KTIP Lesson/Unit Plan Format - Emily Pinkham...

Unit Plan Template of 37

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-AssessmentAnalysisDepth 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:

http://mdk12.org/instruction/commoncore/index.htmlhttp://mdk12.org/instruction/curriculum/reading/index.htmlhttp://mdk12.org/instruction/curriculum/mathematics/index.htmlhttp://mdk12.org/instruction/curriculum/social_studies/index.htmlhttp://mdk12.org/instruction/curriculum/science/index.html

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 _____________________________

http://mdk12.org/instruction/curriculum/science/index.html

http://mdk12.org/instruction/curriculum/social_studies/index.html

http://mdk12.org/instruction/curriculum/mathematics/index.html

http://mdk12.org/instruction/curriculum/reading/index.html

http://mdk12.org/instruction/commoncore/index.html


G. Designing the Instructional Unit

1. Unit Title:

Exploring American Tall Tales

2. Enduring Understandings (Learning Implications):

The tall tale is a fundamental element of American folk literature that can provide readers with information about American culture and US geography.

3. Essential Unit Guiding Questions; Key Concepts:

What elements make a tall tale different from other folktales? How do American Tall Tales relate to US geography and culture?

4. Maryland Common Core State Standards to be Addressed: CCSS.ELA-LITERACY.RL.4.3Describe 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.5.3Compare 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.4.5Explain 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.5.9Compare 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.4.9Compare 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

http://www.corestandards.org/ELA-Literacy/W/4/2/b/

http://www.corestandards.org/ELA-Literacy/RL/4/9/






Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.CCSS.ELA-LITERACY.W.5.2.BDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.CCSS.ELA-LITERACY.RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text

CCSS.ELA-LITERACY.RL.4.7Make 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.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RL.5.7Analyze 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.4.4Produce 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.4.1Engage 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.4.3Write 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 WorldStudent 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.

http://www.corestandards.org/ELA-Literacy/W/5/3/

http://www.corestandards.org/ELA-Literacy/SL/5/1/











5. Objectives for the Unit:

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.

6. 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.

7. Define Communication with Students, Caregivers, and Colleagues:

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.


Revised 8/13

Unit Plan Format

Name: Emily Pinkham Date: March 17, 2014-April 4, 2014 Age/Grade Level: 9-11/ Grades 4 & 5

# of Students: 27 # of IEP Students: 4 # of LEP Students: 1

Program: MAT-E Major Content Areas: Reading, Social Studies, & Writing Unit Length: 10 days

Unit Title: Exploring American Tall Tales

Context Explain how each lesson relates to the unit of study or your broad goals for teaching about the topic.

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.4.3Describe 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.4.5Explain 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.5.9Compare 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.4.9Compare 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.BDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.CCSS.ELA-LITERACY.W.5.2.BDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.CCSS.ELA-LITERACY.RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text

CCSS.ELA-LITERACY.RL.4.7Make 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.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RL.5.7Analyze 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.SL.5.1Engage 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.5.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
















and clear event sequences.


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.






Students will read the tall tale about John Henry and watch a multimedia representation of the story to compare and contrast.



Asses Assessment PlanIn 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


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


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


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.


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.


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

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


contrast. posted to MBC


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.


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 1Quizlet Tall Tale Flash Cards- http://quizlet.com/4339289/4th-grade-tall-tales-characters-flash-cards/Promethean BoardThe Bunyans by Audrey WoodPaul Bunyan Student Map & Paul Bunyan Teacher MapDay 2Sedna of the Sea (Myth)Promethean BoardFolktales and Subgenres PowerPointStudent Folktale ChartStudent Handout- The Anatomy of a Tall TaleDay 3Sal Fink Tall Tale (Digital and Hard Copy)Student iPads & Teacher iPadPromethean BoardCharacter MapsDay 4Promethean BoardSal Fink Tall Tale & Annie Christmas Tall TaleTall Tale Character Map Print-outsRubric for writing pieceStudent IpadsGoogle Docs AppDay 5 & 6 Promethean BoardSubtext AppVenn Diagram AppStudent iPads & Teacher iPadOld Stormalong Tall Tale John Henry Tall TaleJohn Henry Disney Video (YouTube or VHS if equipment is available)Link: http://youtu.be/Cb1DqGC1Ey4My Big Campus Discussion Board QuestionsDay 7 &8Teacher iPad & Student iPadsPromethean BoardSimpleMinds App, Google Drive, Pixie AppPromethean Board & ActiveInspireCollection of tall tale stories we have read and discussedDay 9Promethean BoardPoster Board for QuestionsTable and chairs for talk showStudent’s original tall tales Exit Ticket


Universal Design for Learning

ProceduresGlobally 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?)

