KTIP Lesson/Unit Plan Format - Emily Pinkham Portfolio
INTEGRATED UNIT PLAN TEMPLATE
Directions: Choose two content areas (one must be literacy) to create a 3-5 day unit of instruction.
Format
PRIOR KNOWLEDGE ASSESSMENT TO INCLUDE:
Pre-Assessment
Analysis
Depth of Knowledge (DOK)
• Level 1 - Recall, recognize, measure or reproduce
• Level 2 – Classify, organize, estimate, compare or explain
• Level 3 – Reasoning, strategic thinking or justify
• Level 4 – Complex reasoning, planning, developing and thinking or gather, analyze, organize and interpret information
• For more information, use the following resources:
Program Assessment Requirement SectionTo Documented _____
1) 2 Three - five days of instruction or 1 Seven to ten days _____________________________
2) Name of the Unit _____________________________
3) Dates the unit was taught _____________________________
4) State Common Core Standards with indicators and objectives _____________________________
5) Learning activities (lesson plans) _____________________________
6) Resources to include teaching materials and technology _____________________________
7) Evaluation of students _____________________________
8) Two graded, written/performance assessment samples for the unit _____________________________
9) Impact/reflection and refinement (how the lesson or unit was received by students and how the teacher can make improvements in the presentation of the lesson) _____________________________
10) UDL format to include: accommodations for special
populations/differentiation _____________________________
|G. Designing the Instructional Unit |
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|Unit Title: |
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|Exploring American Tall Tales |
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|Enduring Understandings (Learning Implications): |
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|The tall tale is a fundamental element of American folk literature that can provide readers with information about American culture and US geography. |
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|Essential Unit Guiding Questions; Key Concepts: |
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|What elements make a tall tale different from other folktales? |
|How do American Tall Tales relate to US geography and culture? |
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|Maryland Common Core State Standards to be Addressed: |
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|CCSS.ELA-LITERACY.RL.4.3 |
|Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions) |
| |
|CCSS.ELA-LITERACY.RL.5.3 |
|Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). |
| |
|CCSS.ELA-LITERACY.RL.4.5 |
|Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of |
|characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. |
| |
|CCSS.ELA-LITERACY.RL.5.9 |
|Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. |
|CCSS.ELA-LITERACY.RL.4.9 |
|Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and |
|traditional literature from different cultures. |
| |
|CCSS.ELA-LITERACY.W.4.2.B |
|Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |
|CCSS.ELA-LITERACY.W.5.2.B |
|Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |
|CCSS.ELA-LITERACY.RL.4.2 |
|Determine a theme of a story, drama, or poem from details in the text; summarize the text |
| |
|CCSS.ELA-LITERACY.RL.4.7 |
|Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and |
|directions in the text. |
|CCSS.ELA-LITERACY.RL.5.1 |
|Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| |
|CCSS.ELA-LITERACY.RL.5.7 |
|Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, |
|myth, and poem). |
| |
|CCSS.ELA-LITERACY.W.4.4 |
|Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
|types are defined in standards 1-3 above.) |
| |
|CCSS.ELA-LITERACY.W.5.4 |
|Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
|types are defined in standards 1-3 above.) |
| |
|CCSS.ELA-LITERACY.SL.4.1 |
|Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on |
|others' ideas and expressing their own clearly. |
|CCSS.ELA-LITERACY.W.4.3 |
|Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| |
|CCSS.ELA-LITERACY.SL.5.1 |
|Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on |
|others' ideas and expressing their own clearly. |
|CCSS.ELA-LITERACY.W.5.3 |
|Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| |
| |
|Social Studies: |
|Standard 2.0 Peoples of the Nation and World |
|Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World through|
|a multicultural and a historic perspective. |
| |
| |
|Objectives for the Unit: |
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|Using the text The Bunyans, the students will be able to recognize characteristics of a tall tale and identify various US landmarks described in the text. |
| |
|Students will gain a better understanding of folktales through an in-depth digital exploration. |
| |
|Students will explore the elements of tall tales in the story of Sal Fink. They will use these elements to complete a character map on Sal Fink. |
| |
|Students will compare and contrast two tall tales of the Southern United States in order to gain a better understanding of this culture while honing their reading and |
|writing skills. |
| |
|Students will read the tall tale about John Henry and will answer/ discuss corresponding questions with classmates digitally (MBC). |
| |
|Students will read the tall tale about John Henry and watch a multimedia representation of the story to compare and contrast. |
| |
|Students will utilize all that they have learned about tall tales and create and compose their own original tall tales. They will be expected to meet the requirements |
|of a rubric provided to them. |
| |
|Students will effectively engage in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas and |
|expressing their own clearly. |
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|Description of Current and Expected Student Performance using Pre-Assessment Data: |
| |
|Based off the Pre-Assessment Data with these students, I am expecting there to be significant growth from the beginning of this unit to the end of it. My students had |
|very limited knowledge about American Tall Tales during our Tall Tales Kick-Off in which they created a SimpleMinds concept map. I was surprised to learn that most of |
|my students were unfamiliar with Paul Bunyan and John Henry, who are the most famous tall tale characters and usually discussed in the lower grades. In regards to US |
|geography and culture, they had no idea about the connection to tall tales. |
| |
| |
|Define Communication with Students, Caregivers, and Colleagues: |
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|Students: Work with students in class and through My Big Campus, Subtext, and Google Drive. |
|Caregivers: Invite families to school for the last day of unit; share on class Weebly and through monthly newsletter. Pictures will also be available through my |
|professional Twitter account. |
|Colleagues: share on class Weebly, Twitter, and during team planning sessions. Invite administration and other 5th and 4th grade classes to attend Talkin’ Tall Tales in|
|the Morning. |
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Revised 8/13
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|Unit Plan Format |
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|Name: Emily Pinkham Date: March 17, 2014-April 4, 2014 Age/Grade Level: 9-11/ Grades 4 & 5 |
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|# of Students: 27 # of IEP Students: 4 # of LEP Students: 1 |
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|Program: MAT-E Major Content Areas: Reading, Social Studies, & Writing Unit Length: 10 days |
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|Unit Title: Exploring American Tall Tales |
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|Context |
|Explain how each lesson relates to the unit of study or your broad goals for teaching about the topic. |
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|Each lesson will require students to explore and analyze tall tales and the elements that make them unique from other folktales. In addition to this, each folktale |
|relates to American geography and culture. For example, the tall tales of Sal Fink and Annie Christmas are influenced by the culture and geography of the South. |
| |
|Describe the students’ prior knowledge within the unit’s two content areas. |
| |
|Students had very limited prior knowledge about tall tales, even the more popular tales like Paul Bunyan and John Henry. This required much more prepping on my part.|
