Core Knowledge Unit Format



William Tell: HI HO! And Away We Go!

Grade Level: Third Grade

Presented by: Catherine Emery and Julia M. Chaney, Taylor Elementary, Hobbs, NM

Length of Unit: Seven lessons and culminating activities.

ABSTRACT

A. This literature unit on William Tell is designed as a response to reading intervention. It provides instruction to students at various reading levels. Can you shoot a bow and arrow? Can you shoot an apple off someone’s head? Join us as we go back in time, a long, long time ago, to learn about a hat, an apple, and an arrow. The unit will introduce students to good literature, the appreciation of the arts, and integrate Language Arts, Social Studies, Physical Education, Technology, and the Arts.

OVERVIEW

B. Concept Objectives

1. Students will read and respond to a variety of text (fiction, nonfiction, biography, autobiography, poetry, drama, and folktales.)

2. Students will understand and recognize the connections between their own experiences and the experiences of others.

C. Content from the Core Knowledge Sequence

1. Third Grade Language Arts: Reading Comprehension and Response (p.65)

a. Independently read and comprehend longer works of fiction (“chapter books”) and nonfiction appropriately written for third grade or beyond.

b. Point to specific words or passages that are causing difficulties in comprehension.

c. Ask and pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and nonfiction.

d. Orally summarize main points from fiction and nonfiction readings.

2. Third Grade Language Arts: Writing (p. 65)

a. Produce a variety of types of writing—such as stories, reports, poems, letters, descriptions—and make reasonable judgments about what to include in his or her own written works based on the purposes and type of compositions.

b. Produce written work with a beginning, middle, and ending.

3. Third Grade History and Geography: World Geography (p. 69)

a. Spatial sense (working with maps, globes, and other geographic tools).

b. Seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia

4. Third Grade Music: Elements of Music (p.76)

a. Through participation become familiar with basic elements of music (rhythm, melody, harmony, form, timber, etc.).

b. Discriminate between fast and slow; gradually getting faster.

c. Hum the melody while listening to the music.

a. Understand the following notation

i. quiet p pp

ii. loud f ff

D. Skill objectives

1. Use a variety of strategies to comprehend text (re-read, read ahead, ask for help, adjust reading speed, question, paraphrase and retell). (Hobbs Municipal School District Scope and Sequence (HMSDSS language arts, 3.1E)

2. Increase vocabulary through reading, listening, and interacting (HMSDSS language arts, 3.l1)

3. Create and participate in responses to a variety of literature and media. (HMSDSS language arts, 3.1O)

4. State items in sequence. (HMSDDS language arts 3.1G)

5. Analyze characters in literature. (HMSDDS language arts 3.1G)

6. Identify story elements. (HMSDSS language arts 3.1T)

7. Use language and media to make connections between own experiences and experiences of others. (HMSDSS language arts 3.1W)

8. Compose two or more narrative paragraphs with a topic sentence, supporting details, appropriate logical sequence and sufficient elaboration for specific audiences or purpose. (HMSDSS language arts, 3.7B)

9. Develop musical accompaniments related to other art forms or content areas. (Music: New Mexico State Standards (NMSS) III K-4, Benchmark 3B)

10. Demonstrate competency in selected motor skills (Physical Education: NMSS, 1A1)

11. Identify oceans, continents, equator, Northern and Southern Hemispheres, North and South Poles. (Social Studies HMSDSS 3.1A2)

12. Discuss the six pillars of Character Counts: (Social Studies: HMSDDS 3.1)

BACKGROUND KNOWLEDGE

E. For Teachers

1. Buff, M. and C. (2001). The Apple and the Arrow. Boston, MA: Houghton Mifflin.

2. Early, M. (1991). William Tell. New York, NY: Abrams.

3. Fisher, L. (1996). William Tell. New York, NY Farrar, Straus, and Giroux.

4. Hirsch, Jr. E.D. (1992) edited. What Your Third Grader Needs to Know. Charlottesville, VA: Core Knowledge Foundation.

5. Hirsch, Jr. E. D. and Wright, s. A. (Eds.). (2005). Core Knowledge Teacher Handbook series grade 3. Charlottesville, VA: Core Knowledge Foundation.

