• Identify and analyze literary elements in a novel.
• Divide novels into sections according to plot structure (exposition, rising action, climax, falling action, and resolution).
• Decide which genres work best for each section, divide genres among group members, and individually complete genres.
• Work collaboratively with group members to compose a Web site.

• Literary Elements Map Student Interactive
• Literature Circles Handout
• Multigenre Web Assignment
• Baby Steps Handout
• Reading Journal Handout
• Group Discussion Rubric
• Reflective Journal Handout
• Model Genre Selection Handout
• Possible Genres Handout
• Genre Selection Chart or Interactive Genre Selection Chart
• Access to an Internet-connected computer for each group.
• Web-authoring software such as FrontPage, Dreamweaver, Netscape Composer, Microsoft Word, etc.
• Access to a Web site on which to upload Web pages or CD burner and blank CDs
• Elements of the Novel PowerPoint
• Multigenre Web PowerPoint
• 5 or more copies of several novels for students to choose from

1. Obtain access to computers and other software.
2. Arrange for an LCD projector and computer to project PowerPoint presentations to the class. Alternately, you can show the PowerPoints to small groups of students, huddled around a single computer.
3. Make copies of handouts and rubric. You will need one copy of each for each student except for the Group Discussion Rubric, of which you'll need one copy for each group for each day of discussion.
4. Familiarize yourself with the basic commands of the word processor on the computer that you're using.
5. Test the Literary Elements Map and the Interactive Genre Selection Chart on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.
6. Explore the sample student multigenre Webs and choose ones which you'd like to show your students. You might make bookmarks on the computer browsers for the Web sites available for students.
7. Review the Catcher in the Rye model chart, which is included for the teacher's reference. It can also be shared with students as an example if they are familiar with the novel.

1. Begin by going over the elements of fiction with students, using the Elements of Fiction PowerPoint.
2. If working in Literature Circles, have students form groups of five. (This lesson plan can also be done with a whole class novel, partner books, or individual novels. The directions that follow can be adapted if you prefer not to use literature circles.)
3. Share the assembled books which are available for the project, and ask groups to choose a novel to read and discuss.
4. Pass out the Literature Circles Handout, Reading Journal Handout, and Group Discussion Rubric.
5. Have groups discuss the novels using the elements of fiction, reading journals, and assigned literature circle roles.
6. Have students use Group Discussion Rubrics to record notes over their day’s discussion and to practice possible genres for their Webs.
7. Have groups evaluate their class participation in groups each day.
8. Have groups analyze their novel by completing the Literary Elements Map. Remind students to print out their completed completed maps.

1. Distribute and explain the Multigenre Web Assignment.
2. Show PowerPoint on the Multigenre Web.
3. Invite students to explore several of the sample student multigenre Webs.
4. Hand out the Possible Genres Handout. Discuss and expand the list according to students' observations and suggestions.
5. Hand out Genre Selection Charts, or demonstrate the Interactive Chart, showing students how to add items to the chart as well as how to print and save their work:
   
   
   1. On the first screen, type your name and the title of the book your group has chosen.
   2. Click Next to move to the chart screen and enter your information.
   3. Enter the details on the sections of the novel, the events covered in the sections, and the literary elements and matching genres that you've chosen.
   4. Demonstrate that writing is not limited to the size of the box shown on screen. Answers will scroll.
   5. When you’ve finished writing your responses, click Finish at the top of the screen.
   6. In the next window, click Print. Your answers will be displayed in a Web browser window.
   7. To print answers, choose the Print command from the File menu. To save your answers, choose the Save As... command from the File menu. Students can open the file later in a Web editor or a word processor that imports HTML (such as Microsoft Word or AppleWorks). Because saved files are HTML, students can link their planning sheets to their Webs as appropriate, if desired.
   8. Show students that the instructions for using the tool are available by clicking Instructions at the top of the screen.
      
      
6. Hand out the Baby Steps Handout and provide any instructions students need to use your Web-authoring software.
7. Have students complete the first four steps on the Baby Steps Handout as a group.
8. Groups should write an “index” page as a link to the sections of their Web.
9. Have students write their individual genres.
10. Have students work in their groups to select links and construct the multigenre Webs on their group Web sites.

Directions for Creating Web Sites in FrontPage
http://www.pschulze.com/sdcte.htm/front_page_steps.htm

This site provides step-by-step instructions for using Microsoft's FrontPage Web-authoring software.

Student-created Multigenre Webs
http://www.pschulze.com/forms2003/fall_2002_multigenre_webs.htm

Choose from over two dozen multigenre Web sites, created by secondary students on such novels as Lord of the Flies, Catcher in the Rye, and A Separate Peace

Literature Learning Ladder: Theme Literature Circles
http://eduscapes.com/ladders/themes/circles.htm

This extensive resources provides theory to practice details on literature circles with links to additional useful sites.

Student-designed Web Page Rubric
http://www.pschulze.com/sdcte.htm/webpagerubric.htm

This rubric can either be used as is or can be modified by students to fit your project.

NCTE/IRA Standards

3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

5 - Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).