Lesson 1

Interactive Read Aloud

Standard: CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters,
settings, or events in a story or drama, drawing on specific details in the text (e.g., how
characters interact).
Rationale:
Objectives:
Students will be able to use details from the text to identify differences and similarities
between two or more characters.
Procedures:
Engagement/Anticipatory Set:
Okay class so you remember what we were reading yesterday, The Hunger Games, by Suzanne
Collins. In the chapter that we read we were introduced to Katniss and Prim, the two sisters in
the story. Now we havent gotten to know them very well just yet, but I have a feeling we are
going to learn more about them in the chapter today. So what I want you to look for are the
similarities and differences between Katniss and her sister Prim.
*Read Chapter 2*
Mentor:
*During the reading of chapter 2 stop on page 17*
Now, we see here the difference between the way that Katniss is acting and the way the Prim is
acting.
talk with students about what they should be looking for when comparing or contrasting two
different characters
There are usually clues in the text that will tell you how one character acts and how another
may act in a different way. So now I want you to turn and talk to your partner about the
differences and similarities you see between Katniss and Prim.
*Students then turn and talk with their partner*
Guided Practice:
Okay so now that you all have come up with some similarities and differences we are going to
map out these ideas on a venn diagram. So Im going to draw two circles and in the middle they
are going to intersect. This middle section will be the similarities between Katniss and Prim.

Now on the left circle we are going to have Katniss character traits that are different from Prims
and the same thing for Prim on the right.
*Draw venn diagram and label*
Now, can someone tell me a similarity or difference you talked about with your partner
*Student responds. If it is something that makes sense I will ask the student to write it down on a
sticky note and come stick it on the venn diagram*
Independent Application:
Okay so now that we have done this together as a class I want you to do the same thing with
youre own books. Whichever book you have been reading independently I want you to choose
two characters and create your own venn diagram for them.
*Students grab their books and scatter about the room and work on comparing and contrasting
two characters from their own books*
Materials:
poster paper
sticky notes
The Hunger Games novel
Assessments:
Students understanding of comparing and contrasting characters will be measured by how well
they complete the venn diagram on their own stories.
The teacher will also conference with students about the characters they chose and why they
chose them. The students will have the opportunity to explain their venn diagram and the
differences between the characters they chose.
Differentiation:
For students that may struggle with the idea of a venn diagram the teacher will allow them to
use a different graphic organizer.
Future Connections:
This is will give students the opportunity to work their skills in looking closely at a text. They
will be able to look at the text and pick out details that are specific to a character which will
help later on in their understanding of the text.

Reading Mini Lesson

Standard: CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view
influences how events are described.
Rationale: This fits in with students learning because it will allow them to look at different
points of view and will also help them with reading comprehension in the future.
Objectives:
Students will be able to identify who the speaker is in a specific passage.
Students will be able to explain how the point of view can change the way the reader
experiences an event.
Procedures:
Engagement/Anticipatory Set:
Okay class so you remember the story we read a few weeks ago, The Hunger Games? We are
going to come back to that and revisit it for a little while. Can you tell me what you remember
about the book and what we have read so far?
*Students will give input on what they remember about the story*
Good. Now I want to revisit one part of the story that we read. This passage in chapter 4.
Passage: Then something unexpected happens. At least, I don't expect it because I don't
think of District 12 as a place that cares about me. But a shift has occurred since I stepped
up to take Prim's place, and now it seems I have become someone precious. At first one,
then another, then almost every member of the crowd touches the three middle fingers of
their left hand to their lips and holds it out to me. It is an old and rarely used gesture of our
district, occasionally seen at funerals. It means thanks, it means admiration, it means goodbye to someone you love.
*I will either have access to a document camera or I will pull it up on the computer for students
to read, I will also give students their own copy of the passage*
Now, I want you to pay attention to something about this passage. Who is the person speaking
in the passage?
Right, it is the main character Katniss. She is giving us her perspective on a very moving
moment in the story.
Mentor:
Now I want us to point out some key words that tell us who is speaking in the passage.