|For each lesson I provided my students with pertinent background information. This also lent itself to the social studies standards I was teaching to. While my |
|students were somewhat familiar with local geography and culture, I had to teach them about most of the areas in which the tall tales took place in. |
| |
|Describe generally any critical student characteristics or attributes that will affect student learning (other than what you described in the Teaching and Learning |
|Context). |
| |
|Being in a 4/5 split classroom introduces many challenges that I would not have encountered if I was in a single grade classroom. Not only am I dealing with two |
|different curriculums and trying to teach to both, but both groups of students have students who require extra support be it because of significant behavior issues, |
|IEP’s, or 504’s. This is an extremely challenging group of students in general. |
| |
|Standards |
|State what students will demonstrate as a result of this lesson. |
| |
|CCSS.ELA-LITERACY.RL.4.3 |
|Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions) |
| |
|CCSS.ELA-LITERACY.RL.5.3 |
|Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). |
| |
|CCSS.ELA-LITERACY.RL.4.5 |
|Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of |
|characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. |
| |
|CCSS.ELA-LITERACY.RL.5.9 |
|Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. |
|CCSS.ELA-LITERACY.RL.4.9 |
|Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and |
|traditional literature from different cultures. |
| |
|CCSS.ELA-LITERACY.W.4.2.B |
|Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |
|CCSS.ELA-LITERACY.W.5.2.B |
|Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. |
|CCSS.ELA-LITERACY.RL.4.2 |
|Determine a theme of a story, drama, or poem from details in the text; summarize the text |
| |
|CCSS.ELA-LITERACY.RL.4.7 |
|Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions |
|and directions in the text. |
|CCSS.ELA-LITERACY.RL.5.1 |
|Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| |
|CCSS.ELA-LITERACY.RL.5.7 |
|Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, |
|myth, and poem). |
| |
|CCSS.ELA-LITERACY.W.4.4 |
|Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing|
|types are defined in standards 1-3 above.) |
| |
|CCSS.ELA-LITERACY.W.5.4 |
|Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing|
|types are defined in standards 1-3 above.) |
| |
|CCSS.ELA-LITERACY.SL.4.1 |
|Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on |
|others' ideas and expressing their own clearly. |
|CCSS.ELA-LITERACY.W.4.3 |
|Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| |
|CCSS.ELA-LITERACY.SL.5.1 |
|Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on |
|others' ideas and expressing their own clearly. |
|CCSS.ELA-LITERACY.W.5.3 |
|Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| |
| |
|Social Studies: |
|Standard 2.0 Peoples of the Nation and World |
|Student will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States, and the World |
|through a multicultural and a historic perspective. |
| |
| |
|Connections |
|List your objectives as connected to appropriate Maryland Common Core/ Content Standards. In no more three connections, explain how each objective is related to the|
|integration within the unit (Science, Social Studies, ELA, Math). |
| |
|SEE INDIVIUDAL LESSON PLANS FOR MORE THOROUGH CONNECTION. EVERY OBJECTIVE IS CONNECTED TO ELA & SOCIAL STUDIES STANDARDS FOR 4TH AND 5TH GRADE, RESPECTIVELY. |
| |
| |
|Using the text The Bunyans, the students will be able to recognize characteristics of a tall tale and identify various US landmarks described in the text. |
| |
|Students will gain a better understanding of folktales through an in-depth digital exploration. |
| |
|Students will explore the elements of tall tales in the story of Sal Fink. They will use these elements to complete a character map on Sal Fink. |
| |
|Students will compare and contrast two tall tales of the Southern United States in order to gain a better understanding of this culture while honing their reading |
|and writing skills. |
| |
|Students will read the tall tale about John Henry and will answer/ discuss corresponding questions with classmates digitally (MBC). |
| |
|Students will read the tall tale about John Henry and watch a multimedia representation of the story to compare and contrast. |
| |
|Students will utilize all that they have learned about tall tales and create and compose their own original tall tales. They will be expected to meet the |
|requirements of a rubric provided to them. |
| |
|Students will effectively engage in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas |
|and expressing their own clearly. |
|Asses |
|Assessment Plan |
|In tabular format, organize how each objective will be assessed. Include copies of assessment instruments. |
|Maryland Common Core Content Standards/Indicators |
| |
| |
|Objective/Assessment Plan Organizer |
|Objective |
|Type of Assessment |
|Description of Assessment |
|Depth of Knowledge Level |
|Adaptations and/or Accommodations |
| |
|Using the text The Bunyans, the students will be able to recognize characteristics of a tall tale and identify various US landmarks described in the text. |
|Paul Bunyan Student Map; Summative |
|Students will complete a US map depicting landmarks that Paul Bunyan and his family came in contact with during the story. |
|1 |
|Work with table mates; differentiated student maps based on ability |
| |
|Students will gain a better understanding of folktales through an in-depth digital exploration. |
|Folktale Chart |
|Students will complete a Folktale chart to classify and give examples of various folktale subgenres. |
|2 |
|Work in partners; folktale cheat sheet; one-on-one instruction with IA |
| |
|Students will explore the elements of tall tales in the story of Sal Fink. They will use these elements to complete a character map on Sal Fink. |
| |
|Character Map |
|Students will complete character map on Sal Fink after reading her tall tale digitally. |
|3 |
|Work with table partners or independently; work with teacher in small group. |
| |
|Students will compare and contrast two tall tales of the Southern United States in order to gain a better understanding of this culture while honing their reading |
|and writing skills. |
| |
|Character Maps & Compare/Contrast Written Response |
|Students will complete character map on Annie Christmas upon reading her tall tale. They will then use their Sal Fink and Annie Christmas character maps to write a |
|comparison response about the two sheros. |
|3 |
|Work with table partners or independently; work with teacher in small group. Conference with teacher. |
| |
|Students will read the tall tale about John Henry and will answer/ discuss corresponding questions with classmates digitally (MBC). |
| |
|MBC Discussion Posts |
|Answer MBC discussion questions and respond to classmates. |
|3 |
|Work with classmates to discuss digitally; work in small group with teacher; student created questions posted to MBC |
| |
|Students will read the tall tale about John Henry and watch a multimedia representation of the story to compare and contrast. |
| |
|MBC Discussion Posts |
|Answer MBC discussion posts comparing written version of John Henry Tall Tale and multimedia version. |
|3 |
|Work with classmates to discuss digitally; work in small group with teacher; student created questions posted to MBC |
| |
|Students will utilize all that they have learned about tall tales and create and compose their own original tall tales. They will be expected to meet the |
|requirements of a rubric provided to them. |
| |
|Original Tall Tales |
|Students will plan and write their own original tall tales while incorporating all that they have learned over the course of the unit. |
|4 |
|Scaffolding from teacher, various apps to aid in writing, and peer/teacher conferences to discuss writing. |
| |
|Students will effectively engage in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others' ideas |
|and expressing their own clearly. |
|Talkin’ Tall Tales in the Morning Interview |
|Students will be interviewed as their tall tale character in order to share their tall tale with their classmates. |
|4 |
|Scaffolding from teacher during interview. |
| |
|Resources, media and technology |
|Day 1 |
|Quizlet Tall Tale Flash Cards- |
|Promethean Board |
|The Bunyans by Audrey Wood |
|Paul Bunyan Student Map & Paul Bunyan Teacher Map |
|Day 2 |
|Sedna of the Sea (Myth) |
|Promethean Board |
|Folktales and Subgenres PowerPoint |
|Student Folktale Chart |
|Student Handout- The Anatomy of a Tall Tale |
|Day 3 |
|Sal Fink Tall Tale (Digital and Hard Copy) |
|Student iPads & Teacher iPad |
|Promethean Board |
|Character Maps |
|Day 4 |
|Promethean Board |
