| Lesson Plan ID: |
8613 |
| Title: |
Larger than Life |
| Overview/Annotation: |
Students will write a tall tale narrative including larger than life characters with unusual skills or abilities using exaggeration, humor, surprise endings, and story elements (setting, characters, conflict, resolution). |
| Content Standard(s): |
| ELA(3) | 4. Use a wide range of strategies and skills, including retelling information, using context clues, and making inferences to identify main idea, to comprehend third-grade informational and functional reading materials. | | ELA(3) | 9. Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. | | ELA(3) | 11. Recognize nouns, verbs, pronouns, conjunctions, and adjectives in written texts. | | TC2(3-5) | 2. Use various technology applications, including word processing and multimedia software. | | TC2(3-5) | 10. Use digital environments to collaborate and communicate. |
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| Local/National Standards: |
Students will:
1. Organize content of written compositions with attention to basic characteristics.
2. Write in a variety of modes to express meaning.
3. Organize paragraphs with attention to basic characteristics.
4. Correct errors in sentence structure in oral and written presentations.
5. Write meaningful simple sentences and short paragraphs.
6. Spell correctly in final written products.
7. Use computers for expression. |
| Primary Learning Objective(s): |
1. Students will write in complete sentences with correct paragraph structure.
2. Students will complete multiple paragraphs and have topic sentences with each paragraph.
3. Students will use supporting details in their paragraphs with correct capitalization, ending punctuation, and quotation marks.
4. Students will write the paragraphs in correct sequential order. |
| Additional Learning Objective(s): |
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| Approximate Duration of the Lesson: |
Greater than 120 Minutes |
| Materials and Equipment: |
John Henry: An American Legend by Jack Ezra Keats (Alfred A.Brooks),
Johnny Appleseed by Steven Kellogg (William Morrow & Company,
Paul Bunyan Swings His Axe by Dell J. McCormick (Caxton Press),
Props: hammer, apple, plaid shirt, large sunglasses, necklace, tennis shoes and other objects that represent exgaggerated elements in tall tales,
Student Writing Rubric (see attached)
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| Technology Resources Needed: |
Computer, presentation software and/or
word processing software, SmartBoard and Alphasmart optional
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| Background/Preparation: |
Basic computer skills,
general understanding of tall tales, folk heroes, legends, etc. |
| Procedures/Activities: |
1.)Display props that represent the exgaggerated elements in each of the tall tales. Invite volunteers, one for each book read, to wear or hold a prop. Have students guess which book each prop represents. Ask students to share suggestions for other props that could represent each tall tale.
2.)Read aloud John Henry: An American Legend by Jack Ezra Keats, Johnny Appleseed by Steven Kellogg (William and Morrow & Co), and Paul Bunyan Swings His Axe by Dell J. McCormick.
3.)Create a six-column comparison chart on large pieces of chart paper (or a SmartBoard). Label the columns as follows: Book, Setting, Characters, Exaggerated Element, Conflict, and Resolution.
4.)Using the chart, students will compare and contrast the three tall tales read aloud.
5.)Ask each group to discuss exaggerated elements found in the story. Look at conflicts found in the story and appropriate resolutions that involve the exaggerated element.
6.)Have students brainstorm different exaggerated elements that they could use in their own story. Alphasmarts could be used to record ideas.
7.)Have each student use the information he or she recorded to write a tall tale. Alphasmarts could be used to write the story.
8.)Students will revise and edit their rough drafts. Have students use a writing rubic to evaluate their work.
9.)Have students publish their final drafts using either presentation or word processing software.
10.)Students will then share their presentations with the class.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
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| Assessment Strategies: |
A rubric will be used to assess students' writing. Computerized test on books read (if available) will be used. |
| Extension: |
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| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
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.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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