Alief Components of Teaching Lesson Plan Teacher: Watkins Subject Area: Folktales

TEKS: Use state/district standards to develop

the learning target(s).

Date(s): Nov. 4 Nov.8

Language Objectives (ELPS): Help
students understand the lessons target and its purpose; student friendly

Assessment: Develop assessment criteria

and assessments based on the learning target.

6.6B: Recognize dialect and conversational voice and explain how authors use dialect to convey character. 6.3A: Infer the implicit theme of a work of fiction, distinguishing theme from topic. 6.6A: Summarize the elements of plot development.

4.G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; 4.D use illustrations to enhance comprehension; 2.I demonstrate listening comprehension by retelling or summarizing spoken messages
Language Stem(s): 1. The dialect of the character shows.... 2. The theme of the story is. 3. The difference between the topic and theme is. 4. The dialect relates to the culture by. Key Academic Vocabulary:

How the Snake Got Poison Assessment.

Dialect Theme Topic Ornament Immensity Varmints

Checking for Understanding: Check to see if
students have the skills they need to achieve the target and provide support as necessary.

Anticipatory Set: Engage students by focusing their attention and accessing their prior knowledge of the
learning target.

Monday: Pre-reading using Literature Launchers He Lion, Bruh Bear, and Bruh Rabbit and The Toad and the Donkey. (Use ConnectEd to access or use the CD in the tub for Lit. Launchers) Ask students to recall the first story they were ever told, whether from a book or from a movie. Why do they remember it? What did they learn from it? What stories are important to pass on? Turn and talk/share. Tuesday: TW review the characteristics of a folktale. TW also review how dialect affects characters. TW ask students to orally summarize the plot of The Toad and the Donkey in pairs. Class will discuss the plot. Wednesday: TW show World Record Attempt Book Chain Reaction. TW ask students to think about chain reactions (cause and effects) in story

What was your favorite part of the story? What lesson did you learn from the story? What words would you use to describe a
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plots. TW ask students to turn and talk. TW ask volunteers to explain what kind of cause and effects are found in story plots. Thursday: TW review the characteristics of a folktale. TW read pg. 235 Meet Zora Neale Hurston. TW ask students to create circle map wi th How the Snake Got Poison in the center. TW ask student to fill in the circle map with concepts about folktales, Zora Neal Hurston, and predictions about the story. SW will answer the frame question: What historical connection can be inferred? (refer to folktale folder) Friday: TW review folktale characteristics and concepts of the week.

character?

Instructional Input: Provide access to the information students need to reach the target. Teacher Use of Technology Student Use of Technology

Monday: TW use a circle map and ask students to brainstorm the elements/characteristics of a folktale.TW add any missing elements/characteristics of a folktale. TW focus on dialect and how the author uses it to convey character. TW tell students that the word convey means express. TW explain that dialect is a variation of language spoken by a group of people, often within a particular region. ( A Folktale is a traditional story that is passed down long before being written. Elements/ Characteristics: dialect, theme, teaches culture, animal stories, trickster tales, fairy tales, myths, legends, and tall tales. ) Tuesday: TW explain that folktales all have themes and topics. TW create a double bubble and explain the difference between a theme and a topic on an anchor chart. Wednesday: TW explain that story plots are full of causes and effects. One event can set up a chain reaction of effects. An event that creates a chain reaction affects the rest of the story and is considered important to the story. Thursday: TW explain vocabulary for How the Snake Got Poison in the footnotes on page. 236-237 Texas Treasure. TW explain that the class will review all of the concepts for the week such as: Dialect, how dialect conveys character, topic vs. theme, and how events impact a story plot. TW explain that students will listen to How the Snake Got Poison pg. 236 Texas Treasures and students will complete different group activities for the story. Friday: TW will tell students they will be testing on the story How the Snake Got Poison.
Technology: What and how was technology used to provide access to the information students need to reach
the learning target?

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Modeling: Give examples of acceptable products or processes students are expected to learn or produce.