|Sal Fink Tall Tale & Annie Christmas Tall Tale |
|Tall Tale Character Map Print-outs |
|Rubric for writing piece |
|Student Ipads |
|Google Docs App |
|Day 5 & 6 |
|Promethean Board |
|Subtext App |
|Venn Diagram App |
|Student iPads & Teacher iPad |
|Old Stormalong Tall Tale |
|John Henry Tall Tale |
|John Henry Disney Video (YouTube or VHS if equipment is available) |
|Link: |
|My Big Campus Discussion Board Questions |
|Day 7 &8 |
|Teacher iPad & Student iPads |
|Promethean Board |
|SimpleMinds App, Google Drive, Pixie App |
|Promethean Board & ActiveInspire |
|Collection of tall tale stories we have read and discussed |
|Day 9 |
|Promethean Board |
|Poster Board for Questions |
|Table and chairs for talk show |
|Student’s original tall tales |
|Exit Ticket |
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|Universal Design for Learning |
| |
|Procedures |
|Globally describe the strategies and activities you will use to involve students and accomplish your objectives including how you will trigger prior knowledge and |
|how you will adapt strategies to meet individual student needs and the diversity in your classroom. |
| |
|SEE INDIVIDUAL LESSON PLANS |
| |
|Reflection |
| |
|Impact: (Analysis of Student Achievement from this lesson) |
|How many students met performance criteria for objectives? How many did not meet the performance criteria for objectives? |
| |
|With the exception of two students, one being certificate bound, most of my students met the performance criteria for this unit’s objectives. With the use of the |
|many rubrics I made throughout this unit, this was quite obvious. In addition to this, I had many students exceed performance criteria. |
| |
|Refinement |
|(How would you change the lesson to increase student achievement?) |
|What did your impact analysis tell you about how your students learn? |
| |
|Throughout this unit I learned that my students are very visual students and excelled when using graphic organizers and applications that allowed them to break down |
|the tall tales we were learning about. They also enjoyed comparing text to multimedia. When we read and then watched the tall tale of John Henry, my students were |
|able to accurately and thoroughly answer compare and contrast questions on My Bog Campus. |
| |
| |
|Explain how the analysis of the data will impact your future teaching? Specifically the students who mastered the standard and the students who did not? |
| |
|After reviewing the data from this integrated unit, I have learned a lot about myself as a teacher; as I taught my unit I continued to grow as an educator. In |
|regards to my students, I now have a better understanding of the modeling process in the intermediate grades. Even in 4th and 5th grade, modeling is extremely |
|important. While these students are more independent from first graders, they sometimes require the same support. For every lesson it is important to have extended |
|learning opportunists available for those students who master the standard and extra support for those students who do not master the standard. |
| |
|How useful were the assessments in terms of student learning? |
| |
|The assessments and corresponding rubrics I used were very helpful in terms of measuring student learning. |
|For instance, to measure student growth from the beginning of the unit to the end, I compared their SimpleMinds concept maps and their original tall tales. Many of |
|my students’ SimpleMinds maps indicated they knew nothing in regards to tall tales. When scoring their original tall tales using the rubric, my students demonstrated|
|that they understood the four elements of tall tales and what makes tall tales different from other folktales. |
| |
|What resources and/or personnel might assist you in improving student achievement? |
| |
|During my integrated unit I integrated with both the music and media teacher at EKD. These two teachers added to my lessons in the classroom and extended my |
|students’ learning. While in the classroom, I had the assistance of both my mentor teacher and our school’s IA. The IA was very helpful in assisting with our |
|students who receive accommodations. This too aided me in differentiating my lessons for my struggling students. |
| |
|How will you differentiate instruction so that all students achieve? |
| |
|My instruction will be differentiated in how I group my students during the lesson. In addition to this, I will make accommodations for my students as needed. I |
|believe flexibility is a must when differentiating for all students. Furthermore, I will differentiate the ways in which I assess students at the end of the lesson. |
|For example, I assessed my students depending on their abilities as a basic, proficient, or advanced learner. |
| |
|How will you differentiate instruction for students who easily achieved the performance criteria and need to move forward? |
| |
|For those students who easily achieved the performance criteria and needed more of a challenge, I asked them to extend their thinking by using technology to |
|create iMovies, illustrations using the Pixie App , and their own discussion questions on My Big Campus. Furthermore, much of their learning will be self-directed. |
| |
TALL TALES INTEGRATED UNIT
Spring 2014: Grades 4 & 5
Emma K. Doub Elementary
DAY 1
1 Lesson Overview
|Title: |Tall Tales Kick-Off! |
|Author: |Emily Pinkham |
|Subject: |Reading |
|Description of Students (GL, Gifted, Special |There are 13 fourth grade students in our split classroom. Among these students, one of |
|Education, ELL) |them has an IEP for extended time and limited distractions. Five of these students are |
| |pulled for enrichment. We do not have any students classified as ELL. |
| | |
| |There are 14 fifth grade students in our split classroom. Among these students one has |
| |an intensive IEP, one has a 504, and another is currently receiving ELL services. Two of|
| |these students are pulled for enrichment |
|Grade Level(s): |4th & 5th |
|Duration: |60 minutes |
|Subject Area(s): |Reading & Social Studies |
|State Standards: |CCSS.ELA-LITERACY.RL.4.3 |
| |Describe in depth a character, setting, or event in a story or drama, drawing on |
| |specific details in the text (e.g., a character's thoughts, words, or actions) |
| | |
| |CCSS.ELA-LITERACY.RL.5.3 |
| |Compare and contrast two or more characters, settings, or events in a story or drama, |
| |drawing on specific details in the text (e.g., how characters interact). |
| | |
| |Social Studies: |
| |Standard 2.0 Peoples of the Nation and World |
| |Student will understand the diversity and commonality, human interdependence, and global|
| |cooperation of the people of Maryland, the United States, and the World through a |
| |multicultural and a historic perspective. |
2 Goals
|Unit Goals (enduring understandings): |The tall tale is a fundamental element of American folk literature that can provide |
| |readers with information about American culture and US geography. |
|Lesson Goals: |Using the text The Bunyans, the students will be able to recognize characteristics of a |
| |tall tale and identify various US landmarks described in the text. |
3 Methods
|Anticipatory Set: |1. The teacher will use the app Quizlet as both her engagement piece and pre-assessment.|
|Build on Prior Knowledge |She will display the Tall Tales Quizlet set on the Promethean Board and scroll through |
|Pre-Assessment |the names of 15 tall tale characters. Do you recognize these names? What do you think |
|“I DO” “WE DO” |they are from? The teacher will prompt the students and then explain that these are all |
| |tall tale characters. She will then direct her students to create a Simple Minds Concept|
| |Map to list anything they already know about tall tales. The teacher will then have |
| |students share or pair-share with a partner. |
|Introduce & Model New Knowledge |2. The teacher will lead her class in a discussion about tall tales and what they are. |
|“I DO” |As an introduction to tall tales, the teacher will read the book The Bunyans by Audrey |
| |Wood. Throughout the book she will check for student understanding, pinpoint elements of|
| |tall tales, and elaborate upon US landmarks that are connected to the tale. |
| |3. Prior to starting the book, the teacher will pass out the Paul Bunyan Student Map. |
| |She will explain that the students will label the various US landmarks described in the |
| |story, find them on the map, and then label them with the corresponding number from the |
| |word bank. |
|Provide Guided Practice: |4. She will model this process with the first US landmark described in the text and |
| |check for student understanding. |
|“WE DO” |5. The students will be responsible for filling in the rest of their Paul Bunyan Map as|
