Professional Documents
Culture Documents
Revised IRLN 215
Revised IRLN 215
The most exciting update included with this notebook is the all-new How-To Videos
posted for each 3-D activity!
I have included links for each activity’s how-to video on that lesson’s teacher’s
instructions page, and I have also listed them in an easy reference chart below.
Interactive notebooks should not be another thing added to your day on top of what
you are already doing. Instead, change what you are already doing to accommodate
interactive notebooks. As a middle school teacher, I was already having my students
take notes into their notebooks anytime I taught new content (such as what is included
in this packet). Interactive notebooking took the place of my giving notes. I consider
the time it takes my students to construct their interactive notes as part of my explicit
instruction time. And it is so much more meaningful than a lecture!
When students construct these 3D graphic organizers and then put the information
they are learning into them, they are making connections and organizing these topics in
their brains in a different and more meaningful way than they would be if I were simply
lecturing this material or if they were simply taking notes. Furthermore, most of my
interactive notes are organized in a way that students can study them like flashcards
without having to go through the trouble of writing out flashcards.
Although teachers have successfully used spiral notebooks for interactive notebooking,
composition books are truly better. They are more durable, less likely to fall apart, and
the pages are far less likely to get torn out.
I first decided to use interactive notebooks after a summer workshop when school
supplies had already been ordered. Since I have about 150 students, my school
(mandates that students purchase pre-packaged supplies) had already purchased 150
Five Star spiral 3-subject notebooks for me. No way was I getting composition
notebooks on top of that! So I waited for them to go on sale at Wal-Mart and Target for
$0.50 each and slowly purchased 150 of them, about 40 at a time. Some were also
purchased (in limited quantities) at Big Lots and Walgreens for as low as $0.20.
Now, you can still implement interactive 3d graphic organizers without ever putting
them into a notebook if this works better for you. One teacher I met makes lapbooks
for each of her social studies units. After she grades them and shows students their
grades, she collects the unit lapbooks and files them. Then, she hands them all back
before state testing so that students can study. If you’re interested in compiling these
into lapbooks, here’s a great tutorial on constructing lapbooks:
http://www.youtube.com/watch?v=t1inXbba3cg
6 ©2013-2016 erin cobb imlovinlit.com
INTERACTIVE READING LITERATURE NOTEBOOKS, BOOK 2
Interactive Notebooks ~ Getting Started Guide
Absolutely! You definitely need to use Elmer’s school glue when gluing items into your
interactive notebooks. Many students may purchase and use the glue sticks, but these
are definitely not recommended for interactive notebooking. Yes, they’re more
convenient and less messy, but they will not bond the paper permanently. I always tell
my students that we use liquid glue because it will stick “forever.”
Not only does the type of glue matter, but the method of gluing matters also. Here’s a
tip I learned at a workshop: NO TOASTER STRUDELING! You know what I’m talking
about, and your kids will LOVE this analogy. I even begin by putting an image of a
yummy cream cheese toaster strudel up on my SmartBoard and asking my students if
they’ve ever eaten one. Most of them have. Do you like putting on the icing? Most
students will say it’s their favorite part! Well, you will NOT be toaster strudeling in my
classroom! This analogy really works for reminding students of the correct method of
gluing items into interactive notebooks. Toaster strudeling will result in wavy pages and
huge, sticky messes. So what’s the proper way to glue? Use small dots (I call them baby
dots) spread about 1 inch apart. That’s it! The phrases I use with my students are “just a
dot, not a lot” and “baby dots” and of course “NO toaster strudeling!”
When you begin using your interactive notebooks, be sure to leave about 3 blank
pages at the beginning for your table of contents. Every time you make another entry,
log it in your table of contents. What a great real-world lesson on this text feature! Here
is an example of what one page of the table of contents looked like for my 7th grade
notebook.
