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

Lesson # 3 Date and Time of Lesson: 11/4/2013 9:40

Learning Objective: When given Native American fables students will be able to ask and answer questions based on the plot or conflict. Alignment with Standards: CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. SSCA Element: Appropriate behaviors in cooperative learning. Developmental Appropriateness or Cross-curricular connections: This lesson is developmentally appropriate because the students are familiar with the process of a read aloud and 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 be able to ask and answer questions about the teacher-modeled book at the beginning of the lesson. These questions will be getting them to think about the main conflict or plot in the story. This will be completed informally. During: Students will work in cooperatively to read and complete the plot graphic organizer. Teacher will facilitate progress. Post: Each student will complete graphic organizer. The teacher will use this to measure the students learning. Use of Formative Assessment (TWS section 7) The students performance during this activity will help me plan the next lesson which directly ties into this one. The next lesson they will be completing a similar activity but with the emphasis of character traits.

When given Native American fables students will be able to ask and answer questions based on the plot or conflict.

Accommodations: For my ESOL students, I have made sure they work cooperatively to complete graphic organizer and I will make sure to read animatedly and at a slower pace during the teacher-modeled fable. 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. Materials: Teacher will need the text, The Legend of the Bluebonnet by Tomie DePaola, Native American fables for students (4 different fables, each at a different reading level), and each student will have plot graphic organizer. Procedures:
1) Introduction: Students will be seated on the carpet and facing the teacher. Today we are reading The Legend of the Bluebonnet by Tomie DePaola. Based on this cover, what are your initial thoughts? What do you think its going to be about? What does the word legend mean? Great! Legends are stories that are passed down over time by people. Today when we are reading the text we are going to be looking for the main conflict. Can anyone tell me what they think that means? Great! 2) Introduce Strategy: Read the first page of the book. Just from the first page, we learned something very important about what is going on in the story. What did we learn from this first page? (The tribe is experiencing a drought and are appealing to their gods to bring the rain) Do you think that this will play a big role in the rest of the story? Lets keep reading to find out. Read pages 2-5. Did we meet anyone important on this page? (Yes! The main character, She-Who-Is-Alone) What did we learn about her? Is she different from the other members of her tribe? What do you think this means for the story? (Maybe she will do something important) Lets keep reading to find out. Read pages until page 7. What did we learn about our character? Why is she alone? What happened to her parents? She talks about her parents giving her the doll, so do you think its important to her? (Yes. Its a memory of them) Lets keep reading the story to find out more! Read until page 9. So what did we find out here? How can the tribe stop the drought and bring rain? What do they have to sacrifice to the gods? (Most valued possession) Turn and talk to your neighbor about your predictions of the story. Give students about 30 seconds to talk and ask them to one or two students to share. Read until page 17. What are your predictions about what is going to happen when she sacrifices her doll? Read until the end of the book. So what was the main conflict in this story? What was the tribe suffering from? What did they have to do to bring the rain? How was this problem resolved in the story? This resolution is also called a climax. It is how the problem in the story is solved. What did the girl do in the story to save her people from the drought? (sacrificed her most valuable possession; her doll) 3) Guided Practice: Have a piece of chart paper posted with the graphic organizer drawn (See attachment 1). I have here a conflict map. Can anyone remind me of conflict means in a story? Fill in the sections of the chart with the information of the read-aloud story using student answers; characters, setting (time & place), main conflict and the climax. 4) Independent Practice: Today you and a partner are going to receive a Native American legend of your own and conflict map. All of these legends come from the Cherokee people (Connect it with the field trip to the Cherokee Tribal Ground). When you and your partner receive your legend and conflict map, you are going to go somewhere in the room and you are going to read it together. As youre reading I want you to be thinking of the conflict in the story because I want really good answers in your conflict map! When you are filling in the conflict and climax spaces, I want you to describe in complete sentences what is going on in the story. Also, when you work in partners, you need to be respectful and let your partner share their ideas. You need to work together nicely and stay on task. (SSCA Element) 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 conflict in a story. Text-dependent questions are asked to make sure the students have a deep understanding

of the plot and conflict. The character and theme elements are alluded to in this lesson to get the students to begin thinking about those story elements before they are covered in the upcoming lessons. I chose this activity because some of the students in this class may need more comprehension support with this text. This text could be complicated for the ESOL and lower-performing students. The second, independent activity in this lesson consists of a cooperative activity that requires them to read a selected Native American legend and complete a conflict map. 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. Technology was omitted during this lesson because of its irrelevance. The students are reading a printed version of the legend and having to write in the graphic organizer for determining the conflict in the story. Each student will be responsible for their own graphic organizer and will gain valuable experience by writing their thinking and evidence from their legend. References:
dePaola, T. (1983). The legend of the bluebonnet. Toronto, Cananda: General publishing co. Conflict map. (n.d.). Retrieved October 31, 2013, from http://warrensburg.k12.mo.us/iadventure/holes/ conflictmap/Slide1.GIF

Attachment 1