|Lesson Plan ID:
During this lesson students will be exposed to different types of writing. Students will have the opportunity to create their own story based on the characteristics of the literature they have read. Students will also learn the history of trickster tales and their significance.
|SS(4) Alabama Studies||6. Identify cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople. |
|ELA(4) ||2. Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms. |
|ELA(4) ||3. Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. |
|ELA(4) ||4. Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. |
|ELA(4) ||6. Compare the genre characteristics of tall tales, fantasy, myths, and legends, including multicultural literature. |
|ELA(4) ||7. Compare story elements and the experiences and feelings of literary characters to students' lives. |
|ELA(4) ||8. Compose descriptive texts using an introductory paragraph, sensory details, vivid language, and a conclusion. |
|ELA(4) ||10. Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|ELA2010(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). [RL.4.3] |
|ELA2010(4) ||24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3] |
|ELA2010(4) ||39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2] |
|ELA2010(4) ||41. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies. [L.4.4] |
|Primary Learning Objective(s):
Students will use the steps in the writing process to produce a narrative writing based on the character traits and theme of Brer Rabbit stories or the Peter Rabbit story.
|Additional Learning Objective(s):
Students will gain an understanding and appreciation of the importance of trickster tales and other such stories to slaves and sharecroppers.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Tales of Brer Rabbit ISBN # 1-56138-583-2 (This is an updated version of the Joel Chandler Harris stories that is politically correct.) [Any other trickster tales where the underdog becomes the victor can be substituted.]
Beatrix Potter's Peter Rabbit
Strategies That Work by Harvey and Goudvas (optional)
|Technology Resources Needed:
Computer with Internet access, word processing software, printer
Students will need to know the components of narrative writing: See Narrative Writing Tutorial. Students must have basic knowledge of word processing software. Students must be familiar with the writing process.
1.)Read aloud a few paragraphs of one of the Brer Rabbit
stories and Peter Rabbit
. Show pictures and have students predict what they think the story is about. Frequently allow students to summarize and change predictions. Do this with two or three of the trickster tales.
(Native American Trickster Tales
)A variety of trickster tales from which to chose.
2.)Have students use a Venn Diagram
to compare the Brer Rabbit character with the Peter Rabbit character.
Discuss the lives and culture of sharecroppers and slaves. Have students determine the theme of the Brer Rabbit stories (the underdog is victorious).
Explain that trickster tales were brought to America by early slaves and passed on to later generations. Elicit from students that they may have been popular with slaves and sharecroppers because of the theme. Review the website below to help students understand more about trickster tales.
(The Role of Slave Trickster Tales
)This site explains how trickster tales were important to the slaves.
3.)Discuss the theme of Peter Rabbit (that one will be punished if he/she doesn't mind parents or do what is right). Have students infer why they think the story may have been written. Explain that good readers often form questions in their minds while reading and that sometimes there are questions that cannot be answered. Since the reason the story was written is not given, that question may never be answered. (The teacher may learn more about this in Strategies That Work by Harvey and Goudvas).
4.)Review the components of a narrative story. Have students brainstorm ideas for either writing a "Peter Rabbit-like" story or a "Trickster Tale." Instruct students not to use the same names. Review the writing process using the website below.
)This site reviews the writing process.
5.)Allow students time to go through the complete writing process. Have students use a dictionary and/or a thesaurus as needed to correct their writing. Instruct students to type the final copy using word processing software. Once students have finished typing their stories, have them print the stories and share them with the class.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||Your Rubric Story Writing Rabbit Tales.htm|
The teacher will use the attached rubric to assess the students' stories.
Students could create an animal story to go with any theme. Students could compare the Brer Rabbit stories, Peter Rabbit Story, and Aesop's Fables.
Writing could be broken down into smaller steps.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: