Traditional+Literature_Collaborative+Planning+Form

= ﻿Storytelling stands the test of time... = = ﻿Let's teach through storytelling! =



= __ ﻿ Supplement 1B―Collaborative Planning Sheet, Sample 2__ = Diana Ellis and Ashley Wallace

3rd Grade Teacher and Librarian
 * **Preparation:** || **Implementation:** ||
 * **__ Teacher/Grade Selection: __**

F2F July 19, 3:00 - 6:30 continued collaboration online & phone Opt. meeting July 29
 * __ Dates/Times: __**

__ **Topic/Curriculum Standards:** __

Comparing versions of traditional literature and retelling traditional tales.

__ELAR TEKS__

3.1A Listening/speaking/purposes The student listens attentively and engages actively in various oral language experiences. The student is to determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate.

3.1E Listen responsively to stories and other texts read aloud, including selections from classic and contemporary works.

3.2A Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to connect experiences and ideas with those of others through speaking and listening.

3.2B Compare language and oral traditions (family stories) that reflect customs, regions, and cultures.

3.3A Listening/speaking/audiences/oral grammar. The student speaks appropriately to different audiences for different purposes and occasions. The student is expected to choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate.

3.4B Listening/Speaking/Communication. The student communicates clearly by putting thoughts and feelings into spoken words. The student is expected to clarify and support spoken messages using appropriate props, including objects, pictures, and charts.

3.9G Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to identify similarities and differences across texts such as in topics, characters, and themes.

__Social Studies TEKS__

3.2B History. The student understands common characteristics of communities, past and present. The student is expected to compare ways in which people in the local community and communities around the world meet their needs for government, education, communication, transportation, and recreation, over time and in the present.

3.14B Culture. The student understands the importance of writers and artists to the cultural heritage of communities. The student is expected to explain the significance of selected individual writers and artists and their stories, poems, statues, paintings, and other examples of cultural heritage to communities around the world

3.17.B Social Studies Skills. Create written and visual material such as stories, poems, pictures, maps, and graphic organizers to express ideas.

__AASL Standards__

2.1.2 Organize knowledge so that it is useful.

2.2.4 Demonstrate personal productivity by completing products to express learning.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

4.1.8 Use creative and artistic formats to express personal learning.

The students will be able to:
 * __ Performance Indicators/Learning Objectives: __**
 * compare and contrast two versions of a tale from two different cultures
 * identify the essential components of one of the tales
 * retell the tale to their classmates

Traditional literature that was selected for this lesson Youtube video that reviews storytelling Story map Rubric
 * __ Resources Required: __**

Computer and internet access Projector & document camera Listening centers Butcher paper Video camera Paper || __** Lesson Outline **__
 * __ Materials Required: __**
 * (T) teachers & (L) librarian

**Day 1 & 2** Story-tell traditional tale (L) Read alternate version of the tale. (T) Discuss text-to-text connections Compare/contrast both versions using a Venn diagram (T) leads discussion while (L) fills in map on butcher paper.
 * Presentation & Modeling:**

Students will read two versions of the same tale and compare and contrast with a Venn diagram.
 * Activities:**

(T) and (L) roles during this are as rotating facilitators.

Venn Diagram (ongoing assessment, T & L will provide feedback during the lesson)
 * Assessment :**

**Day 3, 4**, & 5:

Review storytelling (L) Share the story map for "The Crimson Elf," (L) Share the storytelling video clip (T)
 * Presentation & Modeling:**

Students will read and story map one story to story tell. Students will tell their stories to the class.
 * Activities:**

(T) and (L) roles during this are as rotating facilitators.


 * Assessment :**

Story Map (ongoing assessment, T & L will provide feedback during the lesson) Rubric with a self-reflection section. ||