| |the teacher reads the text aloud. She will pause to give students time to fill in their |
|Include Closure |map and provide further information about these US landmarks. |
|Provide Independent Practice: |6. The students will be responsible for filling in the rest of their Paul Bunyan Map as|
| |the teacher reads the text aloud. She will pause to give students time to fill in their |
|“YOU DO” |map and provide further information about these US landmarks. During the reading she |
| |will also point out and questions students about exaggeration, larger than life |
| |characteristics, humor, and elements of truth. |
4 Assessment
|Formative/Ongoing Assessment: |Throughout the lesson, the teacher will check for student understanding by asking |
| |questions about the events in the story and its connection to American landmarks. |
| |According to the text, where is Old Faithful located? According to the text what did |
| |Paul Bunyan and his family do to create Big Sur? How is this story a tall tale? How do |
| |you know? |
|Summative/End Of Lesson Assessment: |Students will use The Bunyans in order to locate various US landmarks described in the |
| |text. They will be responsible for labeling these landmarks on their student maps of the|
| |United States. The answers will be reviewed and discussed at the end of the lesson |
| |(closure). |
| |Basic: These students will be expected to complete their Paul Bunyan Map with 60-70% |
| |accuracy. |
| |Proficient: These students will be expected to complete their Paul Bunyan Map with 80% |
| |accuracy. |
| |Advanced: These students will be expected to entirely complete their Paul Bunyan Map |
| |with 90% accuracy. |
5 Materials (including technology, texts, manipulatives, audio-visual)
|Quizlet Tall Tale Flash Cards |
| |
|Promethean Board |
|The Bunyans by Audrey Wood |
|Paul Bunyan Student Map |
|Paul Bunyan Teacher Map |
Reflection (include discussion on time management, engagement, assessment data outcomes)
|Hypothetical Reflection/Possible Obstacles: I have been very excited about my tall tale lessons this week! The students have been |
|responding well to them and are eager to learn as much as possible before they create their own tall tale characters. I am a little |
|hesitant about some of the tables working together, so I may move some students around. I am also focusing on pacing during this lesson…I |
|may or may not use some sort of timer to keep us on task. |
| |
|Differentiation Continued: For our students with the IEPs, I plan to give them extra time if they need it. In addition to this, there are a|
|couple of other students who would likely benefit from extra time and scaffolding. For those students who need extra support, I plan to |
|assist them accordingly. For my Basic learners, I will likely pull them to work with me at the back table. |
DAY 2
7 Lesson Overview
|Title: |Exploring Folktales with a Focus on Tall Tales |
|Author: |Emily Pinkham |
|Subject: |Reading |
|Description of Students (GL, Gifted, Special |There are 13 fourth grade students in our split classroom. Among these students, one of |
|Education, ELL) |them has an IEP for extended time and limited distractions. Five of these students are |
| |pulled for enrichment. We do not have any students classified as ELL. |
| | |
| |There are 14 fifth grade students in our split classroom. Among these students one has |
| |an intensive IEP, one has a 504, and another is currently receiving ELL services. Two of|
| |these students are pulled for enrichment |
|Grade Level(s): |4th & 5th |
|Duration: |60 minutes |
|Subject Area(s): |Reading & Social Studies |
|State Standards: |CCSS.ELA-LITERACY.RL.4.5 |
| |Explain major differences between poems, drama, and prose, and refer to the structural |
| |elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, |
| |settings, descriptions, dialogue, stage directions) when writing or speaking about a |
| |text. |
| | |
| |CCSS.ELA-LITERACY.RL.5.9 |
| |Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) |
| |on their approaches to similar themes and topics. |
| | |
| |Social Studies: |
| |Standard 2.0 Peoples of the Nation and World |
| |Student will understand the diversity and commonality, human interdependence, and global|
| |cooperation of the people of Maryland, the United States, and the World through a |
| |multicultural and a historic perspective. |
8 Goals
|Unit Goals (enduring understandings): |The tall tale is a fundamental element of American folk literature that can provide |
| |readers with information about American culture and US geography. |
|Lesson Goals: |Students will gain a better understanding of folktales through an in-depth digital |
| |exploration. |
9 Methods
|Anticipatory Set: |1. Today we will be learning about Folktales and their subgenres. Tall tales are a |
|Build on Prior Knowledge |subgenre of folktales. So are myths, legends, fables, and fairy tales. I would like to |
|Pre-Assessment |start today’s lesson by circling up and reading an Inuit Myth called Sedna of the Sea. |
|“I DO” “WE DO” |When we are finished reading, we will discuss what makes this story different from the |
| |tall tale we read about Paul Bunyan yesterday. |
|Introduce & Model New Knowledge |2. The teacher will read the myth about Sedna. Once she is finished reading the |
|“I DO” |students will share the similarities and differences from yesterday’s story and today’s |
| |story. This may require prompting on the teacher’s part. |
| |3. The teacher will review the differences between tall tales and myths. She will also |
| |give directions for when they go back to their seats. Each student will receive a |
| |Student Folktale Chart that they will complete as the group discusses the various |
| |subgenres of folktales. She will have a student repeat the directions back to her. The |
| |students will be asked to return to their seats. At this time she will pass out the |
| |Folktale Chart. |
|Provide Guided Practice: |4. The teacher will use her pre-made Folktales PowerPoint with embedded videos. The |
| |class will go through the information together and the students will be required to fill|
|“WE DO” |in their charts. They will be expected to describe the subgenre and give at least two |
| |examples of each. The teacher will provide appropriate wait time so the students can ask|
|Include Closure |questions and fill in their charts. She will also play the embedded videos to further |
| |explain the subgenres. |
|Provide Independent Practice: |5. In addition to filling in their own charts, the students will be given time to |
| |discuss the subgenres with their tablemates at the end of the lesson. The students’ |
|“YOU DO” |charts will be assessed on completeness and accuracy. The teacher will also informally |
| |assess students as she is monitoring their group conversations. |
1
10 Assessment
|Formative/Ongoing Assessment: |Throughout the lesson, the teacher will check for student understanding by asking |
| |questions about subgenres of Folktales. What is an example of a fairy tale? Myth? Fable?|
| |How is a legend different from a tall tale? What are the elements that make a tall tale |
| |unique and different from the other types of folktales? |
|Summative/End Of Lesson Assessment: |Students will fill in their Student Folktale Charts as the information is presented to |
| |them during the lesson. At the end of the lesson, the class will review the subgenres |
| |with their tablemates. |
| |Basic: These students will be expected to complete their Student Folktale Chart with |
| |60-70% accuracy. |
| |Proficient: These students will be expected to complete their Student Folktale Chart |
| |with 80% accuracy. |
| |Advanced: These students will be expected to entirely complete their Student Folktale |
| |Chart with 90% accuracy. |
11 Materials (including technology, texts, manipulatives, audio-visual)
|Sedna of the Sea (Myth) |
|Promethean Board |
|Folktales and Subgenres PowerPoint |
|Student Folktale Chart |
|Student Handout- The Anatomy of a Tall Tale |
Reflection (include discussion on time management, engagement, assessment data outcomes)
|Hypothetical Reflection/Possible Obstacles: I have been very excited about my tall tale lessons this week! The students have been |
|responding well to them and are eager to learn as much as possible before they create their own tall tale characters. I am a little |
|hesitant about some of the tables working together, so I may move some students around. I am also focusing on pacing during this lesson…I |
|may or may not use some sort of timer to keep us on task. I also understand that it is easy to confuse the subgenres of Folktales, so I am |
|prepared to spend more time on this lesson then I would normally. |
