Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Leading to Great Places in the Elementary Classroom

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Leading to Great Places in the Elementary Classroom

Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Two 50-minute sessions
Lesson Author

Sharon Roth

Sharon Roth

Urbana, Illinois

Publisher

National Council of Teachers of English

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

A story’s lead begins the reader’s adventure; yet it can just as likely end that odyssey if those opening words do not immediately entrance the reader. This lesson examines examples of leads in children's literature, focusing on strategies such as setting, action, character, reflection, event, and dialogue in a shared reading experience. Students rank several leads from novels as they are read aloud and discuss their rankings. They then generate different leads for a read aloud book in the classroom, using different strategies for each. Finally, they write or revise a lead in one of their pieces of writing.

back to top

 

FEATURED RESOURCES

Great Leads handout: This handout provides examples of great leads from children's literature.

back to top

 

FROM THEORY TO PRACTICE

This lesson asks students to position themselves alongside the writers of the picture and chapter books that they read in the classroom. By using existing texts as models for their own writing, students learn "ways of reading texts like writers, developing a sense of craft and genre in writing" (Ray 2001, p 132) - something Katie Wood Ray recommends as a whole class unit of study in the writing workshop.  In her book In the Middle: Writing, Reading, and Learning with Adolescents, Nancie Atwell suggests that  "mini-lessons on leads helps students internalize stylistic concerns." Moreover, exposing students to different kinds of leads helps students see the importance of voice and how people respond to the literature.

Further Reading

Atwell, Nancie. 1998. In the Middle Writing, Reading, and Learning with Adolescents. Portsmouth, NH: Heinemann.

 

Ray, Katie Wood. 2001. Writing Workshop, The: Working through the Hard Parts (And They're All Hard Parts). Urbana, IL: NCTE.

Read more about this resource

back to top