CHARACTERS....PROBLEMS....SOLUTIONS......

Students were divided in 5 groups. Each group picked up a story and organized it by identifying the main characters, problem and the solution. They also sorted the words/phrases from the list given into the categories accordingly.

SKETCH TO STRETCH

When we draw pictures in our heads about what we read, we are more likely to remember what we read and understand it better.   Students shared their favourite poems with their peers in a POETRY CIRCLE and then stretched their imagination to sketch and make a visual imagery of the poem. This allowed students to monitor their own thinking and make connections between texts and their own experiences.

Lovely sketches they came up with!!

THINK - TAC- TOE

Tiered Activity- As a Formative Assessment students were divided in 3 teams (RED, BLUE, GREEN) and had to do any 3 activities from the Think-Tac-Toe. They had to choose activities from horizontal, vertical or diagonal blocks.

RED TEAM

Retell a fantasy story of your choice on a timeline. Include a minimum of four important events.

Write a script and choose a scene to role play from an adventure story you have read in this unit.

Write a one page journal entry about a day in the life of a favourite fantasy character. Analyze the details from a story that enhances the knowledge of afantasy genre

BLUE TEAM

If you could have a magic power of one of the characters in a fantasy text,what power would you choose and how would you use it. Show yourself and your new power by making a poster and write your explanation.

Pretend that your favourite comedy book is turning into a movie. Compose a musical score with lyrics and sing to the class!

Invent a board game for a fantasy text

GREEN TEAM

Compose a musical jingle to the chorus of the tune “Twinkle, twinkle little star” reviewing the components of a comedy genre.

Create a collage of fantasy genre based literature and list four common elements. Be creative with Art!

Make an illustrated “How To” book of five pages on writing an adventure book. Tell the reader the components you must include in effectively revealing the adventure genre. For example, inform the reader about conflicts characters must face, multiple attempts to solve a problem, and what the character learned.

TEAMWORK

"When a team outgrows individual performance and learns team confidence, excellence becomes a reality". Anonymous

The ability to work together with others as part of a team is not simply a skill needed in class, it is a vital skill used in all areas of life. Teamwork teaches our children to trust others, communicate and cooperate with them. They learn to respect others and realize their strengths and weaknesses. Children were given puzzle pieces and to make 4 pictures out of those pieces and then in respective groups had to write their understanding of the word TEAMWORK in a sunshine wheel.

HEART MAPS

After reading a book the child wrote the values and beliefs held by the character and what people or events are important to the character’s life. These were mapped into a heart shape, using spatial relationships, colour, and size to show the relative importance of each idea and the relationships between ideas.

COMPARISON CHARTS

The child read a text set of books and wrote similarities and differences across the books.

CHART A CONVERSATION

The child read a book and filled in a chart with the categories: I Like, I Dislike, Patterns, Problems/ Puzzles. 

WEBBING WHAT'S ON MY MIND

After reading a book, the child brainstormed a web of issues, themes, and questions that they could gather from the book or text set. 

TIMELINE

The child created a time line to organize the major ideas or events of the story or to connect the story with other events in history. 

STORY MAPS

The child created a visual map to tell the story of a book as either a large mural in which one picture contains the major story elements of character, theme, setting, and plot or as a path that follows major story events.

MAKING A CONNECTION

The child jotted down stories or experiences that came to his/her mind as he/she read. 

ANOMALIES

The child wrote down questions or things that surprised him/her. Once he/she finished reading, looked back over his/her questions to identify the ones that he/she was still wondering about and generated new anomalies.

FREE WRITES

After reading a book, the child set a timer for anywhere from 5-15 minutes. During that time, he/she wrote continuously about their thoughts related to the book. It was a free flow of thoughts about the book.

GENRE TABLES

Students in groups created GENRE TABLES which had the books that they had got from home, class library and other classes. They visited each table, browsed through and left their comments and opinions on each table writing about that genre.