| |
|Differentiation Continued: For our students with the IEPs, I plan to give them extra time if they need it. In addition to this, there are a|
|couple of other students who would likely benefit from extra time and scaffolding. For those students who need extra support, I plan to |
|assist them accordingly. For my Basic learners, I will likely pull them to work with me at the back table. |
12
13 DAY 3
14 Lesson Overview
|Title: |Sal Fink: Shero of the South |
|Author: |Emily Pinkham |
|Subject: |Reading |
|Description of Students (GL, Gifted, Special |There are 13 fourth grade students in our split classroom. Among these students, one of |
|Education, ELL) |them has an IEP for extended time and limited distractions. Five of these students are |
| |pulled for enrichment. We do not have any students classified as ELL. |
| | |
| |There are 14 fifth grade students in our split classroom. Among these students one has |
| |an intensive IEP, one has a 504, and another is currently receiving ELL services. Two of|
| |these students are pulled for enrichment |
|Grade Level(s): |4th & 5th |
|Duration: |60 minutes |
|Subject Area(s): |Reading & Social Studies |
|State Standards: | |
| |CCSS.ELA-LITERACY.RL.4.3 |
| |Describe in depth a character, setting, or event in a story or drama, drawing on |
| |specific details in the text (e.g., a character's thoughts, words, or actions) |
| | |
| |CCSS.ELA-LITERACY.RL.5.3 |
| |Compare and contrast two or more characters, settings, or events in a story or drama, |
| |drawing on specific details in the text (e.g., how characters interact). |
| |Social Studies: |
| |Standard 2.0 Peoples of the Nation and World |
| |Student will understand the diversity and commonality, human interdependence, and global|
| |cooperation of the people of Maryland, the United States, and the World through a |
| |multicultural and a historic perspective. |
15 Goals
|Unit Goals (enduring understandings): |The tall tale is a fundamental element of American folk literature that can provide |
| |readers with information about American culture and US geography. |
|Lesson Goals: |Students will explore the elements of tall tales in the story of Sal Fink. They will use|
| |these elements to complete a character map on Sal Fink. |
16 Methods
|Anticipatory Set: |1. Let’s review the elements of a tall tale and what makes them unique. The teacher will|
|Build on Prior Knowledge |call on students to review exaggeration, a grain of truth, larger than life |
|Pre-Assessment |characteristics, and humor. Today we will be reading another tall tale that will better |
|“I DO” “WE DO” |prepare us for writing our own tall tales. This tall tale is very interesting because it|
| |is written about a female hero, also known as a shero. |
|Introduce & Model New Knowledge |2. The teacher will model how to access the digital copies of Sal Fink on Google Drive.|
|“I DO” |She will also have hard copies available. The class will read this tall tale together as|
| |a popcorn reading. |
| |3. The teacher will pause frequently to check for student understanding and to ask her |
| |students questions about the text and the elements of tall tales in it. |
|Provide Guided Practice: |4. Once they are finished, each student will receive a blank character map for Sal |
| |Fink. The teacher will model how to complete the character map with her students, |
|“WE DO” |prompting them to help her fill in the traits section. The students will continue this |
| |process until they have completed their Sal Fink character map. |
|Include Closure | |
|Provide Independent Practice: |5. The teacher will circulate around the room as the students work on their character |
| |maps. She may also pull her basic students to work with them more closely. |
|“YOU DO” |6. Students will use their digital version of Sal Fink’s Tall Tale to complete their |
| |character map about. They will be expected to describe the problem/solution in her tale,|
| |her traits, looks, exaggerations, and actions. Students will be invited to work with a |
| |partner at their table or independently. Following the work period, the class will |
| |review their character maps as a group. |
1
17 Assessment
|Formative/Ongoing Assessment: |Throughout the lesson, the teacher will check for student understanding by asking |
| |questions about the elements of folktales found in this tall tale. What is an element of|
| |exaggeration in this tall tale? What is a larger than life characteristic in this tall |
| |tale about Sal Fink? Is there humor in this tall tale? Is the problem and solution |
| |realistic? |
|Summative/End Of Lesson Assessment: |Students will use their digital version of Sal Fink’s Tall Tale to complete their |
| |character map about this southern shero. They will be expected to describe the |
| |problem/solution in her tale, her traits, looks, exaggerations, and actions. |
| |Basic: These students will be expected to complete their Sal Fink Character Map with |
| |60-70% accuracy. |
| |Proficient: These students will be expected to complete their Sal Fink Character Map |
| |with 80% accuracy. |
| |Advanced: These students will be expected to entirely complete their Sal Fink Character |
| |Map with 90% accuracy. |
18 Materials (including technology, texts, manipulatives, audio-visual)
|Sal Fink Tall Tale (Digital and Hard Copy) |
|Student iPads |
|Teacher iPad |
|Promethean Board |
|Character Maps |
Reflection (include discussion on time management, engagement, assessment data outcomes)
|Hypothetical Reflection/Possible Obstacles: I have been very excited about my tall tale lessons this week! The students have been |
|responding well to them and are eager to learn as much as possible before they create their own tall tale characters. I am focusing on |
|pacing during this lesson…I may or may not use some sort of timer to keep us on task. I am interested in seeing how the students do on |
|their Character Maps. |
| |
|Differentiation Continued: For our students with the IEPs, I plan to give them extra time if they need it. In addition to this, there are a|
|couple of other students who would likely benefit from extra time and scaffolding. For those students who need extra support, I plan to |
|assist them accordingly. For my Basic learners, I will likely pull them to work with me at the back table. |
DAY 4
19 Lesson Overview
|Title: |Day 4 of Tall Tales Unit: |
| |Sal Fink & Annie Christmas |
| |Compare & Contrast Two Tall Tale “Sheroes” of the South |
|Author: |Emily Pinkham |
|Subject: |Language Arts |
|Description of Students (GL, Gifted, Special |There are 13 fourth grade students in our split classroom. Among these students, one of |
|Education, ELL) |them has an IEP for extended time and limited distractions. Five of these students are |
| |pulled for enrichment. We do not have any students classified as ELL. |
| | |
| |There are 14 fifth grade students in our split classroom. Among these students one has |
| |an intensive IEP, one has a 504, and another is currently receiving ELL services. Two of|
| |these students are pulled for enrichment |
|Grade Level(s): |4/5 split |
|Duration: |45-50 minutes |
|Subject Area(s): |Reading, Writing, & Social Studies |
|State Standards: |4th Grade: |
| |CCSS.ELA-LITERACY.RL.4.9 |
| |Compare and contrast the treatment of similar themes and topics (e.g., opposition of |
| |good and evil) and patterns of events (e.g., the quest) in stories, myths, and |
| |traditional literature from different cultures. |
| | |
| |CCSS.ELA-LITERACY.W.4.2.B |
| |Develop the topic with facts, definitions, concrete details, quotations, or other |
| |information and examples related to the topic. |
| | |
| |5th Grade: |
| |CCSS.ELA-LITERACY.RL.5.9 |
| |Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) |
| |on their approaches to similar themes and topics. |
| | |
| | |
| |CCSS.ELA-LITERACY.W.5.2.B |
| |Develop the topic with facts, definitions, concrete details, quotations, or other |
| |information and examples related to the topic. |
| |Social Studies: |
| |Standard 2.0 Peoples of the Nation and World |
| |Student will understand the diversity and commonality, human interdependence, and global|
| |cooperation of the people of Maryland, the United States, and the World through a |
| |multicultural and a historic perspective. |
20 Goals
|Unit Goals (enduring understandings): |The tall tale is a fundamental element of American folk literature that can provide |
| |readers with information about American culture and US geography. |
|Lesson Goals: |Students will compare and contrast two tall tales of the Southern United States in order|
| |to gain a better understanding of this culture while honing their reading and writing |
| |skills. |
21 Methods