7
INTERACTIVE READING LITERATURE NOTEBOOKS, BOOK 2
Interactive Notebooks ~ Getting Started Guide
You recommend Youtube video clips, but my school blocks Youtube on our network.
There are a couple of ways around that. First, you can create SafeShare.tv links from
home by visiting http://safeshare.tv and entering in the Youtube video link I have
provided. This will produce an ad-free (and comment-free!) video page that many
schools allow on their network.
The second option and the option I use is http://www.savetube.com. You might be
required to update your java, but after that you will be able to enter a Youtube video
link and then download a .mp4 file (Mac) or a .wmv file (Windows) that you can bring
to school on a flash drive, network drive, or stash in your Google drive. I like using this
method because I can keep the video clips saved for next year, but it does require a
level of technical proficiency and some users struggle with it.
*IMPORTANT* Links in a PDF do not always work correctly. If you receive an error
when clicking a link, try copying and pasting the link instead of clicking it.
8 ©2013-2016 erin cobb imlovinlit.com
INTERACTIVE READING LITERATURE NOTEBOOKS, BOOK 2
Interactive Notebooks ~ Getting Started Guide
NO! My students keep all of their ELA interactive activities in ONE notebook. I can
imagine that using multiple notebooks would create a nightmare of having the right
notebook at the right time and gluing the wrong template into the wrong notebook. I
have come a little close, but I have never filled an entire composition notebook. If we
happened to fill one, I guess we’d just get new notebooks and start over, keeping the
old ones around for reference! As long as we‘re logging what we’re doing in the Table
of Contents, it will be easy enough to find what we need, even if it IS all in one
notebook.
What about Bell Ringers and/or daily writing entries? Do you put those into the
interactive notebook?
NO WAY! I never have my students “stick” random things into their precious interactive
notebooks. These notebooks are sacred and no kind of daily work or jargon goes in
there. Everything we put into our notebooks is useful in some way. I put things into the
notebook that we will need to refer back to at some point, to help recall information,
and as a record of the concepts, skills, and strategies we’ve learned. Don’t junk up that
notebook! I have another place for daily activities and free-write stuff.
Still have questions? There are dozens more questions and answers online. Please
check my online FAQ at http://imlovinlit.blogspot.com/2014/07/interactive-notebooks-
faq.html
How-To:
How-To Video - https://goo.gl/GqQU6D
Page 1:
1. Start by cutting out along the top and
bottom of the horizontal dotted lines above
and below the story scene. There is no need
to trim the sides.
2. Now is the best time to color the scene if
you plan to.
3. You will make each dotted box into a window that swings
open from the top. To do this, you will need to cut 3 of the
4 sides (leave the solid line at the top in tact). Do a soft
fold of the paper (do not crease) to begin a cut.
4. For younger students, use a hole punch at a bottom corner
of one of the window boxes. Then, have students insert
scissors there and cut.
7. Flip the scene over and place small dots of glue around the perimeter and
throughout the back of the scene. Be sure the windows are open so that you do
not glue the windows.
8. Allow the glue 2-3 minutes to dry.
9. Open each window. On the top of the window (underside of flap), write the
vocabulary word. On the inside of the window (notebook page), write the
definition for the word. See the example on the first page of this lesson for the
finished product.
How-To:
How-To Video- https://goo.gl/DI3oZA
Page 2:
1. Page 2 is an extension of Page 1 and part of the Story Vocabulary lesson. It can be
used in several different ways.
a) As an alternate to Page 1: Write the definitions for each word under the tab.
b) As guided practice with “Little Red Riding Hood.” This is how it is shown in
the pictures and the following instructions.
c) As guided practice with another story. Instead of finding and writing the plot,
protagonist, etc. for “Little Red Riding Hood,” determine these things for
another story you read.
2. First, cut out each individual tab. Leave the thin rectangle at the top attached to the
larger rectangle. If you are going to color the pictures, now is the best time.