1. 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.

2. 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.

3. 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.


4. 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.

5. 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.

6. 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 UNITSpring 2014: Grades 4 & 5Emma K. Doub Elementary

DAY 1

Lesson OverviewTitle: Tall Tales Kick-Off!

Author: Emily Pinkham

Subject: Reading

Description of Students (GL,

Gifted, Special Education, ELL)

There are 13 fourth grade students in our split classroom. Among these students, one of 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.4.3Describe 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)






GoalsUnit Goals (enduring

understandings):


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.

MethodsAnticipatory Set:Build on Prior KnowledgePre-Assessment“I DO” “WE DO”

1. The teacher will use the app Quizlet as both her engagement piece and pre-assessment. She will display the Tall Tales Quizlet set on the Promethean Board and scroll through the names of 15 tall tale characters. Do you recognize these names? What do you think 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

“I DO”

2. The teacher will lead her class in a discussion about tall tales and what they are. 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:

“WE DO”

Include Closure

4. She will model this process with the first US landmark described in the text and check for student understanding.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 map and provide further information about these US landmarks.

Provide Independent Practice: “YOU DO”

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 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.


AssessmentFormative/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.

Materials (including technology, texts, manipulatives, audio-visual)Quizlet Tall Tale Flash Cardshttp://quizlet.com/4339289/4th-grade-tall-tales-characters-flash-cards/Promethean BoardThe Bunyans by Audrey WoodPaul 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

Lesson OverviewTitle: Exploring Folktales with a Focus on Tall Tales


Subject: Reading








State Standards: CCSS.ELA-LITERACY.RL.4.5Explain 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.5.9Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


GoalsUnit Goals (enduring The tall tale is a fundamental element of American folk

literature that can provide readers with information about American culture and US geography.




understandings):

Lesson Goals: Students will gain a better understanding of folktales through an in-depth digital exploration.


1. Today we will be learning about Folktales and their subgenres. Tall tales are a subgenre of folktales. So are myths, legends, fables, and fairy tales. I would like to start today’s lesson by circling up and reading an Inuit Myth called Sedna of the Sea. When we are finished reading, we will discuss what makes this story different from the tall tale we read about Paul Bunyan yesterday.


“I DO”

2. The teacher will read the myth about Sedna. Once she is finished reading the 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.


“WE DO”

Include Closure

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 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 questions and fill in their charts. She will also play the embedded videos to further explain the subgenres.


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’ charts will be assessed on completeness and accuracy. The teacher will also informally assess students as she is monitoring their group conversations.



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?


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.

Materials (including technology, texts, manipulatives, audio-visual)Sedna of the Sea (Myth)Promethean BoardFolktales and Subgenres PowerPointStudent Folktale ChartStudent 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.



DAY 3

Lesson OverviewTitle: Sal Fink: Shero of the South


Subject: Reading








State Standards:CCSS.ELA-LITERACY.RL.4.3Describe 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.5.3Compare 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 WorldStudent 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.

GoalsUnit Goals (enduring The tall tale is a fundamental element of American folk

literature that can provide readers with information about




understandings): 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.


1. Let’s review the elements of a tall tale and what makes them unique. The teacher will call on students to review exaggeration, a grain of truth, larger than life characteristics, and humor. Today we will be reading another tall tale that will better 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.


“I DO”

2. The teacher will model how to access the digital copies of Sal Fink on Google Drive. 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.


“WE DO”

Include Closure

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, 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.


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.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.


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?


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.

Materials (including technology, texts, manipulatives, audio-visual)Sal Fink Tall Tale (Digital and Hard Copy)Student iPadsTeacher iPadPromethean BoardCharacter 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.



