Tall Tales- Lesson 4

Teacher Alayna Ikerd

Date 10/31/17 Subject/ Topic/ Theme: Tall Tales-Acting out a Tall Tale Grade: 5th

I. Objectives
How does this lesson connect to the unit plan? In this lesson, students will learn how to add action and emotion to their tall tales by acting out
the story of Paul Bunyan

Learners will be able to: cognitive-

R U Ap An E C*
physical
development
socio-emoti
onal
Compare tall tales to other stories they have heard R X
Interpret how to show emotion/action when reading a tall tale E
Create their own personality of a character C
Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.W.5.2.D: Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3.B: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or
show the responses of characters to situations.
CCSS.ELA-LITERACY.W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up
to and including grade 5 here.)
CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.L.5.2.E:Spell grade-appropriate words correctly, consulting references as needed.

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment activities
(applicable to this lesson)
Students should be familiar with folktales and recall some elements that are in them. Students
should be able to recall that tall tales have exaggerated characters and events in them.
Pre-assessment (for learning):Review of elements of a tall tale
Formative (for learning): Ability to show emotion/action during reader's theatre
Formative (as learning): discussion of how we can show more character to our roles
Summative (of learning): Final presentation of tall tales
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance,
Spoken Discussion value, authenticity, minimize
Written Speaking threats

What barriers might this

lesson present? Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration,
language Discussion mastery-oriented feedback
What will it take Spoken answer Collaboration with
neurodevelopmentally, others
experientially, emotionally,
etc., for your students to do Provide options for Provide options for executive Provide options for
this lesson? comprehension- activate, apply & functions- coordinate short & long self-regulation- expectations,
highlight term goals, monitor progress, and personal skills and strategies,
modify strategies self-assessment & reflection
Comparing the Answer shown on the
character they add to board or given oral
their roles now and for feedback on answer
their final KWL chart
presentations

9-15-14
Materials-what materials -Chart paper (K.W.L)
(books, handouts, etc) do -Doc camera
you need for this lesson and -Paul Bunyan readers theatre
are they ready to use? -Group work
How will your classroom be Normal set-up- KWL chart paper set up in the room
set up for this lesson?
III. The Plan
Co Describe teacher activities AND student activities
Ti mpo for each component of the lesson. Include important higher order thinking questions and/or prompts.
m nent
e s
10 1. Ask students to recall what they learned about Tall Tales and the elements in them -discuss what they know
mi and how they compare to folktales and legends about tall tales
ns 2. Give an example of exaggeration in a tall tale-
Mot
a. ask students to give some more examples -give some examples of
ivati
3. Ask students how they would act out the examples of exaggeration, what are things exaggeration
on
they could include when acting out their tall tales
4. Explain that we are going to be exploring more about how to add character to their
roles in their tall tale presentations
15 4. Have students come to the front of the room to read a Tall Tale -front of the room
mi 5. Pass out Paul Bunyan tall tale readers theaters
ns 6. Explain to the students that they will be split into 2 groups to read through the
reader's theatres
a. Encourage the students to read with emotion and act out their -listen to explanation
characters
b. Go through each character and have students determine some traits to
have for the roles -listen/read the tall tales
Devel 7. Split the students up and have them read their highlighted parts of the story readers theatre
opme
nt a. Listen
i n
o n
t he
s tudents
r eading
a
p oint
o ut
w ays/give
s uggestions
o n
how the students can read with more personality or character -Participate in discussion
8. Come together and discuss why it is important to add personality and emotion to a
character -work with groups to add
9. Point out how Paul solved the problem of the river being crooked to tall tale stories
a. How did he solve it?
b. Most problems in tall tales are solved in a funny way!
10. Give students time with their groups to talk about how they will add emotion and
personality to their different characters
11. Give them time to continue writing their tall tales
5 Closu 1. Have students put away all martials and get ready for the next part of their days -put away all materials
mi re and get ready for next
ns part of day
1. Students will be split into 3 groups to work on their tall tales- ach group will be lead by an adult
Small Group 2. Students will be continuing to write their tall tales or work through details in their tall tales.
Reading
a. The adult will be facilitating disagreements and adding suggestions for keeping the stories
time
appropriate and helping the students be successful for their presentations

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