Ashley Ostendorf Mrs.

Travers, Margaret Brent Elementary February 3-7, 2014

LESSON PLAN OUTLINE JMU Elementary Education Program A. TITLE/TYPE OF LESSON A Reading Lesson Compare and Contrast: Benchmark Literacy Week 2 B. CONTEXT OF LESSON All components of comprehension are addressed in this lesson: activation of background or prior knowledge, asking questions throughout, modeling comprehension strategies, discussion, summarization, vocabulary introduction, sentence composing, and written response. The fourth grade students have been participating in similar structured comprehension lessons every day this school year. They use the term comprehension to describe activities such as re-reading, predicting, using context clues to answer probing questions, and understanding the general sequence and events of certain stories. The students are read aloud to every day in multiple subjects, proving that they have the attention span to sit and listen to a story. This Comprehension lessons fit in the sequence of the curriculum in that they have already spent a week on comparing and contrasting. This will be their second week of practice with this comprehension strategy. In terms of child development, my students have mastered the emergent and letter name alphabetic stages of orthographic development and some are currently in the within word pattern stage, proving that practice in free-writing is an exceptional way to teach reading and writing skills. C. STANDARDS OF LEARNING 4.5 The student will read and demonstrate comprehension of fictional texts a) Explain the authors purpose. b) Describe how the choice of language, setting, characters, and information contributes to the authors purpose. f) Describe the relationship between text and previously read materials. g) Identify sensory words. h) Draw conclusions/make inferences about text. i) Make, confirm, or revise predictions. k) Use reading strategies throughout the reading process to monitor comprehension. l) Read with fluency and accuracy. D. LEARNING OBJECTIVES Understand Students will understand the concept of genre and previously studied genres Know Students will know the elements of trickster tales. Do Students will compare and contrast characters in trickster tales.

E. ASSESSING LEARNING What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember every objective must be assessed for every student!

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary February 3-7, 2014

Objective

Assessment

Data Collected

F. MATERIALS NEEDED Chart paper Alike and differences graphic organizer Poster flipbook Small group leveled books White board Cause and effect graphic organizer G. PROCEDURE (CONTENT) Brief timeline: 11:00 Snack/restroom break Read aloud 5-10 minutes Word Study Whole group compare and contrast 15-20 minutes Small group/compare and contrast seatwork Students will come back from encore around 10:50. We will have a restroom break and bring our snacks to our seats. Next, I will read aloud a picture book to the class while they eat their snack to transition them from encore to reading. I will use this fiction text to model the metacognitive strategy of determining text importance. (Day 1 only) We will start reading with word study. Students will use their face partners to go over their word study words. They will choose a partner A and a partner B. Partner A will read the first column out loud and will mark any words that the pair has a question about. Partner B will do the same. We will go over any word that was marked together as a class, its meaning as well as the sound it should be sorted with. We will discuss the three sounds out loud and come up with examples of any other words that would possibly fit our sort. This should be a short introduction. I will write the word genre on chart paper and ask the students to tell me the definition of genre. A genre is a category of items, such as literature. The genre has certain traits or features in common. Why is it helpful to know the genre of what you are reading? (The genre tells you what features to expect.) As readers and writers, we focus on genres of literature. We pay attention to the genre to help us comprehend. When we recognize the genre, we can predict what traits the text will have and anticipate how it will be presented. As writers, we use our knowledge of genre to help us choose a way of presenting our ideas. What are some literary genres that we have read and studied in class? (Biographies, personal narratives, historical fiction, realistic fiction) Lets choose one. What are the features of that genre? I will post the list on the classroom wall as an anchor chart.

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary February 3-7, 2014

DAY 2

This week we are going to focus on the trickster tale genre. You will read trickster tales in your small reading groups, and you can select other titles from this genre to read independently, too. Lets spend some time thinking about this genre and create our own Trickster Tale anchor chart to record what we already know about it. Later in the week, we can come back to our chart and reflect on how our understanding of the genre has changed and expanded Think/Pair/Write/Share. Have students work in pairs for five to seven minutes to answer the questions on the features of a trickster tale sheet. We will then bring everyone together to share answers Point to the Features of a Trickster Tale web on the right side of the poster. As weve discussed, every genre has certain consistent features. Considering our discussions so far, and your own experiences with this genre, what do you think are the consistent features of all, or most, trickster tales? Lets work together to identify them. Allow students enough time to generate their own ideas, and record the features they identify on the web. We will reread the features together. Who are usually the main characters of a trickster tale? Is the main character perfect? Explain. How is the plot of a trickster tale similar to the plot of other fictional stories? How does the trickster solve a problem? What is the length of a trickster tale? What is the mood? Keep these features in mind as you read trickster tales this week. Understanding the features of the genre will help you read with better comprehension. Read the title out loud and ask the students to tell what they see on the cover/table of contents This week we are studying trickster tales. Reading trickster tales will help us learn about this genre. We first are going to think about trickster tales from a writers perspective. Students will read pages 2-3 out loud. We will pause at the trickster tales web. Lets compare what we wrote about trickster tales with what we just read about them. What new features of this genre did we learn? PERSONIFICATION lesson. Finish fluency for green/blue group