3. Fold the tab at the top down like shown below.
4. Glue on the back of the tab only so that each tab
swings up and open. Spread them out on the notebook
page so that all pieces fit.
Plot – While visiting her sick Granny, Little Red Riding Hood
finds the big, Bad Wolf dressed as Granny and in her bed to
trick Little Red so that he can eat her!
Setting – In the woods, at Granny’s house, a long time ago
Complications – Big Bad Wolf eats Granny and pretends to be
her
Protagonist – Little Red Riding Hood
Antagonist – The Big Bad Wolf
Story Vocabulary
Story Vocabulary
Plot Protagonist
Setting Antagonist
Complications
15 ©2013-2016 erin cobb imlovinlit.com
INTERACTIVE READING LITERATURE NOTEBOOKS
Lesson 2: Elements of Plot & The Plot Pyramid Activities 1, 2, & 3
Purpose: Introduce students to the structure of the plot diagram and the purpose of
each of the elements of plot. Teach students through guided practice how to identify
each of these plot elements in a story (Goldilocks).
1. Color tabs
for plot 3. Fold in each
pyramid. I side tab.
like to color- 4. Glue on the
code with back side of
poster set. each tab
2. Cut out ONLY.
tabs, keeping
sides attached.
Plot Structure
Plot Structure
Plot Structure
Elements of Plot
Exposition
Inciting Incident
Rising Action
Climax
Falling Action
Resolution
Elements of Plot
Elements of Plot
Exposition
Rising Action
Climax
Falling Action
Resolution
Elements of Plot
Title: Directions:
Glue the Cut-Out Tabs
onto the plot pyramid.
Author: Use the questions on the
tabs to help you fil l in
the different parts of
the Plot Pyramid.
Title:
Exposition Resolution
Technology/ Resources: -
Youtube video clips of internal and external conflicts from the Toy Story movie series:
•External Conflict (Buzz& Woody fighting) –
https://www.youtube.com/watch?v=9nuoxJyUdfQ
•Internal Conflict (Andy’s decision) –
https://www.youtube.com/watch?v=TwlwBR1XFB8
•Short Story: The Stone by Lloyd Alexander –
•http://goo.gl/Yjq51w
2. Once I’ve discussed these two types of conflict, I like to provide examples for
students that most of them are already familiar with. For this reason, I show the Toy
Story video clips. First, I show the clip of Woody and Buzz fighting. After showing
the clip, I ask the students what type of conflict that was and why. That one is pretty
easy to get! Then, I show them the second video clip, only up to exactly 3:00, when
Andy is making a decision. At that moment I pause the video clip and discuss with
students that Andy is having an internal conflict because he is torn whether or not to
give woody away.
3. Once students have these definitions and concrete examples, we read “The Stone: by
Lloyd Alexander. If you do not have a copy of this story or if it is not in your
anthology, you can find it at the website above. I pass out mini-post–it- notes and as
we read the story the students identify conflicts when they find them. With some
classes, this may take prompting. There are many examples of both types of conflict
in this story, but I have pictured for you the conflicts that my students found. We
wrote them on post-it-notes as we read and then classified them in the students’
interactive notebooks after the story was read.
Internal Conflict:
*takes place inside a character’s mind or heart
*sometimes involves a decision
External Conflict:
*takes place between a character and something outside the character
*outside forces = nature, an event/situation, or another character
Other Notes on Conflict Page:
Internal
External
Conflict
Internal Conflict Examples External Conflict Examples
Conflict
Internal Conflict Examples External Conflict Examples
1. Cut out each piece separately, being careful to leave the tab on.
2. Place all pieces into the notebook so that the points of the triangle meet up. Then,
glue each tab only down so that all pieces swing open at the middle.
3. Write notes onto notebook paper and/or the inside flap of the tabs. I like to assign
each conflict a certain color, so have students color code the pieces if you wish. I also
like to outline the center in color as I’m filling in notes.