6. Walsh, E. S. (1991). Mouse Count. Orlando, FL: Harcourt Brace Jovanovich.

F. For Students

1. How to recall incidents, characters, facts, and details of stories and text. (K-3)

2. How to give plausible answers to how, why, and what-if questions in interpreting fiction and nonfiction. (K-3)

3. How, with assistance, to produce written work with a beginning, middle, and ending. (K-3)

RESOURCES

G. World map—(Lesson One)

H. Books—The Apple and the Arrow. Buff, M. and C. (Lesson Two), William Tell. Early, M. (Lesson Three), William Tell. Fisher, L. (Lesson Three)

I. CD of William Tell Overture (Culminating Activity)

J. Mouse Count by Ellen Stoll Walsh (Culminating Activity)

K. Goggle Maps, available at (Lesson One and Two)

L. William Tell Gallop, available at (Culminating Activity)

M. William Overture Activity available at (Culminating Activity)

N. Graphic Organizers, (Lesson Four)

I. LESSONS

Lesson One: William Tell’s Home is Where?

Thirty minutes

A. Daily Objectives

1. Concept Objective

a. Students will understand and recognize the connections between their own experiences and the experiences of others.

2. Lesson Content

a. Spatial sense (working with maps, globes, and other geographic tools). Seven continents: Asia, Europe, Africa, North America, South America, Antarctica, Australia (p.69)

b. Ask and pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and nonfiction. (p.65)

3. Skill Objectives

a. Increase vocabulary through reading, listening and interacting. (HMSDSS language arts, 3.1J)

b. Identify oceans, continents, equator, Northern and Southern Hemispheres, North and South Poles. ( HMSDSS social studies, 3.1A2)

B. Materials

1. World map

2. Globes

3. An original version of William Tell

4. Chart tablet

5. Chart markers

C. Key Vocabulary

1. Disobey is to not follow the rules.

2. Legend is a story coming down from the past and regarded as historical but not entirely verifiable.

3. Tyrant is a cruel ruler.

4. Authoritarian is a type of government run by a tyrant.

D. Procedures/Activities

1. Teacher asks: “Have you ever disobeyed someone? If so, what happened?” Allow students response time. Then introduce “Rivet”.

2. Play “Rivet”. This is a vocabulary game similar to “hangman”. The teacher writes a blank for each letter using a lesson one key vocabulary word. This can be done on a chart that can be put on the wall later for review. The teacher fills in the first blank and students begin to guess the vocabulary word. Do this for each vocabulary word.

3. Teacher shows the book, William Tell by Early, while presenting a short discussion on listening to a famous legend about someone who disobeyed. Read book title and let students make predictions about who disobeyed. Record predictions on chart paper.

4. Discuss Switzerland: locate Switzerland (use classroom world map), very briefly discuss the ruler during this time period (14th century). Teacher says: “Switzerland is a land of lakes, meadows, mountains, and forests. It is located on the continent of Europe.” Teacher points to the continent and to Switzerland. Then teacher says: “The legend of William Tell takes place in the early 14th century when Switzerland was ruled by tyrants from Austria. One man stood up to one of the tyrants.” Point to the title of the book and say: “His name was William Tell.”

5. Teacher will go to the web site Install the site on your desktop so that you can easily go to the site again. Project this site larger. Then the teacher locates Switzerland on the globe and says: “This is the land we will be reading about. This is where we live. (point to your continent, state, and town.) Look at the distance we are from Switzerland. Is it far or near? How could we get there from here?” The teacher can locate Altdorf, Switzerland and the statue of William Tell using this web site.

E. Assessment/Evaluation

1. Teacher observation of students’ engagement and responses.

2. Can students locate Switzerland on a classroom world map?

Lesson Two: Say what: Fast mapping?

Two thirty minute periods

A. Daily Objectives

1. Concept Objective

a. Students will read and respond to a variety of text (fiction, nonfiction, biography, autobiography, poetry, drama, and folktales.)

