The historical fiction I'm using was recommended in the Wheatley Portfolio unit. The novels include:
Julie of the Wolves
Island of the Blue Dolphins
The Birchbark House
The Sign of the Beaver
Little House on the Prairie
Clues to a Culture
Literature Unit
Stage 1 – Desired Outcome
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Established
Goals:
·
Compare fiction and nonfiction books about
Native American nations and European settlers during the 19th and
20th centuries, quoting accurately from the texts.
·
Compare points of view of events in America
from the perspective of different cultures (e.g. westward expansion).
·
Find similarities and differences in stories
from various cultures (e.g. trickster tales).
·
Explain how the use of literary devices
increases understanding of literature and use these devices in student
writing.
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Understandings:
Overarching understanding:
A person’s point of view of an event is influenced by his culture.
Topical Understanding:
The 19th and 20th
century’s westward expansion affected Native Americans differently than the
European settlers.
Topical Understanding:
Authors use a variety of literary devices to enhance understanding.
Topical Understanding:
Multiple sources about a topic may contain conflicting views or
biases.
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Essential
Questions:
Overarching question:
How does literature provide insight into a culture?
Topical Question:
In what ways were the perspectives of the Native American cultures
different from each other and from the European settlers during the 19th
and 20th centuries?
Topical Question:
In what ways do authors develop characters through the use of
literary devices?
Topical Question:
In what ways do readers learn about a culture from historical fiction
and non-fiction?
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Key
Knowledge and Skills:
·
Quote accurately from a text when explaining
what the text says explicitly and when drawing inferences from the text.
·
Draw on information from multiple print or
digital sources.
·
Use context to confirm or self-correct word
recognition or understanding.
·
Write opinion pieces on topics or texts,
supporting a point of view with reasons and evidence.
·
Identify literary elements and devices. Explain why the author used them (e.g.
direct and indirect characterization, flashback, foreshadowing, imagery,
figurative language).
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Stage 2 – Assessment Evidence
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Performance
Tasks:
·
After reading one of the six novels, students
will use the thinking routine, Circle of Viewpoints, to identify different
characters’ perspectives about specific events in the story. Students will then write a paragraph
explaining the character’s perspective, quoting accurately from the text to
support their claim(s).
Students will then use the Chalk Talk questions to analyze the perspective of the main character in one of the chosen novels by writing and performing a play, writing a picture book or comic strip, or creating a board game. All three choices must include accurate depictions from the novel (citing evidence from the text).
·
After reading one of the novels and orally
discussing it with other students who have read that book, using the Chalk
Talk questions for guidance, students will then research one of the cultures
in their story, compare facts they discovered with the fictional novel, and design
a Google slideshow that answers the essential question: How does literature
provide an insight into a culture?
·
After reading several Native American
trickster tales, students will write their own trickster tale explaining
something in nature. They will use
literary devices within their tales.
Students will then create
puppets and perform their trickster tales using our puppet theater.
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Performance
Tasks and Other Evidence:
·
As a pre-assessment and to activate students’
background knowledge about what a culture is, we will use the thinking
routine Chalk Talk. The four questions
include: 1) How do different cultures
use the Earth’s resources (plants, trees, water, oil, soil); 2) How do
different cultures view animals? (pets, food, work); 3) In what ways does
religion play a part in a culture’s beliefs and customs?; and 4) How are a
culture’s customs and beliefs shown in their stories, art and music?
·
After reading one of the six novels, students
will meet in a book club to orally discuss the text, identifying scenes where
a conflict of cultures exists in the story, evaluating perspectives of main
characters, and evaluating the Chalk Talk questions. Students will then participate in another
Chalk Talk, same questions, narrowed down to the novel they have read.
·
Using the mentor read aloud text Under the
Blood Red Sun, students will identify literary elements such as
characterization (direct and indirect) and setting along with how the authors
use literary devices to enhance understanding.
Students will then select one
of the novels they have read and evaluate the author’s use of literary
devices such as:
o
Figurative language (alliteration, hyperbole,
idiom, imagery, metaphor, onomatopoeia, personification, simile)
o
Flashback
o
Foreshadowing
o
Symbolism
Students will then create a picture book demonstrating examples of literary devices using evidence from the novel. They may use their picture book to “teach” classmates. |
Stage 3 – Lesson Planning
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Sheltering Lesson Plan
1: What is a Culture?
