Lesson Plan : The Little Painter of Sabana Grand

Teacher Name:
 Allsion McLean
Grade:
 Grade 3
Subject:
 Literature Activities

Topic:
 Realistic Fiction/Literary Elements (EDITED)
Content:
 Literature Vocabulary: Realistic fiction, character, setting, plot, style, and theme. NYS Learning Standards: ELA 2 – Language or Literary Response and Expression.
Goals:
 Students will be able to understand and identify literary elements of realistic fiction.
Objectives:
 Given the story, The Little Painter of Sabana Grande, students will identify four out of five literary elements (setting, characterization, plot, style, and theme) in a story. Given the story, The Little Painter of Sabana Grande, students will write a paragraph of realistic fiction and design a mural about the short realistic fiction with three story elements.
Materials:
 Computers: Students may work together or alone depending on the number of computers available. Internet site: The Diego Rivera Mural Project http://www.riveramural.org Dino’s Panama Photos http://www.chagres.com Computer Software: Kidspiration Cannon Creative The Print Shop Art Supplies: Various color construction paper, poster board, foam sheets, straws, Crayons, markers, paint, color pencils, Scissors, glue sticks Reading Material: The Little Painter of Sabana Grande by Patricia Maloney Markin, Illustrated by Robert Casilla
Introduction:
 Book Summary: This story is based on a true incident that happened in Panama. Fernando wants more than anything to paint. He makes his own paints, but he has no paper on which to paint. Fernando asks for permission to paint the outside walls of his family’s abode house. His parents at first refuse, but finally agree, and soon Fernando has made beautify paintings on his house. The neighbors gather to admire Fernando’s art, and some of them ask him to decorate their homes. Teacher will direct students to preview the title and first five pages of the book. Ask the students to make predictions about, who the little painter is, what does the pictures tell about where the story might be taking place, what do they think might be happening in the story, why do they think this story was written and do they think it is real. As the students make their prediction, teacher will write their responses on the board.
Development:
 Allow students to read a few pages of the story. After they are finish with the reading, introduce the story element that was depicted in reading. Explain to students the story elements and refer back to the question that was asked during the introduction to check predictions that were made, then make the connection between the story element and the question. For example, to explain the element of character, teacher will refer back to the question about who is the little painter. This process will be repeated until all story elements are explained and the term realistic fiction is explained.
Practice:
 The teacher will use the Internet and select an article from the local newspaper that depicts literary elements and realistic fiction. As students read the article, the teacher will check their understanding of the literary elements and realistic fiction by asking the students to identify each element.
Accommodations:
 For students having difficulties with understanding the various terms, the teacher will create a graphic organizer of the story and have students use it as a guide during the story. For students who demonstrate a clear understanding of the elements, students will create a graphic organizer of the story. Students experiencing difficulty will work with the teacher one on one.
Checking For Understanding:
 Teacher will monitor students’ understanding by verifying if students understand the various elements and if they are able to modify their predictions if it’s not correct.
Closure:
 At the end of the lesson, teacher will say to students, today we learned about various literary elements (naming each element). The teacher will ask students to identify an element as it appears in the story.
Evaluation:
 Students will be evaluated using the following criteria: Three or more literary elements in story and mural = check plus Two literary elements in story and mural = check One literary element in story and mural = check minus
Teacher Reflections:
 What did the students enjoy most about this lesson? What can I improve for the next lesson? Did the evaluation of the students show that they met the goals and objectives of the lesson?

Create New Lesson Plan Lesson Plan Center


Popular Areas: Bloom's Taxonomy Verbs | Lesson Planning Blocks | Lesson Forms Pack | Lesson Writing | Teacher Forum Chat