2. Lesson Content

a. Students will orally summarize main points from fiction and nonfiction readings. (p.65)

3. Skill Objectives

a. Use a variety of strategies to comprehend text (re-read, read ahead, ask for help, adjust reading speed, question, paraphrase and retell). (HMSDSS) language arts, 3.1E)

b. Increase vocabulary through reading, listening, and interacting. (HMSDSS language arts, 3.1J)

B. Materials

1. The version of William Tell by Margaret Early

2. Chart tablets and chart markers

3. Highlight tape 4. White construction paper

5. Crayons and pencils

C. Key Vocabulary

1. Atop means to be on top of.

2. Bare is to uncover.

3. Embrace is to hug.

4. Commanded is to have ordered someone to follow a rule

5. Pierced is to have gone through.

6. Quiver is the case that holds arrows.

D. Procedures/Activities

1. Teacher will reintroduce the legend of William Tell by holding up the book and asking: “Do you remember what legend means?” Wait for two or three answers. Teacher says: “Today we will read the legend of William Tell.”

2. Teacher will review predictions students made about the legend from Lesson One, the meaning of legend, and point out Switzerland on the map again.

3. Fast-mapping of vocabulary for the story. Fast-mapping is a teacher read aloud strategy for defining unknown vocabulary within the story that is not presented in the key vocabulary. The teacher will define a word that probably will not be understood by students while continuing to read smoothly. This is done by giving an appositive, synonym, or very short definition immediately after reading the unknown vocabulary. For example, teacher will say on page one of William Tell by Early for the word breathtaking: fantastic, unbelievable and keep reading as though those words were written in the text.

4. After reading every two to three pages, teacher will stop and check for comprehension of text and vocabulary by asking questions, such as “Have your ever seen anything that was breathtaking? Can a blooming cactus be breathtaking? Would watching a sunset be breathtaking? Have you ever seen a breathtaking rotten apple?” Teacher will ask for thumbs up or thumbs down: up for yes, down for no.

5. Before reading the book be sure to number text only pages of the book for reference.

6. Read William Tell fast-mapping the following terms: a. breathtaking, page one. Teacher says (TS): fantastic, unbelievable

b. fertile, page one. TS: land able to grow crops

c. prosperous, page one. TS: had plenty of everything

d. torment, page two. TS: hurt or harm

e. homage, page two. TS: respect

f. reverence, page five. TS: enough respect

g. proclamation, page six. TS: and order

h. aghast, page seven. TS: amazed

i. unflinching, page eight. TS: not moving

j. helmsman, page ten. TS: person who steers the ship

k. jutted, page eleven. TS: stuck out

l. feebly, page eleven. TS: easily

m. vile, page twelve. TS: horrible

n. oppressors, page thirteen. TS: unfair people

o. memento, page fourteen. TS: souvenir

p. alpenhorns, page fourteen. TS: musical instrument, a long horn

7. Then the teacher will hand out the white construction paper to each student. Teacher

says and models: Fold the paper top to bottom, open up, and fold paper from side to side, and open. Now, use your pencil to trace the creases. Number each square from one to four. In square one draw a picture that illustrates the beginning of the story. And write one sentence which describes the picture. Teacher continues to demonstrate by drawing in square one and writing a sentence. Students will complete squares two, three, and four on their own following the pattern teacher modeled.

E. Assessment/Evaluation

1. Students’ responses to teacher’s questions.

2. Teacher’s observation of students as engaged audience.

3. Teacher will assess the story squares for correct sequence for each student.

Lesson Three: Write what: Vocabulary?

Forty five minutes

A. Daily Objectives

1. Concept Objective

a. Students will understand and recognize the connections between their own experiences and the experiences of others.

2. Lesson Content

a. Produce a variety of types of writing—such as stories, reports, poems, letters, descriptions—and make reasonable judgments about what to include in his or her own written works based on the purposes and type of compositions. (p.65)

3. Skill Objectives

a. Use a variety of strategies to comprehend text (re-read, read ahead, ask for help, adjust reading speed, question, paraphrase and retell). (HMSDSS language arts, 3.1E)

b. Increase vocabulary through reading, listening, and interacting. (HMSDSS language arts, 3.1L)

B. Materials

1. Individual composition books

2. Completed teacher overhead transparency of four square vocabulary. (See Appendix A)

3. Transparency (blank) for modeling to student second vocabulary word. (See Appendix B)

4. Chart paper (teacher made) of all the fast-mapped vocabulary words from Lesson Two

C. Key Vocabulary

1. Use the fast-mapping vocabulary from Lesson Two.

D. Procedures/Activities

1. Teacher says: “Does anyone remember how we discussed definitions of words yesterday? Can anyone recall any word we talked about from yesterday’s read aloud?” Allow time for three to five responses.