Chalk Talk, Read Aloud
with a Purpose, Book Clubs
Preparation
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Content Language Objectives:
In
small, heterogeneous groups, students will compare cultures and write answers to questions
regarding what they know about cultural beliefs during a chalk talk using
content
language such as culture, cultural, beliefs, customs, resources, religion,
way of life and function language has, both have,
on the other hand, in contrast to, similar, different. Supports:
·
Examples
of answers using pictures (Level 1-2)
·
Examples
of answers using sentences (Level 3-4)
·
Examples
of answers using sentences (Level 5)
In
small, heterogeneous groups where students
have chosen a novel based on interest, students will evaluate a culture through
reading
one of the six novels and orally discuss answers to the Chalk
Talk questions orally citing evidence from the text to support
their responses using content language such as culture,
cultural, beliefs, customs, resources, religion, way of life and function language has, both have,
on the other hand, in contrast to, similar, different. Supports:
·
Accountable
talk card using picture labels (Level 1-2)
·
Accountable
talk card (Level 3-4)
·
Accountable
talk card (Level 5)
In a
whole-class setting, students will listen to Under the Blood Red Sun and while teacher thinks aloud,
students will orally discuss cultural implications as they
pertain to the four Chalk Talk questions responses using
content language such as culture,
cultural, beliefs, customs, resources, religion, way of life and function language has, both have,
on the other hand, in contrast to, similar, different. Supports:
·
All
levels teacher think aloud and modeling
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Explain how this lesson addresses the theory:
The Chalk Talk preassessment (both the written and oral discussion
components) affords students an opportunity to have “meaningful interaction”
in English or natural communication where students are focused on
communication, not grammar. Additionally,
within book clubs, students are able to orally discuss their findings and
feelings about the book.
Regarding an individual’s monitoring during the written task of the
Chalk Talk, students are asked only to write their thinking. As we get into reading each others’
responses, students are asked to disregard spelling and grammar mistakes and
look only at the content of the writing.
During the oral book discussions and Chalk Talk discussions, students
need to feel safe that if they speak up, we are only listening to their
thinking. One of our class guidelines
is to be polite and not correct each other.
However, sometimes an EL will self-correct, but the thinking is what
is most important, and I communicate that to them.
As far as the natural order hypothesis application in this lesson,
I’ve included opportunities for listening during read aloud, with numerous
pauses to think aloud and explain the story; audio support for students who
need to listen as they read; speaking through oral discussions about the
book; and finally minimal writing is required in this lesson. The purpose for this lesson is to read and
understand our novels and to share our thinking.
Small groups and examples of answers allow students to share openly
and feel supported, thereby lowering the affective filter. I, like other teachers, instill a sense of
respect for one another and the acceptance of mistakes right from the first
day of school. When students are given
support by their peers, their affective filter lowers. The accountable talk cards and organizers
can also help to lower a student’s affective filter.
All four language domains are engaged in Chalk Talk, read aloud with
a purpose, and within students’ book clubs.
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Building Background:
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Explicitly link concepts to students’ background experiences:
As a pre-assessment and to activate students’ background knowledge
about what a culture is, we will use the thinking routine Chalk Talk from Making
Thinking Visible.
Anticipatory set: After defining “culture” as a particular society that has its own beliefs, ways of life, art,
music, food, clothing, etc. by asking students, by table group, to define
the culture of Bill Roberts E-8, listing attributes such as school beliefs,
customs, art, music, food, and clothing.
Students will then share out as we chart how our school culture works.
We will then move into a broader definition of “culture” relating to
world cultures using Chalk Talk. Four
chart papers will have one question in the center, and students will visit
each chart paper and write their thinking about the question. They will also have the opportunity to read
what other students have written.
The four Chalk Talk questions include: 1) How do different cultures use the
Earth’s resources (plants, trees, water, oil, soil); 2) How do different
cultures view animals? (pets, food, work); 3) In what ways does religion play
a part in a culture’s beliefs?; and 4) How are a culture’s customs and
beliefs shown in their art and music?
Once students have had an opportunity to visit each chart at least
once, students will discuss what stood out for them on each question.
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Make clear links between students’ past learning and new concepts:
The connection here is to take our discussion about cultural beliefs
and customs and link it to the novel they are currently reading. Each of the novels includes a cultural
conflict at the heart of the story.
The novels they are reading include:
The Birchbark
House by Louise Erdrich
The Sign of the
Beaver by Elizabeth George Speare
Island of the Blue
Dolphins by Scott O’Dell
Julie of the
Wolves by Jean Craighead George
Little House on
the Prairie by Laura Ingalls Wilder
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Emphasize key vocabulary:
Key vocabulary includes tribe, tribute, nation, nationality, culture,
cultural, believe, beliefs, perspective, point of view, similar, different,
both have, on the other hand, in contrast to, compare.
Key vocabulary will be introduced and discussed through the use of
read aloud, using both picture books and
mentor text. Examples of
literary devices found during read aloud will be written on our bulletin
board for quick reference at any time.