DAY 4

Lesson OverviewTitle: Day 4 of Tall Tales Unit:

Sal Fink & Annie ChristmasCompare & Contrast Two Tall Tale “Sheroes” of the

South


Subject: Language Arts





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.4.9Compare 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.BDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

5th Grade: CCSS.ELA-LITERACY.RL.5.9Compare 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.BDevelop 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 WorldStudent 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.


understandings):


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.


1. This week we began a new unit in reading about American Tall Tales. Who can remind me what a tall tale is? What are the four elements or characteristics that all tall tales have in common? 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.


“I DO”

3. After reviewing Sal Fink, the teacher will go over the day’s lesson. She will review 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.


“WE DO”

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. 6. The class will fill this second character map out in table groups. They will have 10 minutes to



Include Closurecomplete their map. 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.


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 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.


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?


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.


Materials (including technology, texts, manipulatives, audio-visual)Promethean BoardSal Fink Tall TaleAnnie Christmas Tall TaleTall Tale Character Map Print-outsRubric for writing pieceStudent IpadsGoogle 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.



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.

Lesson OverviewTitle: John Henry


Subject: Reading






Duration: 45-50 minutes


State Standards: 4th Grade: CCSS.ELA-LITERACY.RL.4.2Determine a theme of a story, drama, or poem from details in the text; summarize the text

CCSS.ELA-LITERACY.RL.4.7Make 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.5.7Analyze 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 WorldStudent 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.


understandings):


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.


1. While there are many tall tales I would like to cover with my students, we unfortunately do not have the time to do so. Today’s engagement piece will be a read aloud of Old Stormalong’s tall tale. Following the read aloud we will briefly discuss 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?


“I DO”

3. After some discussion with her students, the teacher will give some historical 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:

“WE DO”

Include Closure

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, 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 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.


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 asked to answer these questions and then respond to a classmates plot.


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?


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.

Materials (including technology, texts, manipulatives, audio-visual)Promethean BoardSubtext AppVenn Diagram AppStudent iPadsTeacher iPadOld Stormalong Tall Tale John Henry Tall TaleJohn Henry Disney Video (YouTube or VHS if equipment is available)Link: http://youtu.be/Cb1DqGC1Ey4My 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.



DAY 7 & DAY 8

*May possibly be expanded to three days depending on student need.

Lesson OverviewTitle: Creation of Original Tall Tales


Subject: Reading








State Standards: 4th Grade:


5th Grade:

CCSS.ELA-LITERACY.W.5.4Produce 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.)



understandings):


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.


1. Over the last few weeks we have learned a lot about American tall tales. Tell me about a tall tale you really enjoyed or something new you have learned since we started this unit. How do tall tales relate to US geography and culture? The teacher will ask 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.


“I DO”

3. Upon reviewing the teacher will mirror her iPad and open the SimpleMinds App. Here 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


“WE DO”

Include Closure

minutes to work on their concept maps and to develop their characters, plot, problem/solution, and tall tale elements. 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 they are meeting the assignments requirements.


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 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.

AssessmentFormative/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?


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 eProficient: These students will be expected to include Advanced: These students will be expected to

Materials (including technology, texts, manipulatives, audio-visual)Teacher iPad Student iPads


Promethean BoardSimpleMinds AppGoogle DrivePixie AppPromethean BoardActiveInspireCollection 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



DAY 9

Lesson OverviewTitle: Talkin’ Tall Tales in the Morning!

Tall Tale Celebration!


Subject: Reading








State Standards: 4th Grade: CCSS.ELA-LITERACY.SL.4.1Engage 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.4.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.




5th Grade:




understandings):


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.


1. Have you ever watched a talk show before? Tell me what happens on a talk show? The teacher will prompt students to tell her what happens on morning talk shows.


“I DO”

2. Today we will be holding our own talk show, Talkin’ Tall Tales in the Morning. I 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?


“WE DO”

3. As a class, the teacher and students will develop interview questions for their talk shows.

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.


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 ticket to go to lunch.


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.


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.


Materials (including technology, texts, manipulatives, audio-visual)Promethean BoardPoster Board for QuestionsTable and chairs for talk showStudent’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.

KTIP Lesson/Unit Plan Format - Emily Pinkham...

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