Monday: TW ask students to copy the chart on page 281 of Texas Treasures. with the headings: Character, Examples of dialect, and what dialect conveys about the character. TW play the entire story on ConnectED or read aloud. TW model how to fill in the chart using He Lion and Bruh Bear as an example. Tuesday: TW identify the narrative elements, topic, and theme of the He Lion, Bruh Bear, and Bruh Rabbit folktale. Narrative Elements: Characters He Lion, Bruh Bear, Bruh Rabbit; Setting - Forest; Problem/Solution - He Lion was scaring all the animals/Bruh Rabbit tricks He Lion and Man shoots him; TW use a flow map to demonstrate how to infer the topic and theme. (Refer to the flow map to guide them through the topic and theme.) Topic Bullying; Theme - You shouldnt underestimate someone because of his/her size. Wednesday: TW use The Toad and the Donkey as an example for a chain reaction. TW use a muli-flow map (refer to folktale folder) to explain a chain reaction in the story plot. Thursday: Using anchor charts from previous folktales, TW demonstrate the thinking maps and chart that groups will complete for the story. (Refer to folktale folder) Friday: TW read the directions and questions aloud and students will follow along.
Technology: Give digital examples of acceptable products or processes students are expected to learn or
produce.

Methods of Differentiation/Sheltered Instruction: Instructional

methods, strategies, and materials that address specific student needs.

Think maps Promethean Turn and talk Group work

Guided Practice: Work collaboratively to achieve the target under the direct supervision and guidance of the
teacher.

Monday: In pairs students will fill out the information for Bruh Rabbit. TW replay the story and scan the room to support students. Tuesday: In pairs students will identify the narrative elements, theme, and topic of The Toad and the Donkey. TW tell students to refer to the flow map to help identify the topic and theme. Narrative Elements: Characters Spider, Toad, and Donkey; Setting Island; Problem/Solution Donkey, the fastest dude around agreed to race Slow Toad/Toad uses his family to trick Donkey and win the race; Topic Pride; Theme- You shouldnt underestimate someone because of his or her size. Wednesday: TW ask How does this event impact the story plot? SW turn and talk about the question. TW correct any misconceptions. TW explain that if Brother Spider was not bored it would not have caused Toad and Donkey to race, Toad tricks Donkey, and also caused Donkey to stop racing because he lost. Thursday: TW explain each anchor chart and expectation thoroughly. TW group students and assign an activity for each group. TW monitor and assist students with the activities. TW play How the Snake Got Poison from ConnectED. TW replay it if necessary. Friday: TW ask students to use text evidence to support their answers.
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Technology: What and how will students use technology to work collaboratively to achieve the target under
the direct supervision and guidance of the teacher?

Independent Practice: Provide opportunities to work independently of the teacher to extend new learning and to develop fluency.

Monday: SW read independently The Toad and the Donkey and fill the rest of the chart. Tuesday: SW create a double bubble to compare and contrast the folktales. SW synthesize the information in a paragraph. TW use the following questions to guide students: What life lesson does each of these folktales teach? How do these stories reflect the culture (dialect) from which they come? What do the main characters in these folktales have in common and how they differ? Wednesday: Using the myth Fire and the Opossum pg. 231, SW complete a multi -flow map of the effects of an event and answer the question, How does this event impact the story plot? (refer to the folktale folder for the multi-flow map) Thursday: Groups will complete the diagrams and chart. (refer to folktale folder) Friday: SW complete an assessment on How the Snake Got Poison.
Technology: What and how will students use technology to work independently of the teacher to extend new learning and to develop fluency? Closure: Revisit new learning and connect it to what students will learn in the future.

Monday: TW debrief and students will share their information from the chart about the story The Toad and the Donkey. Tuesday: Review the difference between theme and topic. Share double bubbles with the class. Wednesday: Debrief the story Fire and the Opossum and the multi-flow map. Class will discuss and teacher will correct any misconceptions. Thursday: Class will debrief activity. Each group will present their findings and add more information the circle map in the anticipatory set. Friday: Class will debrief the test.

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One Side Multi Flow Map: He Lion, Bruh bear, and Bruh Rabbit
Effect:

Main Event:

Effect:

Effect:

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Stem Questions for Folktales 1. The dialect of He Lion helps the reader to describe him asa. Small b. Excited c. Friendly d. Mean 2. How does the way He Lion expresses his feelings help the reader understand the character? 3. What is the implied theme in this story? 4. How is the theme of this story different from the topic? Explain the difference. 5. Why is paragraph 1 important to the story? (Toad and The Donkey) 6. Summarize the plot of this selection.

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