Graphic organizers such a Venn diagram or t-chart will be used to
evaluate character perspective based on Chalk Talk questions.
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Comprehensible Input:
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Throughout the reading of the novels, students may use audio support
while reading. I’ve downloaded the
novels off CD audio from the library to my Google Drive. I’ve then shared the audio files with students
who can benefit from audio support to improve comprehension. They simply need to log in to their Google
Drive, plug in head phones, and listen to the story while reading.
During read aloud of Under the Blood Red Sun, I purposely
think aloud for two reasons: 1) to
point out cultural conflict between the Japanese Americans, the Hawaiians,
the Portuguese Americans, and the white Americans; and 2) to notice and ask
questions about the point of view of the author.
The Chalk Talk thinking routine embraces multimodal learning, with
visual, oral, kinesthetic, and written modalities. These four questions are the anchor for the
entire unit.
During book clubs, I model how to use guiding questions and support
responses by quoting from the text.
Using the four Chalk Talk questions helps students maintain focus and
allows for purposeful discussion.
Students use the Accountable Talk cards and the Literature Circle
cards to frame their questions and responses.
Students may also use their reading journals to remind themselves of
key findings and wonderings along with the page numbers in the book.
As a matter of course (or habit), I do not use contractions often,
and if I catch myself using an idiom, I quickly explain what I mean. It’s a deliberate way of speaking that
allows all of my students to understand exactly what is being said. I encourage students to do the same by
having a “no contraction” day each month and directly studying and breaking
down common idioms and figures of speech.
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Strategies
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Using the Understanding By Design template adopted by our school
incorporates understandings and essential questions. I’ve taken the time up front to develop
these, and I allow the understandings and questions to drive my
planning. From this backward planning,
I’ve developed the four open-ended questions that cannot be answered without
using all four language domains.
Scaffolding includes think-alouds during read aloud and book clubs,
audio support, vocabulary investigations, graphic organizers, and thinking
routines.
Close reading of our novels will be done throughout the unit, and
students will have “read” the novel multiple times as they search for and
discuss evidence from the text supporting their answers. All students will have an opportunity to hear
each other’s thinking along with my thinking in small groups, enabling
students to join in on the accountable talk.
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Interaction:
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For the Chalk Talk, I used the deck of cards flexible grouping
routine that was demonstrated at our face-to-face class. Although my intent was to have groups be
heterogeneous, I paid close attention to groupings related to language levels
and intentionally gave certain cards to certain students. The groups worked well during this thinking
routine. Students had an opportunity
to write their thoughts on the chart paper, read others’ responses, and then
orally discuss the questions, hearing what other people in their group
thought.
During read aloud, I am always stopping to think aloud, ask questions
about a character’s thinking, and identifying the use of literary devices.
Within the book clubs, students are guided by the four Chalk Talk
questions, which provide a focus for their discussion. I made laminated sheets with the
Accountable Talk Tips from the ELA class materials. This enables the discussion to stay on
track and provides sentence stems for students to use, along with a common
language.
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Practice/ Application:
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Hands-on materials provided within this lesson include:
·
playing cards used for flexible grouping
·
chart paper and markers for Chalk Talk
thinking routine
·
Accountable Talk laminated cards
·
visible Chalk Talk charts on the wall with the
four guiding questions
·
content and language vocabulary word bank
visible on the wall
·
graphic organizers such as t-charts and Venn
diagrams
·
posted CLOs where students can see at all
times
·
posted essential questions
All activities, Chalk Talk, book clubs, and read aloud provide
students with numerous opportunities to use all four language domains: listening, speaking, reading, and writing
and apply content and language knowledge in the classroom.
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Lesson Delivery:
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Students will be actively reading their self-chosen novel for 30 minutes per day during SIR (silent
independent reading) along with audio support to support fluency and
vocabulary building. At the end of the
30-minute reading time, students will journal for 10 minutes about what they
read after discussing briefly with a table buddy. Those buddies may be reading different
books, but the informal discussion allows students to think aloud before
writing in their journals. They are
encouraged to quote from the text.
During read aloud of Under the Blood Red Sun, I will model how
to notice where the author uses a simile or metaphor, hyperbole, direct and
indirect characterization, etc., based on the day’s mini-lesson for a
specific literary device.
Also during read aloud using the same mentor text, we will stop and
discuss events in the novel that depict cultural perspectives, charting our
findings along the way and referring back to them frequently as we make new
observations.