2. Teacher says: “Today you will get a composition book and learn how to four-square vocabulary words. I will model how to draw the four-square and how to fill in each of the four squares.” Teacher will display Appendix A.

3. Teacher says while pointing to Appendix A transparency: “Copy the shape you see on the transparency into one page of your composition book. Now number the squares from one to four. Teacher writes the word breathtaking in square one and instructs students to do the same. Now complete the rest of the squares with me.

4. Teacher points to square two and says: “In this square we will write a definition (student friendly) for the word breathtaking. Then teacher asks for definitions allowing time for three to five responses. Teacher guides students to a student friendly definition and then writes it into square two.

5. Teacher points to square three and says: “In this square we will use the word breathtaking in two simple sentences. One sentence will be about the story and the other sentence will be about your own breathtaking experience.” Allow time for three to five responses. Teacher guides students in choosing two of the sentences for square three.

6. Teacher then points to square four and says: “In this square you will illustrate the word breathtaking. Who can give me an example of a breathtaking experience?” Allow for responses and choice.

7. Using a blank copy of Appendix B, teacher will follow steps three-six now using the word fertile. Teacher will continue to fill out the four-square for the word fertile.

8. Students will complete the four square pattern in their composition book, choosing ten of the fast mapped words with teacher support as needed. Use front and back of one page per word.

E. Assessment/Evaluation

1. Using a graphic organizer the teacher will assess student understanding of vocabulary.

Lesson Four: Make what: Story web?

Thirty minute period

A. Daily Objectives

1. Concept Objective

a. Students will read and respond to a variety of text (fiction, nonfiction, biography, autobiography, poetry, drama, and folktales.)

2. Lesson Content

a. Independently read and comprehend longer works of fiction (“chapter books”) and nonfiction appropriately written for third grade or beyond. (p.65)

b. Point to specific words or passages that are causing difficulties in comprehension. (p.65)

c. Ask and pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and nonfiction. (p.65)

d. Orally summarize main points from fiction and nonfiction readings. (p.65)

3. Skill Objectives

a. Use a variety of strategies to comprehend text (re-read, read ahead, ask for help, adjust reading speed, question, paraphrase and retell). (HMSDSS language arts, 3.1J)

b. State items in sequence. (HMSDSS language arts, 3.1O)

c. Identify story elements. (HMSDSS language arts 3.1T)

B. Materials

1. Three texts for William Tell: William Tell by Margaret Early, William Tell by Leonard Fisher, and The Apple and Arrow by M. and C. Buff.

2. Chart tablet paper and chart markers

3. Composition books and pencils

4. Appendix C

C. Key Vocabulary

1. Theme—the main idea of the story

2. Major characters—who the story is about

3. Setting—the place and the time (where and when)

4. Moral—the lesson learned

5. Conclusion—the outcome of the events

D. Procedures/Activities

1. Teacher will divide the students into three clusters based upon data from reading scores; such as, Measurement of Academic Proficiency (MAP), Dynamic Indicators of Early Basic Literacy Skills (DIBELS), and Standardized Tests for Assessing Reading (S.T.A.R).

2. Using data from MAP, DIBELS, and S.T.A.R. and if needed a running record, the teacher will assign students to a cluster and a leveled William Tell book.

3. The students will be divided into three clusters: benchmark for good readers, strategic for students at some-risk, and intensive for at-risk readers.

4. Books will be leveled for each cluster.

a. Benchmark (low-risk) students who are reading at grade level will study The Apple and the Arrow by M. and C. Buff.

b.Strategic (some-risk) students who are reading at least one-half year below grade level will study William Tell by M. Early.

c.Intensive (high-risk) students who are reading more than one-half year below grade level will study William Tell by L. Fisher.

5. Teacher will do a read aloud of the version appropriate for each cluster.

6. Teacher will draw a story web on chart paper (See Appendix C for example). Teacher will guide each cluster in creating their particular text story web (plot, main characters, setting, conclusion, and moral.)

7. As teacher begins work with a group, the other students work in their groups completing journal work on vocabulary using the key and fast-mapping vocabulary from Lessons One, Two, and Three until teacher meets with their group.

8. Teacher cycles from group to group to maintain understanding and engagement.

E. Assessment/Evaluation

1. Teacher checks for understanding and completion of story webs in students’ composition books.

Lesson Five: Story Writing!