Activity 2
1. Activity 2 is a simple column sort. Simply cut out
the pieces, color code the headings if you wish, and
have students sort them into the proper columns.
2. A larger version of the key shown below is at the
beginning of this lesson for your reference.
Types of Conflict
vs.
vs.
vs.
vs.
Types of Conflict
Types of Conflict
Story Devices are techniques that writers use to make a story more interesting and to
enhance the experience for the reader
Story Devices
Foreshadowing Flashback
Suspense Cliffhanger
1. Color and cut the foldable around the outside perimeter only.
2. Place glue on the backs of the narrow
rectangular tabs on the side only and glue
it into the notebook.
3. Once the glue has had a minute or two to
dry, cut the middle line so that the foldable
swings open in the middle.
Character Traits
Purpose:
Introduce students to the way writers characterize their characters. I teach students
these five ways using the included graphic organizers:
Thoughts – thought bubble
Words – speech bubble
Feelings – heart
Choices – hand
Actions – foot/shoe
Thoughts
“I’ll babysit for you ten Mary is responsible. Mary is
times.” a clever thinker and she
plans ahead.
Words
Mary is angry when Ernie Mary is proud of her Kaw
calls her Kaw customs silly. heritage after all!
Feelings
Instead of eating insects in Mary is bold and not afraid
the woods, Mary orders to go and get what she
food at Ernie’s. wants!
Choices
Mary confesses the truth Mary is honest and
about her Ta-Na-E-Ka respects her grandfather
experience to her and their Kaw traditions.
grandfather.
Actions
Thoughts
Characterization
Words
Feelings
Choices
Actions
Characterization
Characterization
Thoughts
Characterization
Words
Feelings
Choices
Actions
Characterization
Words
Characterization
Words
Thoughts
Words
Feelings
Choices
Actions
4. Now, open it back up and fold it in half backwards so that it forms a triangle with
the written parts on the outside.
5. With the sympathetic triangle pointing downward, bring in the flat triangle as
shown above ( 4th photo). Do the same with static on the other side (below). Finally,
fold the top overhang down, too.
Types of Characters
Freak (Kevin)
Maxwell
The Fair
Gwen
Grim
Gram
Killer Kane
(Kenny)
Iggy Lee
Loretta Lee
Dr. Spivak
Ms. Addison
72
INTERACTIVE READING LITERATURE NOTEBOOKS
Lesson 8: Types of Characters, Activity 2
73
INTERACTIVE READING LITERATURE NOTEBOOKS
Lesson 9: Theme Activity 1
74
©2013-2016 erin cobb imlovinlit.com
INTERACTIVE READING LITERATURE NOTEBOOKS
Lesson 9: Theme Activity 2
Theme
Theme
Text Evidence
Theme
Theme Topics
Point of View
Point of View
Third
First Person
Person Limited
Third Third
Person Person
Omniscient Objective
Point of View
Instructions
How-To Video - https://goo.gl/CtU5jW
1. Each figurative language term has its own page with a definition card that includes
examples, nonexamples, tips, and a definition. It also includes a short excerpt of
lyrics from a song that showcases that form of figurative language. Of course, I like
to have my students color code their cards in the same colors that are on the poster
set I have displayed in my classroom.
2. Pay careful attention to the photos on the previous pages. These will serve as answer
keys, as the figurative language in each song is underlined.
3. After having students underline in the song lyrics, write out to the side an analysis of
the figurative language. This will be either what the author/singer meant by the
words OR what effect the figurative language has on the reader/listener, whichever
is appropriate for that form of figurative language.
