Traditional+Literature_Collaborative+Unit+Lesson+Plan

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


 * __ Traditional Tales Lesson Plan __**

** by Ashley Wallace and Diana Ellis **
=__** Planning **__= The teacher and the librarian will meet to collaborate before the lesson and to evaluate after the lesson to make sure that the plan was followed and students were successful.

Grade Level
We will be teaching our lesson to a third grade class.

** Content Areas **
The content areas that we will focus on are Reading and Language Arts. Due to the content, the lesson lends itself to integration with Social Studies.

** Lesson/Unit Length **
The lesson will take place over 5 sessions at 45 minutes each.
 * **Part 1:** two days
 * **Part 2:** three days

** Purpose **
The purpose of our lesson is to expose the students to traditional literature and show them that similar stories and themes appear in tales across different cultures around the world.

**Objectives**
The students will be able to compare and contrast two versions of a tale from two different cultures. They will be able to identify the essential components of one of the tales and retell it to their classmates. Students will reflect on why they chose the version of the story that they shared? Students will also comment on their story to it's culture of origin.

** Resources: **
> Authentic traditional literature, multiple versions of similar tales, see Resources. > Versions of traditional literature in audio format to support all types of learners. See Resources. > We have included a short video, "How to Prepare a Story for Telling." [|http://www.youtube.com] See Resources. > Venn Diagram and Story map
 * ** Children’s or Young Adult Literature **
 * ** Audio books **
 * ** Websites **
 * ** Graphic Organizers **

** Materials: **

 * Chart tablet
 * Butcher paper
 * Copies of additional resources

** Equipment **:

 * White board
 * Screen
 * Document camera
 * Projector
 * Computer
 * Listening centers
 * Digital video camera

Collaboration
The teacher and librarian will work together before, during, and after the lesson has been taught. The librarian and teacher are there to support each other and help the students have an optimal learning experience. More knowledge is attained when there are more people working together. The teacher and librarian can make sure that the whole plan was carried out successfully.

The collaboration that is modeled in the lesson will provide a guide for the students in working with each other.The teacher and the librarian will each take the role of the storyteller or reader and the recorder of ideas during the introduction and the presentation of the lesson. During the guided practice, both the teacher and the librarian will act as facilitators, conferencing with the student groups and individuals in order to provide immediate feedback. Both educators will share the responsibility of assessing student work.

** Assessment **
The children and educators will use a rubric to assess the assignments. The students can use the rubric as a guide for their wor k.



** Standards **

 * ======** Listening/Speaking Purposes **======

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 **

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.

=__** Implementation **** Process **__=

** Motivation **
The librarian starts off by asking students if they have ever heard the story of "Little Red Riding Hood." As the students share the story, she prompts them to talk about what happens in the tale. She asks them: //What happens to the wolf in the end of the story. Did he die? Did he run off? Why are their different versions?// Librarian talks about how sometimes different versions of the same story show up all over the world.

The stories and the accountable talk that the librarian, teacher, and students paticipate in will prove as motivation for the students. This is called the "hook" of the lesson which is when the children's interests are sparked and they want to learn more. The two stories that we have picked out for the first day were chosen to catch their attention. The two educators could implement a fun activity such as "Name-That-Tale."

** Student-friendly Objectives **

 * 1) Read two different versions of the same tale.
 * 2) Record ways in which they are the same and ways in which they are different.
 * 3) Select one version to share with the class and create a story map of that tale.
 * 4) Retell your story to the class.

** Presentation - **

 * Part 1:** The librarian begins by telling the students that “Little Red Riding Hood” is one of those tales that has different versions all over the world. The librarian prompts the group to name some of the components of the story (characters, setting, etc.), while the teacher writes the key elements on a chart tablet. The librarian shares a story telling of “The Crimson Elf”, asking the students to listen for connections to “Little Red Riding Hood” as she tells. At the end of the telling, the group discusses any text-to-text connections that they made.

Next, the teacher introduces the book //Lon Po Po// and again asks the students to listen for connections. When the teacher is finished reading, the group discusses connections to “The Crimson Elf.” The librarian presents a Venn diagram on a large piece of butcher paper and reviews with the class how to fill in the organizer. The teacher leads the class in a comparison of “The Crimson Elf” to //Lon Po Po// while the librarian fills in the diagram with their ideas.


 * Part 2:** Librarian will review storytelling, reminding students of their previous lessons on retelling a story. Librarian will share the story map for "The Crimson Elf," as a model. Students work on their own maps while the librarian and teacher confer with students about their completed maps.

Teacher will share the storytelling video clip with the class and review anchor chart on storytelling (from a previous lesson).

** Student Participation Procedures or Student Practice Procedures **

 * Part 1:** Students will read and/or listen to their tales and will compare the two tales. Students will cooperate to fill in a Venn diagram showing their comparisons and will share their organizer with the class.


 * Part 2:** Students will select and create a story map for one of the books they compared. The teacher and the librarian will meet with the students to discuss their map. Students will practice with partners from their group, while teacher and librarian monitor and give suggestions as needed. Students will share their stories with the class while the librarian video records them.

** Guided Practice **
As a group, students will discuss the similarities and differences between the two stories. Students will record the information they discussed on a Venn diagram. Both the teacher and the librarian will move around the groups separately to confer with the group and provide assistance.

Students will confer with the teacher or the librarian about their completed story map. Students will practice telling their story within their group.

** Closure **
The student groups will share their Venn diagram with the class on the document camera. Students will tell their traditional tale to the class while the librarian video records them.

** Reflection **
Have the students discuss what they learned during this lesson. The teacher and the librarian will switch off facilitating with prompting questions such as: //What did you learn? How can this help you? Would you like to continue to read traditional literature stories? What can you learn by reading traditional literature? How was sharing a traditional story different from sharing a memory? Why do you think some themes or stories are universal? Universal means that it is found throughout different cultures around the world.//

Students will also reflect on the lesson using the rubric.

** Extensions **

 * Students will create a movie poster for the tale that they shared. The posters will be displayed in the hall outside of the library.
 * Students will have the chance to share their videos with other classes.
 * Students will use the videos of themselves to fine-tune their telling. Students will perform their stories again for parents as part of a mini-storytelling festival.

Adapted from: Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007.