps and graphic organizers
    • Interpret and analyze entire narrative text for story elements
  • 1C3c: Compare, contrast and evaluate ideas and information from various sources and genre.
    • Compare and contrast various selections for different and common ideas, themes, and topics
  • 1C3d: Summarize and make generalizations from content and relate them to the purpose of the material.
    • Paraphrase and summarize
  • 1C3e: Compare how authors and illustrators use text and art across materials to express their ideas (e.g. foreshadowing, flashbacks, color, strong verbs, language that inspires)
    • Identify and recognize the author's use of literary devices and illustrations to enhance comprehension
    • Discriminate how authors, artists and illustrators use text and art across materials to express their ideas

 

OTHER OBJECTIVES:

  • Students will use the school library and the public library to find appropriate books

 

MATERIALS ARE KEPT BY: Suz Bates

  • A collection of books is kept in two book boxes.
  • Also ask Jori and Dani if they have any appropriate books
  • Books can be found through EPS Library and the SPL Library.
  • Please be sure to keep open communication with the core teacher. Students may use their core novels.
  • Ask other teachers of reading comprehension electives for their ideas.
  • Guiding Readers and Writers by Fountas and Pinnell
  • The Star Test® ZPD scores/ San Diego Quick Assessment
  • Post-its for marking skill integration

 

ASSESSMENTS aligned to the goals and objectives

 

STRATEGIES

This is a reading comprehension course versus a literature course.

We are teaching the overt skills of reading comprehension keeping in mind our ESL student population.

Strategy programs such as Guided Reading® can be useful.

 

Time Frame:

10-30 minutes - SSR - While conferencing with students Guided Reading Style
10-20 minutes - whole group lesson
10-30 minutes - working on project - While conferencing with students Guided Reading Style

 

CURRICULUM MAP

 

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

 

DESCRIPTIONS AND DIRECTIONS FOR TOPIC CLUSTERS, UNITS, CHAPTERS with assessments.

 

DAY-BY-DAY LESSON PLANS

Day One

  • Intro to Literacy Elective class
    • Be sure to state:
      • On time
      • With assignment book
      • With expandable
      • Novels do not go out of the room
      • Be sure the expandables are updated with a slot dedicated specifically for Fantastic Fantasy
      • Be sure the assignment book is updated with quarter 2 dates and the stickers are placed on every page there is a class.
  • Intro to Fantasy Brainstorming; reforming the scheme of Fantasy books
    • Students take notes
    • Teach what the heading on all papers will be
    • Draw out of them the following types of Fantasy although they may have others. Use the 7th grade Science Fiction class readings to assist in the discussion.
      1. Science Fiction
      2. Time Travel
      3. Mythical and/or Magical
      4. Alien Worlds
      5. Utopian Worlds
      6. Horror
    • I tell them we are not doing Science Fiction or Horror.
    • Collect the notes for a class work grade
  • Introduce the summary post it for each book. There is a direction worksheet. Give each a big post it on which to collect their quotes from the book. Have them put it into their book or on their worksheet if they are bringing a different book to read.
  • Pre Read
    • Get the books out that I have in the room.
    • Each student completes a pre-read sheet for the book they have. Every time a student changes books, s/he fills out a pre-read sheet. There are many versions available. Ask the other reading comp teachers. Some students will have chosen a book that is too difficult and may need to pre-read many books before an appropriate one is found. This is why conferencing, including listening to the students read to you, is so important.
    • Collect the pre-read sheets.
    • Students wanting to get their own books can bring them to the next class. I give extra credit for going to SPL to get a book
    • Check what the students are reading in core LA and Literacy Electives in case a book can be read in two classes. An example would be a student in Seriously Series and Fantastic Fantasy. They can read a Fantasy Series.

 

COLLECT ALL PAPERS AND BOOKS BEFORE THEY LEAVE THE CLASS

Day Two

  • Students come in and immediately read. No talking, no questions they should just sit down with their books and read. You observe them.
    • You are looking for a few things.
      • Watch them as they begin to read.
        • Who gets right down to reading?
        • Who looks around and checks everyone out first?
        • Who stops and starts?
      • Body language
        • Who is tense and seems fearful?
        • Who just seems to be staring and not turning pages?
        • How many minutes can they stay focused on their reading?
  • Whole Group Lesson
    • Stop the reading after about 20 minutes. They now have done enough reading for each student to fill out the character and setting on their summary post it.

 

Day Three

Day Four

Day Five

Day Six

Day Seven

Day Eight

Day Nine

Day Ten

Day Eleven

Day Twelve

Day Thirteen

Day Fourteen

Day Fifteen

Day Sixteen