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Simone McMahan
February 21, 2011
ED 678 Dr. Marciniec

Interest Lesson Plan

Reading 4
th
grade
Kristen Main Rabbit Creek Elementary

State Standards: The student connects cultural events, ideas, settings and inIluences Irom one text to
similar texts Irom other cultures
The student makes connections between cultural inIluences/events by:
4] 2.11.1 IdentiIying cultural inIluences in texts (e.g. dialects, customs, traditions) (L)
4] 2.10.2 IdentiIying common ideas, events and situations in multicultural readings (e.g.
trickster tales about Raven) (L)
The student analyzes literary elements and devices by:
4] 2.8.1 IdentiIying or describing in Iiction; plot (e.g. main conIlict or problem, sequence oI
events), settings (e.g. how it eIIects the characters or plot), characters (e.g. physical characteristics,
personality traits, motivation)

Objective: The student will be able to read and discuss American Iolk tales, with particular Iocus on
character traits and actions. The students will work in collaborative groups to post story inIormation onto
a multi-story character study matrix.

Materials:
O A set oI six American Iolk tales, reIlecting diversity in gender and culture, with enough copies Ior
a group oI Iive students to each have a copy. The Iolk tale titles to choose Irom are:
1) Sally Ann Thunder Whirlwind Crockett by Steven Kellogg
2) ohn Henry by Julius Lester
3) Swamp Angel by Anne Isaacs
4) !ecos Bill by Steven Kellogg
5) Steamboat Annie and the Thousand !ound Catfish by Catherine Wright
6) ike Fink by Steven Kellogg

O ne copy oI Thunder Rose by Jerdine Nolan Ior each student in the class
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O Large sheet oI butcher paper Ior character study matrix

O 8.5 x 11 white copy paper
O ne copy oI Jigsaw Group Discussion Worksheet Ior each group and Jigsaw Group SelI-
Assessment Sheet Ior each student

%ime Allowed: Four 50-minute periods.

Assessment:
Pre-assessment - By choosing Iolk tales that are gender and culturally diverse, I plan to give my
students the opportunity to pick a story that sounds interesting to them. I will attempt to steer their
choices towards stories that are at their readiness level, however the Iinal decision is up to each
student.
Post-assessment Through the use oI the Student SelI-Assessment Worksheet I hope to encourage
an appropriate amount oI selI-reIlection on their participation in the jigsaw discussion. I will then
collect the selI-assessments and compare them to the group discussion worksheet each group turns in
to ensure each student put an equal amount oI eIIort into the collaborative discussion. Next I will
review each group`s contributions to the Character Study Matrix, Iocusing on organization, speciIic
details, and clarity.

Procedures:
Session One
1. !ost the prepared character study matrix so that each student can see it. The character study
matrix is divided into seven horizontal cells and seven vertical cells (each square should be the
size oI an 8.5 x 11 sheet oI paper). The columns across the top are labeled: title, main character`s
name, appearance and abilities, setting time and location, relationships with others,
problem/solution/accomplishments, and resolution.
2. Read Thunder Rose by Jerdine Nolen aloud to the students while they Iollow along with their
copy. Model what the students will be doing in their collaborative groups by discussing the
story using the questions outlined in the character study matrix. ReIer to the columns when
asking the questions and write the answers on the matrix Ior everyone to see. Questions to
ask include:
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O
Who is the main character?
O
What does the main character look like?
O
What special abilities does this character have?
O
Where does the story take place?
O
ow does the setting oI the story aIIect the character or his/her actions?
O
ow can you compare this character with any other character you have read about
recently?
O
What other comments do you have about this story?
. AIter the discussion inIorm students that they will be working in groups using a special
strategy called a jigsaw, where everyone in the group will read the same story and each
person will be responsible Ior reporting on a diIIerent part oI the story to the class. Explain
that each group will read a diIIerent story, and that they will discuss the main character`s
actions and accomplishments, then write and post the details oI their story on the character
study matrix beIore reporting on their story to the class.
4. Discuss with students the Student SelI-Assessment Worksheet that will be used to assess their
group work on the project at the end oI the lesson.