KEY for Sort Cards: Hyperbole – 1, 9, 12, 18, 30 Personification – 2, 6, 16, 19, 29
Simile – 8, 17, 23, 26 Personification – 2, 6, 16, 19, 29 Alliteration – 5, 20, 24
Metaphor – 10, 21, 31, 33, 34 Alliteration – 5, 20, 24 Onomatopoeia – 7, 14, 27, 35
Hyperbole – 1, 9, 12, 18, 30 Allusion – 3, 11,, 13, 15, 28 Idiom – 4, 22, 25, 32, 36
simile
a comparison of two unlike
things using the words like or
as Example: As the girl was
humiliated, her cheeks
TIPS: turned as red as an
•the two things
being apple.
compared (cheeks and apples are
must be unlike)
completely
different Non-Example: The girl
(unlike) is as tall as her brothers.
•not every (the girl and her
sentence that brothers are not unlike
contains like or things; they both
as is a simile
describe people)
metaphor
a comparison of two unlike
things by saying that one
thing is a dissimilar object
TIPS:
•usually contain or thing
“be” verbs, Example: Dad is a monster in the
such as am, are,
morning before he drinks coffee.
is, was, were
•can be (Dad and monster are dissimilar
changed into a and the comparison is explained)
simile by
including like or Non-Example: Dad is a boat.
as (although Dad and a boat are
•comparison dissimilar, there is no clear reason
should be for the comparison, so it doesn’t
obvious or be make sense as a metaphor)
explained
hyperbole
an exaggeration that
cannot possibly be true
personif ication
giving human
qualities to
nonhuman things
Example: The sun smiled at
the world as it rose in the
morning.
(smiling is unique to humans)
Non-Example: The pink
TIPS: flowers swayed in the April
•the human quality must be breeze.
completely unique to
human
(although humans can sway,
•sometimes an action (the flowers can sway too, so this
sun smiled) or an adjective characteristic is not unique to
(the angry wind howled) humans)
idiom
a group of words whose collective
meaning is quite different from
their individual, literal meaning
Example: When Bill joined the
military, Dad said he was
swimming with sharks.
(there were no sharks; this
means Bill was in a lot of
TIPS: danger)
•when translated into
another language, Non-Example: After falling
idioms do not make overboard, I saw that I was
sense swimming with sharks!
•many idioms have
historical explanations
(words keep their literal
meaning)
Sing it…
Song, song of the South
Sweet potato pie and I shut my
mouth
Gone, gone with the wind
There ain’t nobody lookin’
back again
allusion
a reference to a person,
place, or event from
TIPS: literature, sports, history,
•helps the movies, or the arts
author to
explain or Example: Heather’s mysterious
describe and smile rivaled the Mona Lisa.
the reader to (picturing the Mona Lisa helps
visualize or the reader visualize Heather’s
imagine
smile)
•the reader
must have prior Non-Example: The Mona Lisa
knowledge of can be viewed in Paris.
what is being (this sentence states a fact
referenced to
about a painting but does not
“get” the
allusion use it to explain or compare)
onomatopoeia
words whose
sounds suggest
their meaning
TIPS:
•animal Example: The door
noises such as slowly creaked open
moo, meow, and then slammed shut!
hiss, quack, (creak and slam imitate
oink, tweet
•sometimes
sounds)
the sentence Non-Example: “Hello!” I
is
exclamatory
shouted into an empty
and ends with house.
an (hello is dialogue and
exclamation not a natural noise or
mark sound )
1 7
You’ve already told me I heard the whoosh
that story a million of the tennis racket
times. as it sliced through
the air.
2 8
The spicy food danced The water reflected
around my taste buds. colors like a rainbow.
3
Mark has more ideas
9
Bethany could sleep
about science than
through a tidal wave.
Ben Franklin.
4 10
Shelly gave me a The toddler’s eyes
heads up about the were sparkling gems.
planned fire drill at
school.
5 11
Let’s stop at Dunkin We felt as though
Donuts on the way! Jack Frost had come
to live with us.
6 12
The floor boards My backpack weighed
moaned as I tiptoed a ton.
across the room.
13 19
Chase sure was an The wind whistled
Einstein today. through the tree
branches.