Use thirty minutes to introduce and then have students work on paragraphs when time permits. (Ongoing for the rest of the unit)

A. Daily Objectives

1. Concept Objective

a. Students will read and respond to a variety of text (fiction, nonfiction, biography, autobiography, poetry, drama, and folktales.)

2. Lesson Content

a. Produce a variety of types of writing—such as stories, reports, poems, letters, descriptions—and make reasonable judgments about what to include in his or her own written works based on the purposes and type of compositions. (p.65)

b. Produce written work with a beginning, middle, and ending. (p.65)

3. Skill Objectives

a. Create and participate in responses to a variety of literature and media. (HMSDSS language arts. 3.1L)

b. Compose two or more narrative paragraphs with a topic sentence, supporting details, appropriate logical sequence and sufficient elaboration for specific audiences or purpose. (HMSDSS language arts, 3.7B)

B. Materials

1. Story web graphic organizer from Lesson Four

2. Paper and pencil

3. Appropriate version of text for their cluster

4. Composition book

5. Computer and printer

6. Appendix D

7. Appendix E

C. Key Vocabulary

1. Paragraph—a group of four or more sentences with one topic

2. Indent—a space made before the first word of a paragraph

3. Punctuation—those marks (. ! ?) that end sentences

4. Capitalization—upper case letters that are used for proper nouns and the first letters of words at the beginning of sentences

5. Usage—appropriate grammar

6. Topic sentence—the sentence that tells the main idea

7. Rough draft—a first writing of a paragraph that must be edited

8. Final draft—the finished product

D. Procedures/Activities

1. Group students into original clusters designed in Lesson Four.

2. Teacher says: “Today we will learn how to write a paragraph using your story web you made yesterday.” So, please take out your composition book and turn to your story web.”

3. Teacher says: “Let’s review paragraph writing. Remember to indent (scoot over) your first word. You must have a topic sentence that tells the main idea of your story. Follow your topic sentence with four complete sentences and a conclusion. Also, remember to use capital letters, punctuation, and proper grammar. Teacher will show and model paragraph form. (See Appendix D)

4. Teacher hands each student a writing rubric (See Appendix E) and discusses requirements for final draft.

5. Have students choose a peer partner from their cluster. Teacher says: “You and your partner will write a rough draft on notebook paper summarizing your story web.”

6. Have peer partners present rough draft to teacher for one editing session.

7. Each peer partner now writes the final draft in their own composition book.

8. During computer lab time, each student will prepare a final draft in paragraph format using a word processor and print the final draft for the hallway bulletin board display.

9. Teacher and computer lab staff will work with students as needed during lab time.

10. Students may add clip art to their final draft.

E. Assessment/Evaluation

1. Teacher observation of partner work

2. Use of Appendix E to assess paragraphs

Lesson Six: Character Counts with William Tell: Integrity

Thirty minutes

A. Daily Objectives

1. Concept Objective

a. Students will understand and recognize the connections between their own experiences and the experiences of others.

2. Lesson Content

a. Ask and pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and nonfiction. (p.65)

b.Produce a variety of types of writing—such as stories, reports, poems, letters, descriptions—and make reasonable judgments about what to include in his or her own written works based on the purposes and type of compositions. (p.65)

3. Skill Objective

a. Discuss the six pillars of Character Counts: (Social Studies: HMSDDS 3.1)

b. Use oral language and media to make connections between own experiences and experiences of others. (HMSDSS language arts 3.1G)

B. Materials

1. White construction paper cut diagonally to form two triangles (pennants)

2. Crayons or markers

C. Key Vocabulary

1. Integrity—doing what you know is the right thing to do, standing up for what you believe in. A person of integrity has strong beliefs which will not allow him/her to give up even during difficult times.

2. Pennant—a triangle usually made of cloth that represents a saying or a group.

D. Procedures/Activities

1. Teacher says: “Integrity means to do what you know is the right thing to do. It is standing up for what you believe in or having beliefs that will help you from backing down when things get difficult. Can you think of examples from the story William Tell that show a person of integrity?” The teacher will allow students to work in small groups for 15 minutes to develop sentences that describe people showing integrity. The groups will share their sentences with the class. Suggested sentences: 1. William Tell tries to do the right thing by agreeing to shoot an apple off his son’s head. 2. The story teaches us to do our best always. 3. William Tell and his son, Walter, show that they have integrity and believe in themselves.

