Hw can the details f a stry help determine the authr s purpse? Grade Level: 3rd grade I. SECTION ONE: Identifying standards and bjectives A. Academic Standards Cmmn Cre Standards: Writing: Range f Writing 10. Write rutinely ver extended time frames and shrter time frames fr a range f discipline-specific tasks, purpses, and audiences Speaking and Listening: Cmprehensin and Cllabratin 1. Engage effectively in a range f cllabrative discussins with diverse partners n grade 3 tpics and texts, building n thers ideas and expressing their wn clearly. 2. Determine the main ideas and supprting details f a text read alud r infrmatin presented in diverse media and frmats, including visually, quantitatively, and rally. Presentatin f Knwledge and Ideas 6. Speak in cmplete sentences when apprpriate t task and situatin in rder t prvide requested detail r clarificatin. Language Cnventins f Standard English 1. Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking B. frm and use regular and irregular plural nuns C. use abstract nuns D. frm and use regular and irregular verbs E. frm and use the simple verb tenses F. ensure subject-verb and prnun-antecedent agreement I. prduce simple, cmpund, and cmplex sentences 2. Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing D. frm and use pssessives E. use cnventinal spelling fr high-frequency and ther studied wrds and fr adding suffixes t base wrds F. use spelling patterns and generalizatins in writing wrds G. cnsult reference materials including beginning dictinaries, as needed t check and crrect spellings
B. Enduring Understandings: A. The authr s purpse is the reasning behind why the authr decided t write this bk. While it can ften be summed up in general terms such as t infrm and t entertain, ften times there is a deeper meaning r lessn that can be taken frm the bk. By making cnnectins between the situatins that characters (even in a fictin bk) face and situatins that students face in their lives, we can see hw useful these lessns can prve t be. By lking at details in the stry, we can find these cnnectins. Fr example, in Stellaluna it is clear that bats and birds have different physical characteristics (hanging upside dwn) and lifestyles (eating fruit instead f bugs, flying at night) by the infrmatin prvided by the authr and by the stry line. But, in the end f the stry, the birds and Stellaluna are still friends even after they have discvered these differences. Therefre, students that read this bk can see what takes place in the bk and make cnnectins t their wn lives and learn a lessn (such as even if peple are different, they can still be friends). C. Essential Questin: A. Hw can examining details f a stry help us determine the authrs purpse? D. Perfrmance standards: -T meet the standards, 1. Students will knw a. Hw t identify the authr s purpse by mapping ut the stry b. Differences between bats and birds c. Ways t get alng with peple that may be physically different than themselves d. Hw t use details frm a stry t create a sequence f events 2. Students will be able t a. Identify the main idea f a stry b. Identify imprtant details frm a stry c. Identify main and supprting characters d. Identify the prblem and slutin f a stry e. Listen t a stry f. Cllabrate with ther students g. Wrk cperatively with a grup h. Determine the setting i. Sequence the events f a stry tgether j. Identify the authr s purpse k. Make cnnectins between the authr s purpse and their wn lives II. SECTION TWO: Identifying assessment Pre-Assessment: Checking fr prir knwledge (Science Talk, KWL, pre-test)
Students have already read several stries and had guided practice in determining the main idea and the imprtant details. The students have als had practice using these elements f stries t create summaries therefre the students have the backgrund knwledge necessary fr perfrming mre difficult tasks such as determining the authrs purpse fr writing a bk etc. Frmative: Peridically, check fr understanding by Check fr student s understanding f the bk by having them cmplete a stry map that identifies the main characters, supprting characters, prblem, slutin, and setting Summative: End f the lessn check fr understanding, be sure t include a RUBRIC/ Task Sheet where necessary Students will demnstrate their understanding f elements f a stry and ways f discvering the authrs purpse by creating a sequence f events and analyzing the details by making cnnectins between them and student s wn lives. (fr example, the birds and bats are physically different but can still get alng) Adaptatins fr Special