14 20
The car’s engine The bouncing baby
roared as the driver babbled as he drank
sped off. his bottle.
16 22
The shelf seemed to When Cam was
actually grab the dust caught, I knew we
and hold on to it. were all in the same
boat.
17 23
Finally, my temper Playing tag, Dean felt
exploded like a like a dog chasing its
bomb. tail.
18
It felt like it took
24
I rode down the Red
thousands of years to
River on a raft.
finish college.
25 31
Mrs. White’s math Babysitting for the
test was a piece of Jones Family is
cake. running a three-ring
circus.
Furious, Sara
stormed off and
27 Tyler’s room is a junk
yard.
33
slammed her
bedroom door.
28 34
Dad was almost as Bryan’s teeth are a
hairy as Godzilla. car wreck.
29
Kelly shivered and
35
The chair sat lonely
her teeth chattered
in the corner of the
as she waited for the
room.
bus.
30 36
Math class can drag At the county fair,
on for days. Jeremy was not a
happy camper.
Purpose:
Review the 8 types of figurative language studied and have all 8 definitions in one
central location. Identify a variety of different types of figurative language in one text.
Figurative Language
simile metaphor
hyperbole personification
onomatopoeia alliteration
idiom allusion
(glue this section only)
Figurative Language
Figurative Language
simile
metaphor
hyperbole
personification
alliteration
onomatopoeia
idiom
allusion
oxymoron
Figurative Language
Figurative Language
Find, underline, and label each instance of figurative language in the paragraph.
Check it on the list as you go. You should find:
____ simile (2) ____ personification (2) ____ idiom
____ metaphor ____ alliteration (2) ____ allusion
____ hyperbole ____ onomatopoeia (2)
Tonight was the night she had been waiting for. Princess
Penelo pe was head over heels for Prince Patrick, and she had finally
persuaded her father to allow her to attend the annual royal ball. She
could hardly wait. Upon hearing the news, Penelope had sprinted like a
cheetah all the way down to the royal dress shop to pick out the
to be worn by her. Now at the ball, her dress swished as she passed
the prince. When she turned around, she found his eyes fixed on
Lesson 21 KEY
Tonight was the night she ha d been waiting for. Princess Penelope
alliteration
was head over heels for Prince Patrick and she had finally persuaded
idiom alliteration
her father to allow her to attend the annual royal ball. She could hardly
wait. Upon he aring the news, Penelope had sprinted like a cheetah all the
simile
way down to the royal dress shop to pick out the perfect dress. As she
dress swished as she passed the prince. When she turned around, she
onomatopoeia
found his eyes fixed on hers like laser beams.
simile
Find more Figurative Language Stories like this one, along with
questions, analysis, and revising worksheets to go along with each
story, in my TpT store. Search for Figurative Language Stories.
http://www.teacherspayteachers.com/Store/Lovin-Lit
Purpose:
Introduce students to mood and tone and help students to distinguish between the two.
Mood
Tone
Mood Words
cheerful mysterious sad
hopeful holy terrifying
lighthearted intense horrific
comical mournful morbid
joyful grotesque pessimistic
optimistic dark eerie
soothing ominous chilling
romantic threatening dismal
calm spiritual depressing
powerful melancholic gloomy
Tone Words
sincere paranoid hurt
enthusiastic playful soothing
honest pleading nervous
critical passive depressed
ecstatic proud disappointed
ironic serious aloof
affectionate suspicious apathetic
approving condescending light-hearted
encouraging aggravated objective
scornful cynical somber
Tone VS Mood
In what tone does this What mood is this
person speak? person in?