Determining text importance Display the monkey and crocodile poster We will read aloud the poster passage. Good readers determine text importance while they read. They figure out which information is important and which is less important so they can focus on the storys main characters and actions. Let me show you how I determine text importance in this trickster tale. I will think aloud- the title tells me this tale is about a monkey and a crocodile, so I know to focus on those characters. As I read the first sentence, I notice the phrases crocodiles wife, monkey in a tree, and tasty meal. Those words tell me specifically who is involved, where they are, and what might happen. They are the most important words in that sentence When you read a trickster tale, it helps to compare and contrast the main characters. Look for important information that shows how they are alike or different. By comparing and contrasting, you can better understand what the characters are thinking, feeling, and doing as they try to resolve a particular conflict or problem in the story. We will reread The Monkey and the Crocodile. I will ask students to compare and contrast the

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary February 3-7, 2014

main characters. I will tell students to consider the way the characters look, live, think, talk, and behave. Record students comparisons on a Venn diagram on chart paper. Next, I will ask students to name some of the features of a trickster tale that you discussed yesterday Now lets reexamine The Monkey and the Crocodile and look for features of a trickster tale. What do you notice? I will work with students to identify the following genre features embedded in this story: The main characters are animals. The tricksters have flaws: they make bad decisions because the Crocodile wants to please his wife and the monkey wants to eat something new The crocodiles problem is he needs to please his demanding wife; the Monkeys problem is he might be eaten The monkey outwits the crocodile to avoid being eaten. The tale is short and funny. We will reread this as a group I will tell the students: as you read a trickster tale today in your small groups, look for these features. Knowing the features of a trickster tale will help you compare and contrast elements of the story. As you read, remember to focus on important words and phrases that help you understand who is doing what and why.

Red/yellow group We first will reread the trickster tales anchor chart on page 3. Students will turn to page 6- based on the title and the illustration, what do you predict this trickster tale will be about? Students will scan and look for boldfaced words. As you read, pay attention to these words. If you dont know what they mean, look for context clues. We will come back to them after we read. Students should look for examples of personification and think about how the authors use of personification helps them better understand the story. Students will whisper read with a partner. Students will place sticky notes in the margins where they notice examples of personification. Good readers make predictions when they read. Before they read a story, they use the title and illustrations to predict what the story might be about. While they read, they use what they have already read to predict what will happen next. They check their predictions and revise them or make new predictions as they read more. Making predictions helps readers pay attention to and stay involved in the story. When I make a prediction, I make a good guess based on clues and evidence. Before we read, lets look at the title and illustrations. What do we think may happen at the beginning of this story? What about after page 2? Page 4? Page 6? We will stop to revise our predictions as we read. Vocabulary- sometimes writers tell about a word in the sentences around the word. He was mortified I dont know what that word means but the description that follows tells me that mortified must mean embarrassed. We will work through the words exhausted, furious, and hilarious. Students will find four bolded words in the text; write the page number, word, and description. Students will then act out the words that they found to the group. The pair will offer a sentence that describes what they were doing and use the adjective once the word is named. We will return to our features chart to decide if all of the features were present in the tale.

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary February 3-7, 2014

DAY 3

Green/blue (green first, since they are taken for focus) Exactly the same steps as red/yellow group with higher level stories.

