B. Identify literary elements and devices, including characters, important details, and similes, in literary/recreational materials and identify important details in textual/informational materials. (AL COS 4)

 1. Identify and analyze literary elements

1. characters (AL COS) (SAT 10) (examples: actions, motives, emotions, traits, and feelings)
2. setting
3. plot (problem/solution)
4. point of view
5. theme (SAT 10)
6. author's tone (SAT 10)
7. figurative language (SAT 10)

 2. Demonstrate comprehension in content areas

1. identify author's purpose (AL COS) and intended audience (SAT 10)
2. identify main idea and important details (AL COS) (SAT 10)
3. determine explicit/implicit supporting details (SAT 10)
4. interpret figurative language (SAT 10)
5. categorize, classify, compare, and contrast (SAT 10)

 3. Apply strategies of a skillful listener to gain meaning

Figuratively Speaking
Students will learn about and create examples of figurative language.

Book Report Alternatives: Examining Story Elements Using Story Map Comic Strips
In this lesson, students use a six-paneled comic strip frame to create a story map, summarizing a book or story that they've read. Each panel retells a particular detail or explains a literary element (such as setting or character) from the story.

Biographies Creating Timelines of a Life
Students embark on an exploration of character in their reading, identifying traits and pointing to textual support.

ARTSEDGE: What a Character!
In this lesson, students analyze how a character's personality traits, actions, and motives influence the plot of a story.

Questioning: A Comprehension Strategy for Small-Group Guided Reading:
In this lesson students learn the difference between factual and inferential qustions. Students compose question webs by thinking aloud while reading.

Writing ABC Books to Enhance Reading Comprehension
After reading a piece of literature, students explore their text, searching for literary elements such as characters, setting, figures of speech, and themes.

About the Author
In this lesson students determine the author's purpose for two stories.

Main Ideas and Supporting Details
In this lesson students will read an expository text and identify the main idea and supporting details.
 

TeachingTips.com: Comprehension:  This is an article on reading comprehension and includes strategies for students to do before, during and after reading a book.

The Day of The Dream:  Use this activity to help students draw conclusions about characters and events from a short story about Martin Luther King, Jr.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding) 

E/B: Identify characters and setting nonverbally (i.e. gestures, pictures, pictures, charts, graphic organizers) or with simple spoken words or phrases.
E/B: Identify and use title pages, chapter headings, and illustrations with gestures (i.e. pointing) or simple spoken words or phrases to locate information in a simple text; D: Use features of text, including format, diagrams, charts, and illustrations, to locate information; E: Use features of text, including format, diagrams, charts, and illustrations, to support comprehension.
E/B: Follow one-to-two-step written instructions with assistance in an illustratively supported basic technical manual or with oral instructions; D: Follow most multi-step instructions in an illustratively supported basic technical manual; E: Follow most multi-step instructions in a basic technical manual.
E/B: Review information on a similar topic from two illustratively supported sources and express with simple spoken or written sentences; D: Collect and consult information on a similar topic from a variety of sources and express with simple spoken and written sentences; E: Compare and contrast information on a similar topic from a variety of sources.
E/B: Respond to true or false statements about illustratively supported texts; D: Identify facts and opinions within text that are supported by examples and illustrations and express with simple spoken and written sentences; E: Distinguish between most facts and opinions in text.
E/B: Create a pictorial main idea diagram as you verbalize the parts. Draw the diagram both ways, with the details "adding up" to the main idea and vice versa. Have students point to the main idea in both diagrams; D, E: Have small groups review a topic they've learned in class (i.e. animal adaptations). Model creating a main idea diagram for one of the animals in its habitat. Then have students make a main idea diagram about another animal and its habitat. Invite groups to share their diagrams with the class.

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