2. The teacher will hand out white construction paper pennants to each student.

3. Teacher says: “Choose one sentence to write on your pennant. Add a second sentence which explains what your sentence means to you, and finally decorate your pennant.

4. The teacher may give the following as an example: sentence: Believe in Yourself and underneath I believe that I can do anything.

5. Display the pennants around the classroom.

E. Assessment/Evaluation

1. Teacher observation of student responses.

2. Teacher evaluation of pennants.

Lesson Seven: I Proclaim! : Proclamations!

Thirty minutes

A. Daily Objectives

1. Concept Objective

a. Students will understand and recognize the connections between their own experiences and the experiences of others.

2. Lesson Content

a. Produce a variety of types of writing—such as stories, reports, poems, letters, descriptions—and make reasonable judgments about what to include in his or her own written works based on the purposes and type of compositions. (p.65)

b. Produce written work with a beginning, middle, and ending. (p.65)

3. Skill Objective(s)

a. Create and participate in responses to a variety of literature and media. (HMSDSS language arts, 3.1L)

b. Use language and media to make connections between own experiences and experiences of others. (HMSDSS language arts 3.1W)

B. Materials

1. The three books about William Tell

2. Parchment paper for story

3. Computer and printer

4. Chart tablet and chart markers

C. Key Vocabulary

1. Proclamation—an announcement of a law telling people what they must do

2. Citizenship—behavior that abides by the law of a community

D. Procedures/Activities

1. Teacher says: “In the story William Tell the ruler issued a proclamation stating that all must bow before his hat; a proclamation is a law that tells people what they must do. Today we are going to write 2 proclamations. The first will be one the people wrote after William Tell killed Gessler; it will tell the people how they must act. Remember what we discussed when we did the Character Counts activity on integrity.”

2. Allow time for class discussion, the teacher will write students’ ideas on chart tablet. Then class will vote on the proclamation to use.

3. Teacher says: “As a class our proclamation will begin…We the citizens of Switzerland declare…” The completed proclamation will be posted in the classroom.

4. The teacher then says: “Now you will write individual proclamations on how to make your school (SCHOOL NAME HERE) a better school.” The class will brainstorm words which may be used in their proclamations, and the teacher will list them on the chart tablet used in Activity 2.

5. When students have completed the writing of their proclamations, they will type them on the computer printing them on parchment paper.

6. Proclamations can be displayed on a hallway bulletin board entitled: We the Third Graders Proclaim…

E. Assessment/Evaluation

1. Teacher observation of student responses.

2. Teacher evaluation of proclamations.

Lesson Eight: Make what? : Marshmallow Arrows

Thirty minutes

A. Daily Objectives

1. Concept Objective

a. Students will understand and recognize the connections between their own experiences and the experiences of others.

2. Lesson Content

a. Ask and pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and nonfiction. (p.65)

3. Skill Objectives

a. Create and participate in responses to a variety of literature and media. (HMSDSS language arts, 3.1J)

b. Demonstrate competency in selected motor skills. (Physical Education: NMSS, NM.1A1)

B. Materials

1. Large sheet of paper

2. Markers

3. Miniature marshmallows

4. Drinking straws

5. Heavy duty rubber bands

6. Appendix F

C. Key Vocabulary

1. All previous vocabulary in lessons one through seven.

D. Procedures/Activities

1. On a large sheet of paper, teacher draws a target with three circles. Number the circles. Tape the target to the wall. Use masking tape to make a line 10 feet from the target.

2. Teacher says: “Archery was a very important part of the story William Tell. We’re going to play a game where we shoot arrows made from marshmallows.”

3. The teacher will form student teams of 3.

4. The teacher will hand each team a rubber band, 3 marshmallows, and 3 drinking straws. Each team makes arrows by pushing the marshmallows onto the ends of the straws. To shoot the arrow, one team member stands on the starting line. Two members form a bow, each holding one end of the rubber band, stretching it taut. The third member holds the back of the arrow against the rubber band, pulls the arrow back and releases it aiming for the target. Players get 3 tries to hit the target.