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Review/ Assessment:
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·
As a pre-assessment and to activate students’
background knowledge about what a culture is, we will use the thinking
routine Chalk Talk. The four questions
include: 1) How do different cultures
use the Earth’s resources (plants, trees, water, oil, soil); 2) How do
different cultures view animals? (pets, food, work); 3) In what ways does
religion play a part in a culture’s beliefs and customs?; and 4) How are a
culture’s customs and beliefs shown in their stories, art and music? These Chalk Talk charts will be posted on
the classroom wall for easy reference throughout the unit and too use as
guiding questions during read aloud and while reading their novels.
·
After reading one of the six novels, students
will meet in a book club to orally discuss the text, identifying scenes where
a conflict of cultures exists in the story, evaluating perspectives of main
characters, and evaluating the Chalk Talk questions. Students will then participate in another
Chalk Talk, same questions, narrowed down to the novel they have read.
·
Throughout the lesson, students will be
working in groups, and I will monitor their progress by meeting with each
book club group to gauge understanding.
Where a student may need assistance, I will meet 1:1 with him to
clarify any misunderstanding, reteach, and provide guidance through
additional tools.
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Clues to a Culture
Sheltering Lesson Plan
2: How’s the View?
Cultural Perspective
and Fiction/Nonfiction Point of View
Preparation
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Content Language Objectives:
In
small, heterogeneous groups of students who
have read the same novel, students will identify and orally discuss characters’
perspectives using Circle of Viewpoints and write a one-paragraph summary
of their findings citing evidence from the text to support their answers using
content
language such as culture, cultural, beliefs, customs, resources, religion,
way of life and function language point of view,
perspective, has, both have, on the other hand, in contrast to, similar,
different. Supports:
·
Cloze
summary and exemplar (Level 1-2)
·
Sentence
stems and exemplar (Level 3-4)
·
Exemplar
(Level 5)
In
small, heterogeneous groups of students who have
read the same novel, students will analyze the perspective of the
main character using the summary from Circle of Viewpoints and write a play, picture book,
comic strip, or board game using content language such as culture,
cultural, beliefs, customs, resources, religion, way of life and function language point of view,
perspective, has, both have, on the other hand, in contrast to, similar,
different. Supports:
·
Cloze
summary (Level 1-2)
·
Written
summary (Level 3-4)
·
Written
summary (Level 5)
With a partner
who read the same novel, using the
guiding Chalk Talk questions, students will read and
research one of the
cultures in the novel using two-column note format, and compare and contrast the fictional novel with the non-fiction facts; then design a Google slideshow to summarize how a reader can gain insight into a
culture from literature using content language such as culture, cultural, beliefs,
customs, resources, religion, way of life and function language slideshow, two-column notes, fiction,
non-fiction, has, both have, on the other hand, in contrast to, similar,
different. Supports:
·
Exemplar
and slideshow template – All levels
·
Two-column
note organizer for Levels 1-2
·
Two-column
note organizer for Levels 3-4
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Explain how this lesson addresses the theory:
The small group book club evaluation of non-fiction research paired
with the novel provides students with many opportunities to compare their
facts about the Native American people with their peers. The oral discussion consists of meaningful
interaction in English through natural communication. They are focused on sharing ideas, not
English grammar. During the planning
stage of Circle of Viewpoints, students will group with two or three others
to select a character from their novel to portray. They will then present their viewpoint
orally to the class after having already practiced with their group.
Regarding an individual’s monitoring during the written task of
creating a Google slideshow comparing fact to fiction, students will be
working on this collaboratively, which is the beauty of Google apps. In groups of three, students will take
their two-column notes from their book club meetings and incorporate the fact
vs. fiction notes into the presentation.
The entire group is responsible for presenting clear, correct writing,
so they may help correct grammar or spelling.
Additionally, monitoring is aided via spellcheck and grammar check
within the app.
As far as the natural order hypothesis application in this lesson, students
have multiple opportunities to listen to each other during their book club
groups, slideshow creation, and Circle of Viewpoints. They’ve accessed the text by both reading
and listening, and every task involves speaking in small groups. Finally, students will be writing trickster
tales after having orally brainstormed and listened to read aloud stories,
Small groups and examples of answers allow students to share openly
and feel supported, thereby lowering the affective filter. I, like other teachers, instill a sense of
respect for one another and the acceptance of mistakes right from the first
day of school. When students are given
support by their peers, their affective filter lowers. The accountable talk cards and organizers
can also help to lower a student’s affective filter during book clubs and
partnering for note taking and research.
Additionally, students working collaboratively on a Google
presentation provides safe opportunities for taking risks in their writing.
All four language domains are consistently engaged in Circle of
Viewpoints, summarization of character perspectives, portrayal of character
perspectives, and digital representation of findings.
