Teacher Candidate: Dylan Brooks Subject/Grade: 3rd grade ELA

Lesson # 5 Date and Time of Lesson: 11/6/2013 9:40

Learning Objective: When given a Native American legend, students will be able to determine the central message, lesson or moral and explain how it is conveyed through key details in the text. Alignment with Standards: CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text. Developmental Appropriateness or Cross-curricular connections: This lesson is developmentally appropriate because the students have had practice interacting with the teacher about a text. Students have the skills to be able to work cooperatively with their peers in positive and constructive manner. This lesson also connects with SC Social Studies standard 3-2.1; Compare the culture, governance and physical environment of the major Native American tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee. The student fables were from one of the three SC American Indian tribes. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre: Students will participate in class discussion about the previously read book. Students will be receptive when teacher is giving guided practice about how to find evidence of theme in the text. Students will assist teacher fill out the graphic organizer. During: Students will work in cooperatively to reread their legend and create a poster that demonstrates their understanding of theme. Guidelines will be given for the poster. Post: Each groups poster will be used to measure student understanding during this lesson. Use of Formative Assessment (TWS section 7) The students performance during this activity will demonstrate to me if they understood three of the story elements they discuss in 3rd grade. The use of each graphic organizer and the theme poster they created will inform me of their understanding of the material.

When given a Native American legend, students will be able to determine the central message, lesson or moral and explain how it is conveyed through key details in the text.

Accommodations: For my ESOL students, I will give enough modeling of the poster guidelines and thinking strategy and I have made sure they work cooperatively to complete graphic. The students with ODD and ADHD should be closely monitored so that they arent disrupting their neighbors and are on task. They may need to be seated closer to the teacher. Early finishers will be given the opportunity to illustrate their lesson from their legends. Late finishers will be given time later in the day to finish their work.

Materials: Teacher will need the text, The Legend of the Bluebonnet by Tomie DePaola, same Native American legends for students (4 different fables, each at a different reading level), and each student will have large sheet of chart paper for posters. Procedures:
1) Introduction: Students will be seated on the carpet and facing the teacher. Have the previous character map displayed for reference. We have been talking about the book The Legend of the Bluebonnet by Tomie dePoala and have been talking about different story elements. Can anyone remind me of what they are? (Conflict and Character) Great! What is the main conflict of this story? Who is the main character? Which character trait did we use to describe her? What part of the book did we use to prove that? You have been reading Native American legends this week. Native Americans used to tell these stories to their children to teach them a lesson or moral. Well today, that is what we are looking for in our stories. 2) Introduce Strategy: Today we are going to talk about the lesson or moral our legends are trying to teach us. So if we think about the main conflict of the story and the main characters, we begin to see the big idea or lesson in the story. What do you think this legend is trying to teach us? How do you know that? Where in the book did you remember that? How did the legend use the main character to show us the lesson? What did she do that teaches us we should act in situations similar to this? 3) Guided Practice: Bring up the poster organizer for theme; title, main idea of the story, what did the characters do to respond to this, and important lesson (See Attachment 1). Lets look at the different sections of this lesson poster. The main idea or conflict in the story would bewhat? Fill in the chart with student responses. Have them think of specific examples from the story to show how the main character responded to the main conflict. And the overall lesson of the story. What is the legend trying to teach us? 4) Independent Practice: Today you and a partner are going to receive the same Native American legend and I want you to use my example when you are making your own lesson posters. When you and your partner receive your legend and chart paper, you are going to go somewhere in the room and you may need to reread the story to refresh your memory. I want you to describe in complete sentences what is going on in the story. At the bottom of your chart paper you are allowed to illustrate the lesson from your legend. Teacher will facilitate group work to measure student understanding and provide assistance where necessary.

Activity Analysis: The first activity in this lesson requires the teacher to model the thinking strategies necessary for finding the theme in a story. Text-dependent questions are asked to make sure the students have a deep understanding of the moral or theme of the legend. This activity allows students to use each of the prior elements discussed to find their themes. This is a end assignment that ties the three together at the end of the mini-unit. The second, independent activity in this lesson consists of a cooperative activity that requires them to reread a selected Native American legend and complete a theme poster that displays each of the three components of theme. I chose to do a cooperative activity based on their preferences for learning. This class prefers the more active learning environment and benefit from being able to socialize with other students during the lesson. The students always appreciate the opportunity to draw and be creative. This was based on student surveys and teacher observation Technology was omitted during this lesson because of its irrelevance. The students are reading a printed version of the legend and having to create the poster for determining theme by using evidence from the story. References:
dePaola, T. (1983). The legend of the bluebonnet. Toronto, Cananda: General publishing co.

Attachment 1 (Guidelines for Outline of the students posters) Your names:_______________________

Main Idea or Conflict

How did the Character respond to this conflict?

Important Lesson (Theme)

(Space for illustrations)