5. When the archer hits the target the team scores points according to the number hit, the team must then answer a question about the story and scores one point for the correct answer. Use Appendix F for story questions.

E.Assessment/Evaluation

1. Teacher will record the number of answers each team was able to give.

2. Teacher observation of student participation and cooperation.

VI. Culminating Activities: William Tell Day: Centers set up on the playground, each center will be twenty minutes long, and students will rotate.

A. Daily Objective

1. Concept Objective

a. Students will understand and recognize the connection between their own experiences and the experiences of others

2. Lesson Content

a. Through participation become familiar with basic elements of music (rhythm, melody, harmony, form, timber, etc.). (p.76)

b. Understand the following notations: quiet: p, pp; loud: f, ff. (p.76)

1. Skill Objectives

c. Use a variety of strategies to comprehend text (re-read, read ahead, ask for help, adjust reading speed, question, paraphrase, and retell). (HMSDSS language arts 3.1E)

d. Use language and media to make connections between own experiences and experiences of others. (HMSDSS language arts 3.1W)

e. Develop musical accompaniments related to other art forms or content areas. (Music: New Mexico State Standards IIIK-4, Benchmark 3B)

f. Demonstrate competency in selected motor skills. (Physical Education: NMSS, NM1A1)

B. Materials

1. Local archery company or Local Boy Scout troop

2. CD of the Overture of William Tell

3. Mouse Count by E. S. Walsh

4. Six cones

5. Stereo or CD player

6. Note card with “p” Quite written on it, note card with “ff” Loud (one of each for each student)

7. Crayons or markers

8. White construction paper

9. Tempera paints (red, yellow and blue)

10. White sock

11. Felt scraps

12. String

C. Key Vocabulary

1. Music: pp soft sounds and ff loud sounds

2. Key vocabulary from all lessons

D. Procedures/Activities

1. Center 1: Archery: invite a local archer or a Boy Scout troop from your community to demonstrate how a bow and arrow is used. If time allows, have the students shoot arrows at a target.

2. Center 2: The William Tell Gallop: The teacher will set up six cones in the shape of a race track. Teacher will demonstrate to the students how to gallop. After teacher demonstrates what galloping looks like, have the students try while teacher observes. When the skill is mastered, the students will be put in pairs to practice. The students are then lined up behind the cones. When the music (the William Tell Overture) begins they take off galloping around the track. For a complete explanation of this activity see .

3. Center 3: The “William Tell Overture”: Students will write “p” on one side of an index card and “f” on the other side for piano and forte respectively. Students will listen to the “William Tell Overture” displaying the card and flipping it over as the dynamics change from p to f. This music is so engaging that the students will also be bouncing the cards to the beat. For a complete description of the activity see lessonspage .com/MusicDynamicsIn WilliamTellOverture.

4. Centers 4 and 5: These centers will be combined and will take about forty minutes. To complete these activities see Walsh,_Mouse_Paint. Center 4: Read the story to the students without words; use the classical music the William Tell Overture to accompany the telling of the story. You will turn the pages about every three minutes. The teacher will turn the pages with the flow of the music (this takes practice). Children will be able to tell the story using picture clues while listening to the flow of the music. Center 5: Art: The Exploration of Primary Colors. The students will create a white mouse using a white sock for its body. The sock will be stuffed with poly-fill, felt pieces, yarn and string will be used to complete the mouse. The teacher will set out pie tins of red, yellow and blue tempera. First the students roll their mouse into one of the colors. Next, children choose one other color to explore by dipping their mouse in, this creates a new color. The teacher will hang the mice on a clothesline to dry. Use the mice to move and dance to the William Tell Overture or to retell the story Mouse Count.

VII. HANDOUTS/WORKSHEET

A. Appendix A: Graphic organizer for fast-mapping (Lesson Three)

B. Appendix B: Graphic organizer fast-mapping (Lesson Three)

C. Appendix C: Story web (Lesson Four)

D. Appendix D: Paragraph form (Lesson Five)

E. Appendix E: Story writing Rubric (Lesson Five)

F. Appendix F: Story Questions (Lesson Eight)

VIII. BIBLIOGRAPHY

A. Buff, M. and C. The Apple and the Arrow. Boston, MA: Houghton Mifflin. 2001, ISBN 0-618-12807-7

B. Early, M. William Tell. New York, NY: Abrams. 1991, ISBN 0-8109-3854-5

C. Hirsch, Jr. E.D. What Your Third Grader Needs to Know. New York: Dell Publishing, 1992, ISBN 978-0385336260

D. Fisher, L. William Tell. New York, NY Farrar, Straus, and Giroux. 1996, ISBN 0-374-38436-3

E. E.Hirsch, Jr. E. D. and Wright, S. A. Core Knowledge Teacher Handbook Series Grade 3. New York: Dell Publishing, 2005. ISBN 978-1-890517-75-5