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Building Background:
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Explicitly link concepts to students’ background experiences:
Build on the four Chalk Talk questions about students’ specific
novels for guidance: 1) How do
different cultures use the Earth’s resources (plants, trees, water, oil,
soil); 2) How do different cultures view animals? (pets, food, work); 3) In
what ways does religion play a part in a culture’s beliefs?; and 4) How are a
culture’s customs and beliefs shown in their art and music?
These Chalk Talk questions and answers from the novel will provide an
anchor for Lesson 2, where students now will be comparing perspectives of
characters within the novel .
Students will also be using the background information learned about
the culture from the novel in their research of a specific culture. For example, a student who read Julie of
the Wolves will have explored Julie/Miyax’s Inuit culture in the novel
and then investigate the Inuit during research with a partner. They then can use the background knowledge
from the novel to compare facts they learn about the Inuit culture.
Students have already created a Google presentation slideshow using
their Google accounts on a previous literacy unit, Survivor! They have significant background knowledge
as to how a slideshow works, the importance of layout, and how to write
“presentation” text vs. narrative text.
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Make clear links between students’ past learning and new concepts:
The connection here is to take students’ learning about cultural
beliefs and customs in a fictional novel and subsequently link it to facts
about that culture. Each of the novels
includes a cultural conflict at the heart of the story. The novels they are reading include:
The Birchbark
House by Louise Erdrich – The Ojibwa Indians and the French voyageurs
The Sign of the
Beaver by Elizabeth George Speare – The Penobscot Indians and English
settlers
Island of the Blue
Dolphins by Scott O’Dell – Nicoleno Indians and Aleut explorers
Julie of the
Wolves by Jean Craighead George – The Inuit old ways versus modern ways
Little House on
the Prairie by Laura Ingalls Wilder – The Osage Indians and the white
settlers
Students will also explore the perspectives of different characters
to understand that a person’s perspective is formed by their cultural beliefs
and customs.
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Emphasize key vocabulary:
Key vocabulary includes tribe, tribute, nation, nationality, culture,
cultural, believe, beliefs, perspective, point of view, settler, pioneer, similar,
different, both have, on the other hand, in contrast to, compare.
Key vocabulary will be introduced and discussed throughout book club
discussions, during thinking routines, and while researching. Vocabulary word banks will be visible on
classroom walls for quick reference and use during oral discussions.
Graphic organizers such a Venn diagram or t-chart (two-column notes) will
be used to evaluate character perspective based on Chalk Talk questions. Students will use these to summarize and
create their picture book, play, or board game.
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Comprehensible Input:
|
The Chalk Talk and Circle of Viewpoints thinking routines embrace
multimodal learning, with visual, oral, kinesthetic, and written
modalities. These four questions are
the anchor for the entire unit.
This unit incorporates choice for students all along the way, from
the choice of novel to the assessment products. Various modalities may be
used to demonstrate understanding such as plays, the use of puppets, written
summaries, and oral discourse.
Small groups and partners are helpful here, and partners will be
assigned in a meaningful way so students needing extra support or assistance
will be paired with willing students at a higher language level.
As a matter of course (or habit), I do not use contractions often,
and if I catch myself using an idiom, I quickly explain what I mean. It’s a deliberate way of speaking that
allows all of my students to understand exactly what is being said. I encourage students to do the same by
having a “no contraction” day each month and directly studying and breaking
down common idioms and figures of speech.
|
Strategies
|
Using the Understanding By Design template adopted by our school
incorporates understandings and essential questions. I’ve taken the time up front to develop
these, and I allow the understandings and questions to drive my
planning. From this backward planning,
I’ve developed the four open-ended questions that cannot be answered without
using all four language domains (along with our brains).
Scaffolding includes vocabulary investigations, graphic organizers,
digital templates, and thinking routines.
|
Interaction:
|
For the second Chalk Talk focused on the individual novels, students
were obviously grouped by the novel they had read. The same protocol was used where students
answered the four guiding questions by silently writing their thoughts on
chart paper, then meeting to orally discuss by comparing what they and other
students wrote. This second Chalk Talk
was then the basis for the Circle of Viewpoints, taking the question of
cultural impact on perspective a step further.
The Circle of Viewpoints was also grouped by novel. This thinking routine allows students to
express their thinking about the four questions through the lens of one of
the characters. Oral discourse and
listening by other group members builds on the second Chalk Talk and provides
a foundation for their summary of one character’s viewpoint.
The novel groups allow students to express their findings in unique
ways such as co-authoring and performing a play or writing and illustrating a
picture book or comic strip.
Pairing students who have read the same novel for their research
provides 1:1 interaction for students to stay on course and question each
other on facts they find about their culture.
It allows for language support to students who may need it.
