RLA Units

Lesson Purpose

The purpose of this lesson is to enable students to identify and analyze plot elements, character, and setting of a complex fiction text utilizing the appropriate tools.  Additionally, this lesson will prepare students for the GED, as well as prepare students to use appropriate tools to analyze information in real-world settings, such as a college classroom or a workplace environment.

Explicitly stated: 

Understanding how to identify and analyze plot elements, character, and setting will prepare you to pass the GED test, and it will help you develop important workplace skills by enabling you to use appropriate tools to accurately analyze complex information.

Related Documents

Lesson Objectives

At the end of this lesson, students will be able to:   

Utilize graphic organizer to:

·         Identify plot elements citing textual evidence

·         Identify character development and analyze the connection of character development to the plot citing textual evidence

·         Analyze connection of setting to plot and character development citing textual evidence

Student Target

I can complete a graphic organizer in order to analyze plot elements, character, and setting.

CCR Standards

Reading

• Reading Anchor 3

  Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Speaking and Listening

• Speaking and Listening Anchor 1

  Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  

Lead CCR Level Specific Standards

Reading Anchor 3: Level D

• RI.8.3

  Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 

Speaking and Listening Anchor 1: Level D

• SL.8.1

  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly. 

   a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

  b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

  c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

  d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

Supporting CCR Level Specific Standards

KYAE Employability Standards

• E.1

  E.1 Effectively contribute to a team through cooperation, leadership, and giving and accepting critical feedback to work toward a common goal.

• E.6

  E.6 Identify and effectively use skills and materials needed for a particular task.