Here are the subgenres I teach and their definitions. I have my students put these on
the back side of their flip open foldables:
mystery (subgenre of realistic fiction) – involves the search for answers surrounding
an unexplained event
adventure (subgenre of realistic fiction) – consists of incredible journeys or the
struggle to survive
dystopian fiction (subgenre of science fiction) – set in a post-apocalypse society or
future society in which the laws and morals that govern the people have regressed to
the point of repression or loss of human rights
How-To:
How-To Video - https://goo.gl/McC6p9
1. Cut out foldable pieces along the perimeter on the
outer black lines. Now is the best time to write on top
of the foldable or color the foldable if you plan to.
2. Fold the left (realistic and science) or right (historical
and fantasy) vertical tabs only inward as shown on the
right. On the back of this vertical tab is the only place
you will put glue.
3. Glue each of the 4 tabs into notebook so they open
facing each other like window shutters. They should
almost touch each other when closed and all swing
open in the middle.
4. Pull back each tab to write definitions, characteristics,
and/or examples of each genre under the tab. The
backside of the tab can be written on also – this is
where my students write the subgenres.
science
fiction
fantasy
realistic historical
fiction
Genres of Fiction
fiction
Genres of Fiction
Realistic Fiction
Historical Fiction
Science Fiction
Fantasy
Cinder by Pegasus by
13 14
Marissa Meyer Kate O’Hearn
As humans and androids crowd the When Pegasus crashes onto a
raucous streets of New Beijing, a Manhattan roof during a terrible
deadly plague ravages the storm, Emily’s life changes forever.
population. From space, a ruthless Suddenly allied with a winged
lunar people watch, waiting to make horse, Emily is thrust into the center
their move. No one knows that of a fierce battle between the
Earth’s fate hinges on one girl – Roman gods and a terrifying race of
Cinder, a gifted mechanic cyborg. stone warriors.
Matched by 23 Countdown by 24
Ally Condie Deborah Wiles
Cassia trusts the Society to tell her
Twelve-year-old Franny Chapman
what to read, watch, and believe. At
lives with her family in Washington,
her matching ceremony, she sees
DC, during the days surrounding
two boys’ faces on the portal screen!
the Cuban Missile Crisis. Can she
Will Cassia discover the truth about
figure out where she fits in with her
her government? How will she
family amidst the looming threat of
choose between Xander and Ky?
nuclear war?
folktale – a story set in the past that has been passed down from generation to
generation
fairytale – a folktale that takes place in a magical land ruled by royalty; the characters
are either good or evil and almost always has a happy ending
Examples: Cinderella, Snow White, Beauty & the Beast, Yeh-Shen
tall tale – a folktale with unbelievable exaggerations told as if it were true and meant to
be humorous
Examples: Pecos Bill, Johnny Appleseed, Paul Bunyan
fable – a very short folktale where the characters are usually personified animals that
teaches a moral or a lesson
Examples: Aesop’s Fables, The Tortoise and the Hare, The Boy Who Cried Wolf
legend –a folktale that usually has some connection to a real historical person or event,
combining factual and fictional events with exaggerations that are not meant to be
humorous
Examples: King Arthur (The Sword in the Stone), Robin Hood
myth – a folktale that explains something about the world such as frightening or
mysterious natural forces or how something came to be
Examples: Orpheus, Venus, The Midas Touch
Folktales
fables
Folktales
Lesson 2: Elements of Plot & The Plot Pyramid
(expositing, inciting incident, rising action, climax,
falling action, resolution)
Lesson 3: Internal and External Conflict
Lesson 4: Four Types of Conflict (Man vs. Self, Man
vs. Man, Man vs. Nature, Man vs. Society)
Lesson 5: Story Devices (foreshadowing, flashback,
suspense, cliffhanger)
Lesson 6: Character Traits
Lesson 8: Types of Characters (round, flat, static,
dynamic, sympathetic, minor, protagonist, antagonist)
Lesson 9: Theme
Lesson 10: Point of View
Lesson 19: Figurative Language Sorting
Lesson 20: Figurative Language Review
Lesson 21: Annotating Figurative Language
Lesson 23: Fiction Genres (Novel Genres)