Session %wo
1. ReIer to the Character Study Matrix and review the labels. Then review Thunder Rose with the
students to demonstrate what they will be asked to discuss about the stories they will read in their
groups. Remind the students that they will be Iilling in the character study matrix as a class aIter
they discuss their stories in their groups.
2. Explain the jigsaw strategy: Each group will read the same story and every student in the group
will be responsible Ior reviewing and reporting to the class on one section oI the story.
. Show the students a sample oI the Jigsaw Group Discussion Worksheet. Explain that each group
will Iill one out, making sure that the student`s name that completed the section is noted next to
the section they are responsible Ior. !oint out to students that the labels on the character study
matrix correspond with the character matrix discussion topics:
O Main character
O Setting
O Supporting characters
O Main plot points
O !roblem and solution
4. Allow students to choose collaborative jigsaw groups according to the story each group will be
reading. List the stories along with a short description and where the group will be meeting on the
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board at the Iront oI the room. nce the groups have been decided, hand out copies oI the stories
each group is to read, and one copy oI the Jigsaw Group Discussion Worksheet Ior each group to
complete. Remind students that each oI them will report on one element oI the story.
. Give students time to read and discuss the stories in their groups, using the questions on the
Jigsaw Group Discussion Worksheet. The groups should be given the responsibility Ior deciding
how they will read the story (i.e., independently, orally, round-robin, etc.). As they read, circulate
among the groups to ask and answer questions about the stories and assist students as needed.
. Students who Iinish reading Iirst should be asked to reIer to the Jigsaw Group Discussion
Worksheet to individually review the story until everyone is Iinished. When the group has
completed the worksheet, reIer them to the character study matrix and ask them to make sure they
have covered all aspects oI the story in their discussions.
. ave student groups turn in their completed Jigsaw Group Discussion Worksheets. Tell students
that during the next session they will be Iilling in the character study matrix.

Session %hree -
1. As a group, remind the students they will now create one collaborative, whole-class Character
Study Matrix with written inIormation about the stories they read in their groups. Go over the
labels on the Character Study Matrix with them and remind students how they correspond with the
topics they discussed in their groups. Tell students they can discuss and decide what to write as a
group, and then each person will be responsible Ior writing about the part oI the story they are
signed up Ior on their discussion worksheet.
2. ave students get back into their Jigsaw groups. and back the Jigsaw Group Discussion
Worksheets and distribute blank white copy paper.
. Give students enough time to review and discuss their stories, write down their observations, and
glue their papers onto the character study matrix. Invite students to include drawings with their
writing, as long as all the inIormation Iits on one side oI one sheet oI the white paper. ave
students write large enough so that their writings can be viewed Irom a distance. Model the size oI
the writing needed, iI necessary, and allow the use oI colored markers Ior the writing.
4. When the Character Study Matrix is complete, quickly review each story and make sure all groups
agree that their inIormation is complete.

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Session Four -
1. Each group will tell the class about the story they read. Remind students that each group read a
diIIerent story, so they will need to include enough details so that the rest oI the class will learn
about their main character and what happened in the story they read.
2. Explain to students that they will be reporting to the class as a group, and that each person in the
group will tell the class about the part oI the story they signed up Ior on their Jigsaw Group
Discussion Worksheet.
. ave students get into their groups and give them a little time to plan what they are going to say in
their report to the class.
4. ave each group tell the class about the story they read. They should include all elements on the
character study matrix and any other interesting inIormation they would like to share. As each
group shares, invite the class to ask questions about the stories.
. &pon Iinishing the group presentations, have students write down and share with a partner the
most important detail they remember Irom each story that was presented. As students share this
inIormation with their partners, walk around the room to check Ior understanding and
comprehension.
. Reintroduce and explain the Student SelI-Assessment Worksheet and give time Ior students to
complete it to assess their group work on the project. For the open-ended response, make sure
students understand that they should be speciIic regarding their contributions to the group. II
necessary, brainstorm some possibilities with the class.

uided or Independent Practice:
I will have a collection oI additional Folk Tales or Tall Tales Ior students to read during independent
reading times. II students show an interest in the readings, I will have students write and illustrate their
own Tall Tales and share their writings with the class. I will display the stories and/or illustrations Ior the
class to see.

Reflection:
1. What went well?

2. What might I change?