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Practice/ Application:
|
Hands-on materials provided
within this lesson include:
·
Craft materials for making puppets or picture
book illustrations
·
chart paper and markers for Chalk Talk and
Circle of Viewpoints thinking routines
·
Templates for two-column notes
·
visible Chalk Talk charts on the wall
·
content and language vocabulary word bank
visible on the wall
·
graphic organizers such as t-charts and Venn
diagrams
·
posted CLO where students can see at all times
·
scheduled computer lab
All activities, Chalk Talk, Circle of Viewpoints, summarization, writing
picture books, plays and puppet shows, and designing a slideshow provide
students with numerous opportunities to use all four language domains: listening, speaking, reading, and writing
and apply content and language knowledge in the classroom.
|
Lesson Delivery:
|
After meeting in their book clubs during Lesson 1, students will then
use Chalk Talk and Circle of Viewpoints thinking routines to explore the
perspective of major characters in their novel as it relates to the four
guiding questions from the original Chalk Talk.
From the Circle of Viewpoints, where students discuss the four
guiding questions through the lens of a major character, students may then
write a one-paragraph summary about a chosen character’s perspective.
From the Chalk Talk about a specific novel, the book club groups may
then demonstrate the perspective of the main character through a play,
picture book, or board game.
Once we are finished exploring the perspective of the major and main
characters in a novel, students will pair up to research one of the cultures
in their novel using the Chalk Talk questions to guide their research. They will compare and contrast the novel’s
depiction of a culture with factual information about that culture to see how
accurately the culture was depicted in the novel. We will return to our essential question
throughout this research about how we can glean knowledge about a culture
through literature.
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Review/ Assessment:
|
·
After reading one of the six novels, students
will use the thinking routine, Circle of Viewpoints, to identify different
characters’ perspectives about specific events in the story. Students will then write a paragraph
summarizing the character’s perspective, quoting accurately from the text to
support their claim(s).
Students will then use the Chalk Talk questions to analyze the perspective of the main character in one of the chosen novels by writing and performing a play, writing a picture book or comic strip, or creating a board game. All three choices must include accurate depictions from the novel (citing evidence from the text).
·
After reading one of the novels and orally
discussing it with other students who have read that book, using the Chalk
Talk questions for guidance, students will then research one of the cultures
in their story, compare facts they discovered with the fictional novel, and
design a Google slideshow that answers the essential question: How does literature provide an insight into
a culture?
·
Students will share their Google slideshow
with me, allowing me to make real-time comments on their progress. These comments will guide their work. During Circle of Viewpoints, writing
conferences 1:1 and small group will provide insight into student progress
prior to the culmination of their presentation.
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Clues to a Culture
Sheltering Lesson Plan
3 - Trickster Tales
Exploring and Using
Literary Devices
Preparation
|
Content Language Objectives:
As
a whole class, students will identify literary elements and devices from mentor text Under the
Blood Red Sun and evaluate how these devices increase understanding and create imagery using
content
language such as purpose, element,
characters, setting, plot, conflict, sequence of events, direct
characterization, indirect characterization, figurative language, alliteration, hyperbole, idiom, imagery,
metaphor, onomatopoeia, personification, simile, flashback, foreshadowing,
symbolism and function
language effect, increase, has, both have, on the other hand, in contrast
to, similar, different, first, next, then, finally, after that. Supports:
·
Examples
of elements and devices from mentor text displayed on class bulletin board –
all language levels
In
book club small groups, students will identify literary elements and
devices and evaluate how these devices increase understanding and create imagery in
their novels and write and illustrate a picture
book of examples using content language such as purpose, element, characters, setting,
plot, conflict, sequence of events, direct characterization, indirect
characterization, figurative language,
alliteration, hyperbole, idiom, imagery, metaphor, onomatopoeia,
personification, simile, flashback, foreshadowing, symbolism and function language effect, increase,
has, both have, on the other hand, in contrast to, similar, different, first,
next, then, finally, after that. Supports:
·
Examples
of elements and devices from mentor text displayed on class bulletin board –
all language levels
After
read aloud of several Native American trickster tales, in small, heterogeneous groups, students will create and write a
trickster tale explaining something found in nature using
content
language such as purpose, element,
characters, setting, plot, conflict, sequence of events, direct
characterization, indirect characterization, figurative language, alliteration, hyperbole, idiom, imagery,
metaphor, onomatopoeia, personification, simile, flashback, foreshadowing,
symbolism and function
language effect, increase, has, both have, on the other hand, in contrast
to, similar, different, first, next, then, finally, after that. Supports:
·
Mentor
texts and teacher modeling – all language levels
·
Story
map, tree diagram, bubble map (Level 1-2)
·
Story
map, tree diagram, bubble map (Level 3-4)
·
Story
map (Level 5)
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Explain how this lesson addresses the theory:
During read aloud of Under the Blood Red Sun and mentor
trickster tales students have an opportunity for “meaningful interaction” in
English or natural communication where students are focused on communication,
not grammar. Additionally, while
writing their trickster tales, students may have multiple peer critiques where
they get feedback on the content of their tale.