F. Walsh, E. S. Mouse Count. Orlando, FL: Harcourt Brace Jovanovich. 1991, ISBN 0-15-256023-8

WEBSITES

A. Google Maps [On-line]. Available URL:

B. William Tell Gallop [On-line]. Available URL:

C. William Tell Overture [On-line]. Available URL:

D. Walsh, E. S. Mouse Paint Center [On-line]. Available URL:

E. Graphic Organizers [On-line]. Available URL:

Appendix A

Graphic Organizer

|Word |Definition |

| | |

|Breathtaking | |

|Sentence |Illustration |

|Word |Definition |

| | |

|Fertile | |

|Sentence |Illustration |

Appendix B

Graphic Organizer

Appendix C

Story Web

[pic]

Appendix D

Paragraph Form

Sample 1

When moths fly at night, they use the Moon and the stars to find their way. A bright lamp just confuses them. The bugs will circle and crash into it, and may even burn their wings on the hot bulb.

Sample 2

A spider’s sticky web is its home and its pantry! When an insect flies into the web it gets stuck. The spider rushes out to spin silk around it. Inside the silk, the insect turns into a liquid mush. Later the spider can suck it up like a drink!

Sample 3

In the wild, families of honeybees live in holes in a tree or a rock. But if a friendly beekeeper provides a couple of cozy hives, then the bees are very happy to move in. This is really to help the beekeeper. The beekeeper collects honey from a hive which is easier than climbing a tree.

Appendix E

Story Writing Web

William Tell

|[pic] |

| |

|Name: ________________________ |

|Teacher: |

| |

|Date Submitted: ____________ |

|Title of Work: ___________________ |

| |

|  |

|Criteria |

|Points |

| |

| |

| |

| |

|1 |

|2 |

|3 |

|4 |

|  |

| |

|Organization |

|Sequence of information is difficult to follow. |

|Reader has difficulty following work because student jumps around. |

|Student presents information in logical sequence which reader can follow. |

|Information in logical, interesting sequence which reader can follow. |

|____ |

| |

|Content Knowledge |

|Student does not have grasp of information; student cannot answer questions about subject. |

|Student is uncomfortable with content and is able to demonstrate basic concepts. |

|Student is at ease with content, but fails to elaborate. |

|Student demonstrates full knowledge (more than required). |

|____ |

| |

|Grammar and Spelling |

|Work has four or more spelling errors and/or grammatical errors. |

|Presentation has three misspellings and/or grammatical errors. |

|Presentation has no more than two misspellings and/or grammatical errors. |

|Presentation has no misspellings or grammatical errors. |

|____ |

| |

|Neatness |

|Work is Illegible. |

|Work has three or four areas that are sloppy. |

|Work has one or two areas that are sloppy. |

|Work is neatly done. |

|____ |

| |

| |

| |

| |

| |

| |

|____ |

| |

|  |

|  |

|  |

|  |

|Total----> |

|____ |

| |

| |

| |

Appendix F

Story Questions

Present these questions in random order to help ensure comprehension.

1. What country does the story of William Tell take place in?

2. What is William Tell’s son’s name?

3. Define the word tyrant.

4. What is the name of the tyrant in the story William Tell?

5. How did the people pay homage to Gessler’s hat?

6. What two jobs did William Tell have in the story?

7. Why didn’t William Tell bow before the hat?

8. What did William Tell have to do to be forgiven by Gessler?

9. Tell what would happen if William Tell did not hit the apple off his son’s head.

10. Why did William Tell hide an arrow in his clothing?

11. Why was William Tell told he would be thrown in the dungeon?

12. How did William Tell escape?

13. What promise does William Tell keep?

14. How do the people feel about the death of Gessler?

15. The people of Schwytz, Uri, and Unterwalden created what new country?

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