I will put up the Anansi and the turtle poster on the ActivBoard. We will read aloud the excerpt We are going to compare and contrast elements of this trickster tale together. To do that, well focus on important details about the characters and events. Then well use that information to compare and contrast. First lets look for important information about Anansi in the beginning of the story. What words and phrases in the text tell us about who Anansi is, what he wants, and what he does to get it? (Anansi the spider; delicious dinner; isnt generous; sends turtle to wash his hands; eats all the yams) Now lets look for important information about the turtle so we can compare him to Anansi. What does the text tell us about the turtle? Which words and phrases in the text tell what the turtle wants, how he feels, and what he does? What do Anansi and the turtle say and do that is similar? What do they say and do that is different? Say: Identifying important text helped us focus on the similarities and differences between the main characters, their problems, and how they solve their problems. Lets write these details on a graphic organizer. Then we will use the details to compare and contrast. We will identify important information in the text to compare and contrast the main characters and their actions. I will reinforce how the key details of a trickster tale are related to the specific features of the genre. Record and compare the details on a Venn diagram I will tell the students: as you continue to read trickster tales this week, focus on the important text to help you compare and contrast the main characters, actions, and events.

Red/yellow Start on page 14- today we are going to read Hare and Lion. This is written in a different format from the other trickster tale we read. Notice the notes to you, the reader, in the margin. The first time we read the text, we will read to understand the trickster tale, focusing on the characters, setting, plot, and lesson. We will use the notes in the margin tomorrow when we write our own trickster tales. Look at the title and pictures, what do you predict this will be about? Students will scan the text and look for boldfaced words. Why do you think these words are bolded? As you read, try to figure out the meanings of these words. Look for descriptions in the text. After we read, we will talk about how you used descriptions and other clues provided by the author. As you read, focus on how the story elements support the lesson that the tale teaches. Notice the authors use of personification. Students will read the story to themselves. Were our predictions correct? In general, what can you usually predict about a trickster tale before reading it? Why is it easy to make predictions about the plots of trickster tales? Were your predictions about the two tales similar? Were they different? Students will find four bolded words in the text; write the page number, word, and description. Do you agree with the lesson taught in this trickster tale? Why/why not? Think about a time when you had the opportunity to help others. What happened? Compare and contrast the two trickster tales.

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary February 3-7, 2014

Green/blue Exactly the same steps as red/yellow group with higher level stories

Day 4 Analyze Character When you read a trickster tale, you learn about an animal that outwits another animal to solve a problem. The author includes important information that you can use to form an understanding of, or analyze, what the characters are thinking, feeling, and doing. Lets analyze Anansis character based on information in the text. We will reread the anansi story. We are going to make a character chart. We will put on our chart information from the text that helps us analyze Anansis character. What kinds of information will you look for to understand his character? I will remind students that they must remember both visual and textual details about Anansis physical characteristics and personality traits, words and phrases that help readers understand his values and point of view, and actions that reveal more about Anansis thoughts and feelings with regard to others. We will create a three-column chart on the ActivBoard. Think/Pair/Write/Share: students will work with their shoulder partner to identify story details that tell about Anansis physical appearance, personality, and point of view. We will share their charts as a group. As partners share story details and conclusions about Anansis character, I will add their information to the chart. I will remind the students, when they read a trickster tale, they should analyze the characters you are reading about. Look for information in the text that helps you understand them. The second part of this lesson will be word origins On chart paper, write the word hospitality. The word hospitality comes from Old English. It originally meant friendliness to guests. Does knowing the original meaning, or word origin, of hospitality help you understand what the turtle means when he says hed like to return Anansis hospitality? Explain. I will ask students to turn and talk with their neighbor for a moment to discuss what the word hospitality means in the trickster tale. I will ask students to share their ideas, and record them on chart paper. Students should understand that in this tale, hospitality refers to Anansis hosting abilities Point out that many English words have been borrowed or adapted from different times and languages. Knowing an unfamiliar words origin might help readers determine the words meaning.

Red/yellow group Today we are going to reread Hare and Lion and think like writers. Well pay attention to the notes in the margins. These notes will help us understand what the authors did and why they did it. Students will reread the tale silently. The text in the margins that you have read is called a mentor text. A mentor text is a text that teaches. This text is designed to help students understand what writes do to write a trickster tale and why they do it. We will discuss the mentor text. In the next few days you will have the opportunity to write our own trickster tale. First, lets think about how authors wrote Hare and Lion. They followed certain steps. What are they?