*I will ask students to come up and point out some of the key words that show who is speaking
and then we will explain why. This piece of the lesson will be spent making a chart of key words
that should be looked for when trying to figure out who the speaker of the text is.*
Guided Practice:
Okay so now that you have had some practice with picking out key words that show who is
speaking in the passage and you are able to identify this, I am going to give you a passage to
work on and you will turn and talk to your partner and figure out who is speaking and highlight
the key words that tell you this information.
*Students will be given another passage to look at with their partner. They will be asked to read
the passage and decide who is speaking and highlight the key words that tell them who the
speaker is*
Okay so now is when I want you and your partner to turn and talk to another pair of partners
about your findings in this passage.
Independent Application:
Next, you are going to go back to your seats and take out your own novel that you have been
reading independently. I want you to choose a passage in the story that is not from the narrators
point of view. I want you to write down who the speaker is and explain how you know who the
speaker is, giving evidence from the text. I also would like you to tell me how this point of view
effects how you are reading the story and how you are experiencing that particular event.
*Students will work independently on this assignment and I plan to conference with students
about this assignment as they are working*
Materials:
novel The Hunger Games
print outs of two passages
highlighters
Assessments:
My assessment of the students understanding for this mini lesson will be their work during
independent practice. If the students can accurately tell me who the speaker of the text is and
why and how this point of view can effect the way the reader reads the text then I know that
they have grasped the concept of point of view.
Differentiation:
For students who struggle with the idea of point of view I might give them a graphic organizer
that explains the concept of point of view and examples of different points of view.
Future Connections:

 I plan on using this lesson in the future with a writing lesson. I want students to be able to
differentiate between points of view while also toying with the concept of writing their own
stories from a different point of view.

Writing Mini Lesson

Standards: CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined
experiences or events using effective technique, descriptive details, and clear event sequences.
Rationale:
Objectives:
Students will be able to write their own narrative of a specific event using all of the techniques
we have discussed in previous lessons about the text, The Hunger Games.
Procedures:
Engagement/Anticipatory Set:
So if you remember something that we talked about in the last class was all about point of view.
Now point of view has a lot to do with the details that the speaker is describing. This can often
influence the way that the reader experiences the event. Sometimes as a writer we need to be able
to depict the event so vividly so that the reader and experience the event as if they were really
there.
*This is ultimately meant to be a class discussion regarding details and ways to show detail and a
clear sequence of events.*
Mentor:
So now that we have an idea of how to write effectively for our audience I want to show you a
passage that I wrote myself about an experience that I had myself.
*I will show students a passage that I have written myself. In different colored highlighters I will
highlight descriptive details in pink, and the sequence of events in yellow. This will be discussed
with the class on why these are considered details and also how the sequence of events makes
sense for the narrative*
Guided Practice:
Now I want you to take your writers notebook, begin with a brief explanation of an event you
would want to write about. Once you have the big idea of your story write down the sequence of
events and then write down some descriptive details that you want to include in your story to
help your reader experience the event.
*Students will then be asked to turn and talk to a different partner and share what they have
brainstormed so far*
Independent Application:

Now I want you to take what you have started and begin writing your own narrative story. Be
sure to be aware of the sequence of events you are putting your story into. You want to make sure
that the story makes sense to your reader. Also be sure to add lots of detail. You want to make
sure that your reader feels like they are a part of your story and experiencing the event the way
you want them to.
*Students will then return to their seats to work independently.*
Materials:
my own written passage
highlighters
Assessments:
The assessment for this mini lesson will be a rubric created for the writing assignment. For a
significant score the students will have to use descriptive details in their narrative as well as
making sure that their sequence of events makes sense for their story.
Differentiation:
For students who may have trouble with planning out and brainstorming their story I could
give them a graphic organizer to help them organize their ideas in a way that makes sense to
them.
Future Connections:
I plan to have students use these narratives and work with them in the future. I would like to
use them for practice with peer review and editing. I would also like to do another lesson with
their personal narratives and having them switch the point of view of their own personal
narrative to connect back to the reading mini lesson that I did previously.