Needs Students Extensin fr advanced students: students shuld be able t mre easily identify the range f purpses that the authr had fr writing the bk- t teach facts and als teach abut behavir. Fr thse students wh have truble: the teacher shuld prvide extra guidance when determining the setting, prblem and slutin f the stry. Students may als need mre guidance in making cnnectins between what the authr wrte in the bk and what the authr meant fr the reader t take away frm it- apply it t their wn lives. III. SECTION THREE: Identifying lessn activities Materials Bk : Stellaluna by Janell Cannn Stry Map Wrksheet Pster Paper Marker Pencils Prcedures: **This lessn culd be taught t a whle class r a small grup f studentsfr integratin int my placement, this UBD plan is designed fr wrking with a small
grup f students (5-6) hwever, included are sme adaptatins fr teaching this lessn t a whle class** 5 E-Mdel & Essential Features: Engage: 1, 4, 5 Begin with questin: What d yu knw abut bats? Answers culd include: physical characteristics, habitat, lifestyle (wings, ncturnal, fly, hang upside dwn, eat fruit, live in frests ) and shuld be recrded n a pster Intrduce the bk Stellaluna by Janell Cannn: it s a bk abut a bat that can help us learn mre abut them-even thugh it is fictin (nt giving away the main idea r the prblem as the students are asked t d this later in the lessn) While they listen t the bk, ask students t think abut the setting, the main characters, the supprting characters, the prblem and the slutin. Explre: 1, 2, 3, 4, 5 After reading the stry, hand ut the stry map and have students wrk independently fr a few minutes t fill in what they immediately knw; then allw them t cllabrate with a classmate t fill in the rest f the chart and cmpare. (in a smaller grup it may be mre beneficial t have students just wrk alne and then discuss the pints that were missed tgether as there are less peple t cllabrate with) Bx by bx, g ver what students believe the crrect answers are (fr main characters, setting, prblem, slutin, supprting characters) Call n students t share their pinins and check with the rest f the students t see if they agree with the ideas Is there mre than ne setting? Can there be mre than ne prblem and slutin in a stry? Stellaluna getting separated frm mm, lives with birds Stellaluna lses birds, finds bats What is the difference between a main character and a supprting character? Explain: 1, 3, 4, 5 In previus lessns students have practiced multiple methds t begin writing a summary. Intrduce a final methd (this way in the future students have many ptins that they can use depending n their preferences) Have students make a stry sequence making sure they include the prblem and slutin: What happens first in the stry? What happens last? What is the prblem and slutin? What are key details that happen in between the prblem and slutin? Final sequence shuld lk smething like:
Mther bird names her Stellaluna A bat attacks and Stellaluna is separated frm her mther Stellaluna lives with birds Stellaluna learns t fly Stellaluna finds her mther Elabrate: 1, 2, 3, 4, 5 Using the details f the stry, ask students: What is an authr s purpse? Hw can the details in the stry help us determine the authr s purpse? S, in this bk, what was the authr s purpse? The authr s purpse in Stellaluna is t shw that even thugh birds and bats are different (physically, and in their lifestyles), they can still be friends In the stry, we can see that birds can t fly at night, they eat bugs and they sleep in nests whereas bats are ncturnal, they eat fruit and they sleep hanging upside dwn. Anther gal culd be that ne shuld always lk ut fr their friends and help them if they re in truble When the birds can t see when they fly at night and Stellaluna saves them Evaluate: 1, 2, 3, 4, 5 Once students have thught f pssible purpses that the authr had fr writing the stry, ask them t make cnnectins t their wn lives: Even thugh yu are nt a bat and yur friends aren t birds, what are sme differences that yu and yur friends have? D they affect yur friendship? If they d, hw culd yu try t slve thse prblems/ accept each ther better? Culd yu use smething that yu learned in Stellaluna t help yu? Then ask students t write a shrt paragraph r stry abut a time where they and a friend had sme srt f argument r disagreement and hw they were able t slve it, r a stranger and them were clearly different and became friends. Did yu make a cmprmise? Hw was it easy t becme friends? What were sme things that yu had in cmmn that yu didn t realize befre?
Stry Map