Regarding an individual’s monitoring during the written task of
drafting their trickster tale, students will need to revise and edit their
writing. Through the use of writing
conferences, I can assist students with grammatical techniques and spelling. Also, peer critiques are done with “no
shame, no blame” in our classroom, and we follow a practiced protocol where
these interactions are not to correct everyone’s mistakes, but to provide
suggestions using accountable talk techniques. For example, instead of saying, “Your
subject and verb don’t match,” a peer could say, “That doesn’t sound quite
right to my ear. Maybe you could say .
. . “ Giving an EL the opportunity to
peer critique a classmate’s writing provides opportunities for monitoring
since kids are great at finding someone else’s mistakes.
As far as the natural order hypothesis application in this lesson,
I’ve included opportunities for listening during
read aloud, with numerous pauses to think aloud and explain the
story; brainstorming with peers; peer critiques; writing conferences for
revising and editing encouragement.
Small groups and examples of answers allow students to share openly
and feel supported, thereby lowering the affective filter. I, like other teachers, instill a sense of
respect for one another and the acceptance of mistakes right from the first
day of school. When students are given
support by their peers, their affective filter lowers. The accountable talk cards and organizers
can also help to lower a student’s affective filter. Our peer critique protocol can also help
students lower their affective filter.
All four language domains are engaged in planning and drafting a
trickster tale, read aloud with a purpose, and writing conferences with
teacher and peers.
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Building Background:
|
Explicitly link concepts to students’ background experiences:
Background knowledge is provided through the reading aloud of
multiple mentor picture books of trickster tales. These tales each are a story explaining something
in nature: why the sun comes up and
sets each day; how the moon hangs in the sky; why there are millions of
stars; how the mountains came to be; how the bear lost its tail.
Also during read aloud of our mentor text Under the Blood Red Sun,
I do think aloud whenever I encounter the effective use of a literary
device. We talk about the difference
between direct and indirect characterization, figurative language, sensory
imagery, and symbolism. Students have
heard these terms before and have been shown examples in this mentor text.
Direct instruction on each of these terms has been done along with a
glossary provided. I have a classroom
bulletin board with examples and kid-friendly definitions of each term as
well.
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Make clear links between students’ past learning and new concepts:
Students are able to make clear connections between Under the
Blood Red Sun, their book club novels, and trickster tales regarding the
use of literary devices and the increased level of understanding that come
with an author using these devices.
All of the literature used in this unit is connected through a
cultural understanding and an author understanding.
|
Emphasize key vocabulary:
Key vocabulary includes purpose, element, characters, setting, plot, conflict, sequence
of events, direct characterization, indirect characterization, figurative
language, alliteration, hyperbole,
idiom, imagery, metaphor, onomatopoeia, personification, simile, flashback,
foreshadowing, symbolism and function language effect, increase, has, both
have, on the other hand, in contrast to, similar, different.
Key vocabulary will be introduced and discussed through the use of
read aloud, using both picture books and
mentor text. Examples of
literary devices found during read aloud will be written on our bulletin
board for quick reference at any time.
Sentence stems will be provided to students for comparative literary
devices such as similes and metaphors (e.g. _______________ is like
________________ , ____________ as a _______________)
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Comprehensible Input:
|
Throughout the reading of the novels, students may use audio support
while reading. I’ve downloaded the
novels off CD audio from the library to my Google Drive. I’ve then shared the audio files with
students who can benefit from audio support to improve comprehension. They simply need to log in to their Google
Drive, plug in head phones, and listen to the story while reading.
During read aloud of Under the Blood Red Sun, I purposely
think aloud for two reasons: 1) to
point out cultural conflict between the Japanese Americans, the Hawaiians,
the Portuguese Americans, and the white Americans; and 2) to point out
examples of the use of literary devices such as imagery, figurative language,
hyperbole, etc. Stop and talk about
these devices allows students to hear and understand in context of the
literature being read rather than out of context on a worksheet.
The think aloud, oral discussions, and written examples provide
students with a variety of methods to engage and increase understanding.