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary February 3-7, 2014

The first thing youll do is think of a problem that you want your characters to solve. Pages 6-14 to review the problems in the story. I might write a trickster tale about someone weak and small figuring out a clever way to get past a fierce guard dog. Step 2- one character is a trickster, and the trickster outwits the other character. Who could your trickster be? Who could your other characters be? (animals) Before you write, you need a setting and a plot. Trickster tale planning guide

Green/blue (green first, since they are taken for focus) Day 5 Synthesize and Assess Genre Understanding Synthesize genre understanding. Ask students to work in teams to analyze the trickster tale models on Posters 2 and 3, using their knowledge of the genre. Distribute a copy of each model (BLMs 2 and 3) to each group. Allot five to seven minutes for groups to write a check mark next to each instance of a trickster tale feature. Ask students to analyze whether the existence of more features means one trickster tale is better or more entertaining than the other. Tell students that all group members should contribute an idea to the discussion. Each group should select a recorder and a spokesperson. Have the spokespeople share their groups ideas, and then discuss students literary analyses. Encourage teams with conflicting analyses to participate in a lively but respectful debate about the merits of each genre model. Remind students that they must support their positions with examples and references to the texts. Self-assessment. Display the class Trickster Tale anchor chart from Day 1. Ask the groups to compare their ideas to the information they recorded on the anchor chart on Day 1. Ask: How has your understanding of the trickster tale genre developed? What do you know now that you didnt know before? Encourage individual students to share their personal insights. Connect and transfer. Say: How can you use your new understanding of this genre the next time you read a trickster tale? How can you use your genre knowledge as a writer? Make Connections Across Texts Display Trickster Tale Poster 4, and distribute a copy of BLM 5 to each group. Say: Lets make a chart to help us compare and contrast these two genre models. Ask each group to use their annotated poster BLMs to fill in the graphic organizer on BLM 5. Give students about five minutes to record their ideas, and then bring the groups together. Ask students for their ideas, and fill in Poster 4 as a whole group. Challenge students to express their own opinions about the trickster tales: Which tale was more entertaining? Why? Which story taught a better lesson? In what way? Which trickster was most clever? Why do you think so? Connect and transfer. Say: When you compare and contrast two trickster tales, think about how each story reflects the features of the genre. Are the main characters fictional animals who think and talk like people? Does a problem get solved in a funny, clever way? Is there a trickster who outwits another character to solve that problem? Exactly the same steps as red/yellow group with higher level stories.

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary February 3-7, 2014

Red/yellow We will write our own trickster tales. We will use the trickster tale checklist to make sure we have all of the features. Green/blue (green first, since they are taken for focus) Exactly the same steps as red/yellow group with higher level stories.

H. DIFFERENTIATION Describe how you have planned to meet the needs of all students in your classroom with varied interest and learning readiness, English language proficiency, health, physical ability, etc. How will you extend and enrich the learning of students who finish early? How will you support the learning of children struggling with your objectives? I have supported visual learners and students with attention issues by projecting the whiteboard versions of the posters. I will allow students to come to the whiteboard and circle, underline, or highlight comparisons and contrasts in the text. To help with visual learners I will record comparisons and contrasts with students. I have provided opportunities for active involvement. For further instruction I could assign students a poster and ask them to write on index cards comparisons and contrasts the author makes and arrange the cards to make a comparison and contrast graphic organizer. For students who have trouble seeing I could access the image bank for enlarged images that they can use to practice comparing and contrasting information and determining text importance. No student can finish early in regards to reading the story. Those who are absent will hear a re-cap of the first half on the second day that we read. There will also be a day to reread. The students who get off task will be re-directed by their classmates and myself. There are no ELL students in my class, so this book will be appropriate since all of the students speak English. Students who are struggling with my learning objectives will be given extra attention and guidance. I do not anticipate any problems with the tasks since they have been doing lessons like this all year. For those students who need help writing sentences, I will include a sentence frame. If a student finishes early, they may finish their Jamestown seatwork and cut out their word study words/sort them in their word study journals. I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? I am hoping that my directions are clear and easy, avoiding any embarrassing situations and issues. However, I have learned to expect the unexpected. The students may potentially have no interest in the books at all, in which I would ask more questions to allow them to personally connect with the story. As said before, the students love being read to aloud and seem to enjoy reading generally so I do not see this as a huge threat. Students may have trouble focusing for a long period of time, which I hope the frequent questioning, partner talk, and individual connections will help to cure. Students may get off task at their seats while they are completing their Jamestown packets and word study work. I can see everyone from my small group table and will approach the student to see what they have done so far. I will encourage them and ask them questions to get their mind back on the task at hand.

Ashley Ostendorf Mrs. Travers, Margaret Brent Elementary February 3-7, 2014