|Anticipatory Set: |1. This week we began a new unit in reading about American Tall Tales. Who can remind me|
|Build on Prior Knowledge |what a tall tale is? What are the four elements or characteristics that all tall tales |
|Pre-Assessment |have in common? |
|“I DO” “WE DO” |2. Now that we have reviewed what a tall tale is, let’s talk about the tall tale we read|
| |about yesterday. Who can tell me about the sheroe Sal Fink? What did she look like? What|
| |exaggerations were in her tall tale? What was the problem/solution in her story? |
| |Students will be invited to use their character map from yesterday’s activity. |
|Introduce & Model New Knowledge |3. After reviewing Sal Fink, the teacher will go over the day’s lesson. She will review |
|“I DO” |today’s objectives and explain how the lesson is integrated with reading, writing, and |
| |social studies. |
| |4. She will provide copies of the Annie Christmas tall tale to her students. The teacher|
| |will lead the reading and then use popcorn reading to incorporate students. |
|Provide Guided Practice: |5. Once the class has read the Annie Christmas tall tale, the teacher will hand out a |
| |new character map for the students to complete on Annie. |
|“WE DO” |6. The class will fill this second character map out in table groups. They will have 10 |
| |minutes to complete their map. |
|Include Closure |7. The teacher will circulate around the classroom and scaffold for those table groups |
| |or students who need it. In order to move on to the writing assignment they will need to|
| |have their character map checked off by the teacher. |
|Provide Independent Practice: |8. Using their two character maps, the students will write a brief writing response to |
| |the prompt: In what ways were Sal Fink and Annie Christmas different? In what ways were |
|“YOU DO” |they alike? If Annie Christmas and Sal Fink had met, would they have been friends? Why |
| |or why not? They will respond to this prompt in Google Docs, where they can share it |
| |and/or print it. |
| |9. Their goal is to have at least two similarities and two differences concerning Sal |
| |Fink and Annie Christmas. They will use their character maps to write a paragraph (or |
| |more) comparing and contrasting the two “sheroes.” A rubric will be provided to them. |
1
22
23 Assessment
|Formative/Ongoing Assessment: |Throughout the lesson, the teacher will check for student understanding by asking |
| |questions about the characteristics of tall tales as well as the similarities and |
| |differences Sal Fink and Annie Christmas share. What makes these two tall characters |
| |similar? What makes them different? In what ways are exaggerations used in both of these|
| |tales? How about humor? |
|Summative/End Of Lesson Assessment: |Students will utilize technology to compose their brief writing pieces comparing and |
| |contrasting Sal Fink and Annie Christmas. |
| |Basic: These students will be expected to include at least one similarity and one |
| |difference concerning the two tall tale characters. |
| |Proficient: These students will be expected to include at least two similarities and |
| |differences concerning the two tall tale characters. They will also explain why they |
| |would or would not be friends. |
| |Advanced: These students will be expected to include two or more similarities and |
| |differences concerning the tall tale characters and thoroughly explain why they would be|
| |friends or not. |
24 Materials (including technology, texts, manipulatives, audio-visual)
|Promethean Board |
|Sal Fink Tall Tale |
|Annie Christmas Tall Tale |
|Tall Tale Character Map Print-outs |
|Rubric for writing piece |
|Student Ipads |
|Google Docs App |
Reflection (include discussion on time management, engagement, assessment data outcomes)
|Hypothetical Reflection/Possible Obstacles: I have been very excited about my tall tale lessons this week! The students have been responding |
|well to them and are eager to learn as much as possible before they create their own tall tale characters. I am a little hesitant about some |
|of the tables working together, so I may move some students around. I am also focusing on pacing during this lesson…I may or may not use some |
|sort of timer to keep us on task. |
| |
|Differentiation Continued: For our students with the IEPs, I plan to give them extra time if they need it. In addition to this, there are a |
|couple of other students who would likely benefit from extra time and scaffolding. For those students who need extra support, I plan to assist|
|them accordingly. For my Basic learners, I will likely pull them to work with me at the back table. |
DAY 5 & DAY 6
This lesson will likely take 2 days to complete. Our class will also be working with Mrs. Rowland during music integration. We will be analyzing a John Henry folk song and poem, adding instruments to it, and discussing tone and theme.
25 Lesson Overview
|Title: |John Henry |
|Author: |Emily Pinkham |
|Subject: |Reading |
|Description of Students (GL, Gifted, Special |There are 13 fourth grade students in our split classroom. Among these students, one of |
|Education, ELL) |them has an IEP for extended time and limited distractions. Five of these students are |
| |pulled for enrichment. We do not have any students classified as ELL. |
| | |
| |There are 14 fifth grade students in our split classroom. Among these students one has |
| |an intensive IEP, one has a 504, and another is currently receiving ELL services. Two of|
| |these students are pulled for enrichment |
|Grade Level(s): |4/5 split |
|Duration: |45-50 minutes |
|Subject Area(s): |Reading, Writing, & Social Studies |
|State Standards: |4th Grade: |
| |CCSS.ELA-LITERACY.RL.4.2 |
| |Determine a theme of a story, drama, or poem from details in the text; summarize the |
| |text |
| | |
| |CCSS.ELA-LITERACY.RL.4.7 |
| |Make connections between the text of a story or drama and a visual or oral presentation |
| |of the text, identifying where each version reflects specific descriptions and |
| |directions in the text. |
| | |
| | |
| |5th Grade: |
| |CCSS.ELA-LITERACY.RL.5.1 |
| |Quote accurately from a text when explaining what the text says explicitly and when |
| |drawing inferences from the text. |
| | |
| |CCSS.ELA-LITERACY.RL.5.7 |
| |Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of|
| |a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and |
| |poem). |
| |Social Studies: |
| |Standard 2.0 Peoples of the Nation and World |
| |Student will understand the diversity and commonality, human interdependence, and global|
| |cooperation of the people of Maryland, the United States, and the World through a |
| |multicultural and a historic perspective. |
26 Goals
|Unit Goals (enduring understandings): |The tall tale is a fundamental element of American folk literature that can provide |
| |readers with information about American culture and US geography. |
|Lesson Goals: |* Students will read the tall tale about John Henry and will answer/ discuss |
| |corresponding questions with classmates digitally (MBC). |
| |*Students will read the tall tale about John Henry and watch a multimedia representation|
| |of the story to compare and contrast. |
27 Methods
|Anticipatory Set: |1. While there are many tall tales I would like to cover with my students, we |
|Build on Prior Knowledge |unfortunately do not have the time to do so. Today’s engagement piece will be a read |
|Pre-Assessment |aloud of Old Stormalong’s tall tale. Following the read aloud we will briefly discuss |
|“I DO” “WE DO” |the elements of the story that make it a tall tale. |
| |2. Over the next two days we will be reading and analyzing the tall tale of John Henry. |
| |John Henry is a one of the most well known tall tale characters we have. Does anyone |
| |already know any information about John Henry? |
|Introduce & Model New Knowledge |3. After some discussion with her students, the teacher will give some historical |
|“I DO” |background about John Henry and discuss how he worked on the C & O Railroad. Both the |
| |fourth and fifth graders have covered this topic. |
| |4. The teacher will read the tall tale aloud to her students. She may choose to use |
| |popcorn reading as this works very well with this group of students. The students will |
| |follow along with their digital copy of the tale which has been uploaded to Subtext. |
|Provide Guided Practice: |5. After reading the tall tale, the teacher will direct her students to visit My Big |
| |Campus. Here they will find discussion questions which relate to tone, theme, |
|“WE DO” |characterization, and plot. The students are familiar with MBC and have answered and |
| |responded to discussion board posts throughout the year. She will remind her student to |