As a matter of course (or habit), I do not use contractions often,
and if I catch myself using an idiom, I quickly explain what I mean. It’s a deliberate way of speaking that
allows all of my students to understand exactly what is being said. I encourage students to do the same by
having a “no contraction” day each month and directly studying and breaking
down common idioms and figures of speech.
|
Strategies
|
Using the Understanding By Design template adopted by our school
incorporates understandings and essential questions. I’ve taken the time up front to develop
these, and I allow the understandings and questions to drive my
planning. From this backward planning,
I’ve developed the four open-ended questions that cannot be answered without
using all four language domains (along with our brains).
Scaffolding includes think-alouds during read aloud and book clubs, audio
support, vocabulary investigations, graphic organizers, and thinking
routines. The top of the scaffold
includes students’ ability to incorporate their learning in written form.
|
Interaction:
|
Students have multiple opportunities for interaction with the teacher
and with their peers through think aloud, small book club discussions of
author’s purpose and literary devices, and paired writing of trickster tales.
|
Practice/ Application:
|
Hands-on materials provided
within this lesson include:
·
Mentor picture books of trickster tales
·
Visible definitions and examples of literary
devices on classroom bulletin board
·
Craft supplies for writing and illustrating
picture books
·
visible Chalk Talk charts on the wall
·
content and language vocabulary word bank visible
on the wall
·
graphic organizers such as t-charts and
sentence stems
·
posted CLO where students can see at all times
All activities, paired writing, book club groupings, and read/think
aloud provide students with numerous opportunities to use all four language
domains: listening, speaking, reading,
and writing and apply content and language knowledge in the classroom.
|
Lesson Delivery:
|
Our daily read aloud of Under the Blood Red Sun has continued
throughout this unit, adding to the novels students selected and read. During read aloud, examples of the author’s
use of literary devices are explicitly shown, discussed, and documented up on
the classroom bulletin board reserved for this purpose. As students listen to the story, I stop
often to ask questions about how the author describes the characters through
direct and indirect characterization.
This text was purposefully selected for its depth of cultural insight
and use of descriptive language.
Multiple short trickster tales will be read aloud, explicitly
pointing out the use of descriptive language along with a culture’s
explanation of the natural world around them. Incorporated into this part of the lesson
includes story writing, genre-specific instruction on mapping a story into
its elements: characters, setting, plot, sequencing of events. As a whole class, we will brainstorm topics
for trickster tales. Then pairs of
students may select a topic, map out their story in a story map, and write
their story in a picture book format.
Students will then illustrate their stories and read them aloud to the
class or perform their stories with puppets, depending on time.
Students are expected to incorporate at least two figurative language
devices in their trickster tales (simile, metaphor, personification,
hyperbole, alliteration).
|
Review/ Assessment:
|
·
Using the mentor read aloud text Under the
Blood Red Sun, students will identify literary elements such as
characterization (direct and indirect) and setting along with how the authors
use literary devices to enhance understanding.
Students will then select one
of the novels they have read and evaluate the author’s use of literary
devices such as:
o
Figurative language (alliteration, hyperbole,
idiom, imagery, metaphor, onomatopoeia, personification, simile)
o
Flashback
o
Foreshadowing
o
Symbolism
Students will then create a picture book demonstrating examples of literary devices using evidence from the novel. They may use their picture book to “teach” classmates.
·
After reading several Native American
trickster tales, students will write their own trickster tale explaining
something in nature. They will use
literary devices within their tales.
Students will then create
puppets and perform their trickster tales using our puppet theater.
·
Progress will be continuously monitored
throughout the lesson through the use of anecdotal notes specifying reteach
and clarification opportunities. Daily
writing conferences will also provide insight into the progress on the
trickster tales and summarizing characters’ perspectives. The use of multi-modal assessment allows
students to demonstrate understanding via a mode that is a strength for them.
|
Barb, I enjoyed your share about this unit last Friday and had chills thinking about your students discussions about the role of culture. Using novels to build background knowledge and comparing that to nonfiction creates great opportunities for critical thinking. I love that! Thank you for posting your Backwards Lesson Design format. My format is still lacking and seeing yours, now that I have an understanding of your unit, makes a lot of sense. I particularly like the direct connection between your essential questions and enduring understandings. I will try to do that in my own unit.
ReplyDeleteBarb, I know that you have put a lot of thought and effort into your plan, and I appreciate seeing it. Seeing your plan made the process seem so clear and concise. I need that. As Val said before, we're trying to work on this process, but sometimes I think we're making it more complicated and complex than it has to be. The assessment evidence particularly intrigued me. I'm curious to hear your thinking about how you will monitor and/or scaffold their work and understandings along the way. I'd like to be a student in your class during this unit. It's very rich, and I absolutely love the texts you're using. This is complex thinking, and I know your students will succeed! Thanks for sharing!
ReplyDelete