4 discussion

Goal

When it comes to the students getting familiar with the different cultures in the stories in the stories, they will see that there are different fables and tricksters in the different transferred orally between the different cultures and generations as well.

Objective

· Students will be able to identify and understand the definitions to the elements of the different tricksters and fables of the stories.

· Students will be able to recognize the different Aesop’s fables and Ananse stories of spiders too.

· Students will be able to identify the fable and tricksters of the tales that are from different cultures within the specific narrative of the patterns that would occur in the in the stories.

· Students will be able to learn how to compare and contrast with the fables and trickster of the different themes of the cultures within the tales.

· When it comes to the differentiate between the morals of the fables and the lessons within the cautionary, there is a celebration that would take place in the underdog of the trickster of the stories that the wit and wiles could be in the stories as well.

Standards Included

CCSS.ELA-LITERACY.RL.2.2 Stories that are recounting, determining how the central messaging, moral and lessons are, and fables and folktales would end up in the stories as well.

CCSS.ELA-LITERACY.RL.2.3 Describe how the characters of the stories come to life and the major events and challenges of the stories are like too.

CCSS.ELA-LITERACY.RL.2.5 Describe how the structure overall of this story will include the beginning and the end of the actions of how the introduces was like within this story as well. .

Materials

Read aloud; Charlotte’s Web

By: E.B. White

Introduction

Start out this lesson with by having each student write done what different spiders there are if they can think of any and/or draw some spiders on their paper as well. Allowing the students time in the classroom to discuusion their favorite spider and/or drawing together will help them interact with one another to show that they are in a friendly environment and dtarting a very good lesson as well. Students will be able to see the title and the author of the book first before the beginning they lesson in class. When the students hear the teachers reading out loud, this means that they get to hear the story and ask the questions about the story. Also open up a discussion about what is going on in the story to their classmates and teacher as well.

Lesson Development

First review the elements and vocabulary of the lessons that you took previous in the folktales.

Direct Instruction

Introduce Academic Vocabulary Words:

· Spiders

· Pigs

· Cows

· Sheep

· Horses

· Elements of Folktales: What is a folktale?  

· They are very old stories from the past with special beginnings to them. For example, there was once a… or Once upon a time… would at the ending too. are very old stories 

· You will see a lot of different characters in this story, the setting, different problems going on with Charlotte and how the pig solves the problem with the spider.

Guided Practice:

· When it comes to reading out loud is very important within the first stories when the students hear what is going on in the story and asking question also understand the story too.

· Ask the students to compare the difference between their behaviors and the animals in the stories when it comes the tales of the tricksters and the fable and see what they say in the discussions. What do you think the animals are like if you are reading the story in a fable within their culture ways? When it comes to the type of animals, do you know the different types of behaviors that they will have in the story? When it comes to the different types of behaviors, can you name any of the behaviors in this story that leads up to the ending and why?

· Then we will be filling in a map that will be empty and you will put different things in each bubble thinking area of this map. It will have for example a setting problem, solution area, lessons and/or morals area and compare and contract area to fill in as well. This will help the students take part in their skills and learn how to be a part of the modeling world of both the story and ending of the story too.

· We need to check for all understanding which means the Whole Grouping within the Informal Assessments. This also means to pose the questions within the students as well.

· This is the reason why Charlotte was a spider in this story and that would have the compared against the other animals too.

· If you were Charlotte, what would you have written in your web about Wilbur?

· Why did Charlotte like Wilbur so much?

· When everybody is at the county fair, Fern leaves Wilbur alone in his pen while she explores the sights (and food and rides). Why did she do this?

· In the beginning of Charlotte's Web, Fern saves Wilbur from death. Would you have saved Wilbur too? Tell about a time when you stood up for someone smaller or weaker than yourself.

Assessment

(Practice/ Checking for

Understanding)

Independent Practice:

Collaborative Groups:

· With your classmate, come up with a conclusion and explain to them what the meaning would be on them.

· Start from the beginning to the end and retell what happened what the story is in your own words to your classmates.

· Then write your response on your paper

· All the students will be able to write a journal on the following questions and answer them as they are written too.

· After you have read the story, describe a scene that you want and draw a picture about what was going on in your journal. You will be able to put color into the pictures as well. Everything that the studets do in their charts could be documented because that is very important to remember for leater on.

Closing

Closing the study lesson

· Students will go back over the Vocabulary review again

· The studentd should exchange their journals and pictures with their classmates in the classmates.

· I am be able to reviewing the word charts that each students do in the classroom.