|Include Closure |practice digital citizenship. They will be expected to answer the questions thoroughly |
| |and completely. |
| |6. As a class they will discuss question 1, appropriate answers, and locate evidence in |
| |the text to support their response. |
| |6. On Day 2 of John Henry, the teacher will lead her students in a review of John |
| |Henry’s tale, and then prepare them to watch the Disney video: The Legend of John Henry.|
| | |
| |7. Upon finishing the video the students and teacher will use the Venn Diagram App to |
| |compare and contrast the text version of the tall tale and the video version of the tall|
| |tale. Students will be invited to share their thoughts after working independently for |
| |10 minutes. The teacher will create a Venn Diagram on the Promethean Board and write |
| |down student answers. Following this the students will go to MBC to answer questions |
| |comparing the two versions of the tall tale. |
|Provide Independent Practice: |8. The students will be encouraged to return to the text (Or Venn Diagram on Day 2) to |
| |help them answer the questions and include quotes and textual support. They will be |
|“YOU DO” |asked to answer these questions and then respond to a classmates plot. |
| | |
1
28
29 Assessment
|Formative/Ongoing Assessment: |Throughout the lesson, the teacher will check for student understanding. What is a tall |
| |tale element in this story? Do you think John Henry was really born with a hammer in his|
| |hand? In what ways does this tall tale illustrate the culture of the south? In what ways|
| |does this tall tale have a “grain of truth” in it? How does the written tall tale |
| |compare to the multimedia or video version of the tall tale? What is different? What is |
| |the same? |
|Summative/End Of Lesson Assessment: |Students will utilize technology to answer discussion board questions on My Big Campus. |
| |On Day 1 of the John Henry lesson they will be answering questions about the written |
| |tall tale relating to plot, theme, and characterization. On Day 2 of the lesson they |
| |will be answering compare and contrast questions on the written tall tale versus the |
| |video version by Disney. |
| |Basic: These students will be expected to answer discussion board questions with 70% |
| |accuracy and to act in accordance to classroom rules concerning digital citizenship. |
| |Proficient: These students will be expected to answer discussion board questions with |
| |80% accuracy and to act in accordance to classroom rules concerning digital citizenship.|
| | |
| |Advanced: These students will be expected to answer discussion board questions with 90% |
| |accuracy and to act in accordance to classroom rules concerning digital citizenship. |
30 Materials (including technology, texts, manipulatives, audio-visual)
|Promethean Board |
|Subtext App |
|Venn Diagram App |
|Student iPads |
|Teacher iPad |
|Old Stormalong Tall Tale |
|John Henry Tall Tale |
|John Henry Disney Video (YouTube or VHS if equipment is available) |
|Link: |
|My Big Campus Discussion Board Questions |
Reflection (include discussion on time management, engagement, assessment data outcomes)
|Hypothetical Reflection/Possible Obstacles: I have been very excited about my tall tale lessons this week! The students have been responding |
|well to them and are eager to learn as much as possible before they create their own tall tale characters. I am focusing on pacing during |
|these lessons…I may or may not use some sort of timer to keep us on task. My goal is for the students to answer their discussion board |
|questions accurately and completely. I want to encourage them to write in complete sentences and to elaborate on their answers. |
| |
|Differentiation Continued: For our students with the IEPs, I plan to give them extra time if they need it. In addition to this, there are a |
|couple of other students who would likely benefit from extra time and scaffolding. For those students who need extra support, I plan to assist|
|them accordingly. For my Basic learners, I will likely pull them to work with me at the back table. |
DAY 7 & DAY 8
*May possibly be expanded to three days depending on student need.
31 Lesson Overview
|Title: |Creation of Original Tall Tales |
|Author: |Emily Pinkham |
|Subject: |Reading |
|Description of Students (GL, Gifted, Special |There are 13 fourth grade students in our split classroom. Among these students, one of |
|Education, ELL) |them has an IEP for extended time and limited distractions. Five of these students are |
| |pulled for enrichment. We do not have any students classified as ELL. |
| | |
| |There are 14 fifth grade students in our split classroom. Among these students one has |
| |an intensive IEP, one has a 504, and another is currently receiving ELL services. Two of|
| |these students are pulled for enrichment |
|Grade Level(s): |4/5 split |
|Duration: |70 minutes |
|Subject Area(s): |Reading, Writing, & Social Studies |
|State Standards: |4th Grade: |
| | |
| |CCSS.ELA-LITERACY.W.4.4 |
| |Produce clear and coherent writing in which the development and organization are |
| |appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
| |types are defined in standards 1-3 above.) |
| | |
| |5th Grade: |
| | |
| |CCSS.ELA-LITERACY.W.5.4 |
| |Produce clear and coherent writing in which the development and organization are |
| |appropriate to task, purpose, and audience. (Grade-specific expectations for writing |
| |types are defined in standards 1-3 above.) |
| | |
| |Social Studies: |
| |Standard 2.0 Peoples of the Nation and World |
| |Student will understand the diversity and commonality, human interdependence, and global|
| |cooperation of the people of Maryland, the United States, and the World through a |
| |multicultural and a historic perspective. |
32 Goals
|Unit Goals (enduring understandings): |The tall tale is a fundamental element of American folk literature that can provide |
| |readers with information about American culture and US geography. |
|Lesson Goals: |Students will utilize all that they have learned about tall tales and create and compose|
| |their own original tall tales. They will be expected to meet the requirements of a |
| |rubric provided to them. |
33 Methods
|Anticipatory Set: |1. Over the last few weeks we have learned a lot about American tall tales. Tell me |
|Build on Prior Knowledge |about a tall tale you really enjoyed or something new you have learned since we started |
|Pre-Assessment |this unit. How do tall tales relate to US geography and culture? The teacher will ask |
|“I DO” “WE DO” |the students to pair-share and then share as a whole group. |
| |2. Today we will start pre-writing for own tall tales. But first, let’s review what |
| |makes a tall tale a tall tale. Students will help the teacher list the four elements of |
| |a tall tale on a poster. They will also discuss how tall tales are different from other |
| |types of folktales. |
|Introduce & Model New Knowledge |3. Upon reviewing the teacher will mirror her iPad and open the SimpleMinds App. Here |
|“I DO” |she will model the process of pre-writing. As we have been reading tall tales, I have |
| |been thinking it would be really neat if I created another tall tale based on a Shero, |
| |or female character. She will explain and model how to pre-write and verbalize her |
| |thinking. She will add bubbles for exaggeration, humor, larger than life |
| |characteristics, and a “grain of truth.” |
| |4. Once she has put a lot of detail into her concept map she will go to Google Drive and|
| |start her rough draft. She will model a few sentences to show students what she expects |
| |from them. At this time she will also go over the rubric for the original tall tales. |
|Provide Guided Practice: |5. At this time, the students will be given 15-20 minutes to work on their concept maps |
| |and to develop their characters, plot, problem/solution, and tall tale elements. |
|“WE DO” |6. At the end of this work period, the students will be invited to pair-share with a |
| |neighbor at their table. They will also review the rubric with this partner to make sure|
|Include Closure |they are meeting the assignments requirements. |
|Provide Independent Practice: |7. After 10 minutes, 5 for each partner, the students will begin their rough drafts. The|
| |teacher will begin conferencing with her students and provide the appropriate support |
|“YOU DO” |and guidance as her students write. She will also discuss the possibility of the student|
| |sharing the tall tale character with the class and how they could prepare for doing |
| |that. |
| |8. For the next 2-3 days, the students will be given the opportunity to work on their |
