This read aloud will be taught to the whole class Objective: Students will be able to identify the lesson

the folktale is trying to teach, and also be able to describe the changes in nature that occur. Standards: 2. RL.1: Key Ideas and Details- ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. RL.2: Key Ideas and Details- recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2. RL.3: Key Ideas and Details- describe how characters in a story respond to major events and challenges. 2. W.8: Research to Build and Present Knowledge- recall information from experiences or gather information from provided sources to answer a question.

Materials: McDermott, Gerald. (1972) Anansi the Spider a tale from the Ashanti. New York: Henry Holt and Company. Procedure: 1. Establish turn and talk partners 2. Ask students What do you know about folktales? Talk to partners Share with class 3. Introduce the story Today I will be reading an African folktale, Anansi the Spider written by Gerald McDermott Show dedication page (map of Africa) Does anyone know what continent this is? 4. Read the Prologue 5. Start reading the story After second page, What do you notice about the sons? Turn and talk Share with class, What did your partner notice about the sons? 6. Continue reading What do you think will happen to the father, will the sons be able to help him? Turn and talk Share with class 7. After the page that says, More trouble came, right then. What do you think this new trouble is? (Show the illustration to the class closely)

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9. 10. 11. 12.

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14. 15.

Turn and talk Share with class After the page that says, They were very happy that spider family. Why was the spider family happy? Turn and talk Share with class Continue reading and show the illustration of the page that has the great globe of light Think about what this great globe of light could be. Finish the story Were anyones predictions correct about the light? Read the about the author page Discuss with the class about the lesson in the story What was the message in this story? How was nature involved? What did you notice about each of the sons? Writing In your journals, I would like for you to write about a lesson you have learned recently, or how you have learned something from nature. Or you can write about how each son had a different role in saving the father and how you have seen teamwork like this before and explain what role each person had. The students will be given time to write in their journals Students will share what they wrote with the class.

Assessment: Informal assessment (journal writing) will show what kind of lessons they have learned before and how they can learn from nature.

This read aloud will be taught to the whole class Objective: Students will be able to identify the lesson the folktale is trying to teach, and also be able to describe the changes in nature that occur. Standards: 2. RL.1: Key Ideas and Details- ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2. RL.2: Key Ideas and Details- recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2. RL.3: Key Ideas and Details- describe how characters in a story respond to major events and challenges. 2. W.8: Research to Build and Present Knowledge- recall information from experiences or gather information from provided sources to answer a question.

Materials: McDermott, Gerald. (1972) Anansi the Spider a tale from the Ashanti. New York: Henry Holt and Company. Procedure: 16. Establish turn and talk partners 17. Ask students What do you know about folktales? A folktalke is a story that contains a lesson and usually has an element of nature involved. Do you know of any folktales? Talk to partners Share with class 18. Introduce the story Today I will be reading an African folktale, Anansi the Spider written by Gerald McDermott Show dedication page (map of Africa) Does anyone know what continent this is? This is the continent of Africa. ***If any of my CLD students are from Africa, I will tell ask them to tell us about Africa and where they are from. 19. Read the Prologue 20. Start reading the story After second page, What differences do you notice about the sons? Pay attention to what your partner says. Turn and talk

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25. 26. 27.

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Share with class, the idea here is to see if they listened to their partner; What did your partner notice about the sons? Continue reading What do you predict will happen to the father? Turn and talk Share with class After the page that says, More trouble came, right then. What could this new trouble be? Look at the illustration. (Show the illustration to the class closely) Turn and talk Share with class After the page that says, They were very happy that spider family. Why was the spider family happy? Turn and talk Share with class Continue reading and show the illustration of the page that has the great globe of light What do you think the great globe of light is? Could this light be anything related to nature? Finish the story Do you understand what the light was? Read the about the author page Discuss with the class about the lesson in the story What was the lesson in this story? How was nature involved in this folktale? Did the sons have an impact on the story? Writing In your journals, I would like for you to write about a lesson you have learned in life. If youd like to write about a lesson youve learned when coming to America or learning English, that would be great. Or you can write about something you have learned from nature. The students will be given time to write in their journals Students will share what they wrote with the class. Do any of you know any folktales from your country that you would like to share with the class?

Assessment: Informal assessment (journal writing) will show what kind of lessons they have learned before and how they can learn from nature.

This original read aloud (pages 1-2) is a lesson that I actually taught this semester. The class was doing a unit on African folktales and my cooperating teacher, Miss Refsin, offered me to teach this read aloud. I would have changed it like on pages 3-4 for CLD students, the changes I would have made are noted in red. This lesson has the same objectives for both a mainstream class and an ESL class. The majority of what I would change is my introduction to the book and the questions I would ask the class. Another adaptation to this lesson would be if the students know any folktales from their country or native language; if they could share something it would bring a new type of learning into the classroom, where the student is the teacher. The questions that I asked are mostly inferring and predicting questions. I am not asking comprehension questions because my goal is to make the students make connections. I also give more specific instructions with the CLD students; I told them to listen to what their partner was saying because I want them to tell me what their partners answer was and not their own. When asking the children to make a prediction; I told them to look at the picture so they had something to look at when trying to predict. In chapter 6, we discussed several reading comprehension strategies; Question Bookmark, SEA Box, and Visualize-Interact-Predict (VIP) are strategies that were used.