Stefanie Fleenor Term IV: Anansi does the Impossible Lesson Plan Goals/ Objectives o Students will understand

that Africa has folktales similar and dissimilar to ones they know. o Students will understand that the commonalities across all folktales. o Students will understand that the Ashanti folktales are rooted in the Ashanti history. o Students will know how to compare two Ashanti folktales. Standards o Literacy: RI.4.1. Students will be able to refer to details and examples in a text when explaining what the text says and when drawing inferences from the text. o Students will begin the process of (RI.4.9.) [Integrating] information from two texts on the same topic in order to write or speak about the subject knowledgably. Material and preparation o Anansi does the Impossible by Verna Aardema o Promethean board so that students can record unfamiliar vocabulary, new ideas, and interesting facts. Ritual or routine o I will be using the schedule/ routine already in place o We will begin with the teacher reading aloud, pausing at pre-designated intervals to allow students to comment on the text. o The lesson goal will be written on the Promethean board and students will be expected to discuss the text, as it relates to the goal, in pairs and small groups before sharing with the class. Classroom arrangement and management issues o This lesson will be taught on the carpet, where students are accustomed to having shared reading lessons each day. o I have chosen this location and these routines because they have been effective for the students and lead teacher thus far. Plan Hook (10 minutes) o I will ask students to recap the previous folktale that was read (Anansi the Spider). o I will tell them that we are going to read another story about 1

Anansi and to think about ways this story is similar and dissimilar to the previous story. The body of the lesson o I will read out-loud (20 minutes) o Note: I will be stopping at pre-determined passages to ask students what stands out to them, what surprises them, etc. Assessment of the goals/ objectives listed above o Students will be assessed based on their recoded observations. o Because the content of this lesson has never been explicitly taught before, I will not assess students based on what information they find most interesting or are most baffled by, but rather on the extent to which they are able to accurately record what they find. o Students will be assessed on their participation in class discussion. o My primary concern, with regard to this portion of the assessment, is their willingness to share voluntarily. Students should always have their hands raised to share after being asked to do a think-pairshare or discuss something in small groups. Anticipating students response Management issues o I do not anticipate time management issues as I will be reading and determining how many questions to ask at each designated stopping point. This lesson is currently scheduled for two periods. I believe that this is plenty of time, but if necessary we will cut discussion short. After the first periods I will re-assess my plan, and if necessary, select pages to skip as the text is written in vignettes. Response to content of the lesson o Some students may struggle with gathering the meaning, or moral, or the folktale. In this instance, they will be asked to think of valuable lessons they have learned in their life. They will then be asked to think of a way this story could be trying to teach a similar lesson. Accommodations Accommodations for students who may find the material

too challenging o In this lesson, students are simply being asked to discuss what they find interesting, compelling, baffling, etc. about the reading. o I do not intend to tell anyone that they are wrong. Instead I will push them to share why they feel the way they do, and how they think it might connect to other things we have read. o If a student is truly struggling with this exercise, I will ask them to think about our unit on the Amish and attempt to relate their specific struggle to some aspect of that project. o For students who do not speak up, or volunteer their opinions, they will be called on at random. Accommodations for students who may need a greater challenge and/or finish early o Given that this lesson is a shared reading, it will not be possible for students to finish early. o Students who require a greater challenge will be asked to think of self-to-text connections.