| |tall tales and to conference with their teacher. |
| |9. For those fast finishers, students will be invited to use the app Pixie to create |
| |Wanted Posters and Identification Cards for their tall tale character. This will expand |
| |on the assignment and allow for art integration. |
1
34
35 Assessment
|Formative/Ongoing Assessment: |Throughout the lesson, the teacher will hold one-on-one conferences with her students to|
| |discuss the ideas for their original tall tales and characters. What tall tale elements |
| |are they including? How is their character larger than life? How is their character |
| |different from a super hero or fairy tale character? Is there an element of humor or |
| |exaggeration in their tall tale? |
|Summative/End Of Lesson Assessment: |Students will utilize technology to create and compose their own original tall tale and |
| |characters. |
| |Basic: These students will be expected to write their own original tall tale, include |
| |one element of exaggeration, one e |
| |Proficient: These students will be expected to include |
| |Advanced: These students will be expected to |
36 Materials (including technology, texts, manipulatives, audio-visual)
|Teacher iPad |
|Student iPads |
|Promethean Board |
|SimpleMinds App |
|Google Drive |
|Pixie App |
|Promethean Board |
|ActiveInspire |
|Collection of tall tale stories we have read and discussed |
Reflection (include discussion on time management, engagement, assessment data outcomes)
|Hypothetical Reflection/Possible Obstacles: I have been very excited about my tall tale lessons this week! The students have been responding |
|well to them and are eager to learn as much as possible before they create their own tall tale characters. They are now ready to start writing|
|their own original tall tales. I am concerned that some students are still confusing tall tale characters with super heroes, fairy tale |
|characters, and mythical creatures. I plan on discussing these differences again and |
| |
|Differentiation Continued: For our students with the IEPs, I plan to give them extra time if they need it. In addition to this, there are a |
|couple of other students who would likely benefit from extra time and scaffolding. For those students who need extra support, I plan to assist|
|them accordingly. For my Basic learners, I will likely pull them to work with me at the back table. |
DAY 9
37 Lesson Overview
|Title: |Talkin’ Tall Tales in the Morning! |
| |Tall Tale Celebration! |
|Author: |Emily Pinkham |
|Subject: |Reading |
|Description of Students (GL, Gifted, Special |There are 13 fourth grade students in our split classroom. Among these students, one of |
|Education, ELL) |them has an IEP for extended time and limited distractions. Five of these students are |
| |pulled for enrichment. We do not have any students classified as ELL. |
| | |
| |There are 14 fifth grade students in our split classroom. Among these students one has |
| |an intensive IEP, one has a 504, and another is currently receiving ELL services. Two of|
| |these students are pulled for enrichment |
|Grade Level(s): |4/5 split |
|Duration: |75 minutes |
|Subject Area(s): |Reading, Writing, & Social Studies |
|State Standards: |4th Grade: |
| |CCSS.ELA-LITERACY.SL.4.1 |
| |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and |
| |teacher-led) with diverse partners on grade 4 topics and texts, building on others' |
| |ideas and expressing their own clearly. |
| |CCSS.ELA-LITERACY.W.4.3 |
| |Write narratives to develop real or imagined experiences or events using effective |
| |technique, descriptive details, and clear event sequences. |
| | |
| |5th Grade: |
| | |
| |CCSS.ELA-LITERACY.SL.5.1 |
| |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and |
| |teacher-led) with diverse partners on grade 5 topics and texts, building on others' |
| |ideas and expressing their own clearly. |
| |CCSS.ELA-LITERACY.W.5.3 |
| |Write narratives to develop real or imagined experiences or events using effective |
| |technique, descriptive details, and clear event sequences. |
| | |
| |Social Studies: |
| |Standard 2.0 Peoples of the Nation and World |
| |Student will understand the diversity and commonality, human interdependence, and global|
| |cooperation of the people of Maryland, the United States, and the World through a |
| |multicultural and a historic perspective. |
38 Goals
|Unit Goals (enduring understandings): |The tall tale is a fundamental element of American folk literature that can provide |
| |readers with information about American culture and US geography. |
|Lesson Goals: |Students will effectively engage in a range of collaborative discussions (one-on-one, in|
| |groups, and teacher-led) with diverse partners, building on others' ideas and expressing|
| |their own clearly. |
39 Methods
|Anticipatory Set: |1. Have you ever watched a talk show before? Tell me what happens on a talk show? The |
|Build on Prior Knowledge |teacher will prompt students to tell her what happens on morning talk shows. |
|Pre-Assessment | |
|“I DO” “WE DO” | |
|Introduce & Model New Knowledge | 2. Today we will be holding our own talk show, Talkin’ Tall Tales in the Morning. I |
|“I DO” |will be the host and you will be appearing on our show as your tall tale character. You |
| |will be our guest stars! Now, you told me that on talk shows, the host asks their guests|
| |questions to get to know them better. What questions do you think we should ask you when|
| |appear on our show as your tall tale character? |
|Provide Guided Practice: | 3. As a class, the teacher and students will develop interview questions for their talk|
| |shows. |
|“WE DO” |Tell me about yourself? |
| |What larger than life characteristics do you have? |
|Include Closure |Where do you live? |
| |What are you famous for? |
| |Tell me about your tall tale… |
| |What is the problem in your tall tale story? |
| |What is the solution in your tall tale story? |
| |Did you help create anything memorable in the US? Like Paul Bunyan Minnesota’s ten |
| |thousand lakes? |
| |4. Prior to starting the talk show, students will be given time to look over their tall |
| |tale and share it in a small group to prepare them for their interview. |
| |5. Each student will appear on the talk show for 3-4 minutes. They will be asked |
| |questions by both the audience members (classmates) and teacher (host). They will use |
| |the pre-made questions we developed earlier. They are also invited to ask questions that|
| |pertain to the individual characters as long as they are not silly or off topic. |
|Provide Independent Practice: |6. After all students have appeared on the talk show, students will be asked to complete|
| |an Exit Ticket that allows them to reflect on our Tall Tale Unit. This is also their |
|“YOU DO” |ticket to go to lunch. |
| | |
1
40
41 Assessment
|Formative/Ongoing Assessment: |Throughout the lesson, the teacher will check for student understanding and |
| |participation. This would include asking the pre-made interview questions or asking |
| |prompting questions so that the student can better describe their tall tale and |
| |character. |
|Summative/End Of Lesson Assessment: |Students will be able to participate in today’s talk show and complete the required Exit|
| |Ticket. |
| |Basic: These students will be expected to participate in today’s activity to the best of|
| |their abilities and complete their Exit Ticket. |
| |Proficient: These students will be expected to participate in today’s activity and |
| |complete their Exit Ticket. |
| |Advanced: These students will be expected to participate in today’s activity and |
| |complete their Exit Ticket with detail and support. |
42 Materials (including technology, texts, manipulatives, audio-visual)
|Promethean Board |
|Poster Board for Questions |
|Table and chairs for talk show |
|Student’s original tall tales |
|Exit Ticket |
Reflection (include discussion on time management, engagement, assessment data outcomes)
|Hypothetical Reflection/Possible Obstacles: I have been very excited about my tall tale lessons this week! The students have been responding |
|well to them and are eager to share their tall tales. I am very excited for today’s celebration and to give my students the opportunity to |
|share their work in a safe environment. |
| |
|Differentiation Continued: For our students with the IEPs, I plan to give them extra time if they need it. In addition to this, there are a |
|couple of other students who would likely benefit from extra time and scaffolding. For those students who need extra support, I plan to assist|
|them accordingly. For my Basic learners, I will likely ask them more prompting questions during their interview. |
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