Acquisition Lesson Plan for the Concept, Topic or Skill Not for the Day Acquisition Lesson Plan Concept: Central idea/theme/summary (Literary) Lesson 1



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Acquisition Lesson

Plan for the Concept, Topic or Skill---Not for the Day

Acquisition Lesson Plan Concept: Central idea/theme/summary (Literary) Lesson 1 (Informational Lesson is Lesson 2)

Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): Kathy Kelly & DeeJay Kingery

Grade: 2 Time Frame: 3 days

Pre-requisite(s):

Students should be able to retell stories, including key details, and demonstrate understanding of their central message or lesson



Common Core Standard(s):

RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

RL.2.5 Describes the overall structure of a story, including describing the beginning introduces the story and the ending concludes the action.

Essential Question:

How can you determine the central message, lesson, or moral of a literary text?
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What do students need to learn to be able to answer the Essential Question?

Assessment Prompt(AP) #1: Identify story elements within literary text (characters, solution, settings, problem, solution, and plot)

Assessment Prompt #2: Identify key ideas and details of literary text; include characters, setting, problem, solution and plot.

Assessment Prompt #3: Recount a story, folktale, or fable from a diverse culture to determine the central message, lesson or moral.


Activating Strategy:

Introduce the vocabulary: fables, folktales, moral, lesson

Discuss what fables and folktales are. Discuss what makes them a fable or folktale (they have a central message, moral or lesson). Read a fable and/or folktale.

Key Vocabulary Words to Preview:

  • Literary text

  • Lesson

  • Moral

  • Central message

  • Characters

  • Setting

  • Events

  • Problem

  • Solution

  • Plot

Teaching Strategies:

Collaborative Pairs

Jigsaw

Visualization

Teacher modeling
Graphic Organizer:

Fables/Folktales Story Map A

Fables/Folktales Story Map

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Instruction:
  1. We will discuss the literary terms folktales, fables, central message, moral and lesson. Let the students know that this story will teach them a lesson. Ask students what sorts of lessons they have learned before. Share experiences.


  2. Read “The Boy Who Cried Wolf.” (Attachment 1) Have students work in a collaborative pair to record the lesson on a sticky note. Post them on the board or wall. Share as a large group. Review the key terms and story elements (characters, setting, events, problems, solution, plot---put on post it notes for display) while discussing how students arrived at their ideas.

  3. Using the lesson phrase at the end of the story, guide students in determining the key ideas and details that helped you determine the lesson/moral/central message. Review student post its, grouping accurate and relevant ones with story element ones to show the relationships.


AP #1: Read “Why Dogs Chase Cats” (Attachment 2) in collaborative pairs. Complete Fables/Folktales Story Map A with partner.
Instruction:

  1. Reread “The Boy Who Cried Wolf.” Display the story (overhead, document camera, SMART board, etc.) and use their post-its from the previous lesson to guide the students as you highlight the key details and events to support the problem in the story. Display Fables/Folktales Story Map A to introduce the add-on of events to support the problem. Explain the importance of supporting your answers with details and event from the story.

  2. Have students work with their partner to read the story “The Crow and the Pitcher.” Students collaboratively fill in the Fables/Folktales Story Map, making sure they support their stated problem with events from the story.
  3. Share as large group discussing how the events support the problem and add any left out events that would also support problem. Discuss the details that helped you find the moral/lesson/central message. These are the “key details.” They help the reader determine the message the author is trying to convey. The other details add to the entertainment of the story.



AP #2: Read “The Ant and the Dove” (Attachment 3) independently and complete the Fables/Folktales Story Map with events.
Instruction:

  1. Do a quick review of key vocabulary.

  2. Assign students key story elements by group: title and characters; setting, problem, events, solution, central message/lesson/moral. Students record answers on large pieces of construction paper.

  3. As a class, watch one of the PBS Kids videos on Fables and Folktales (http://pbskids.org/lions/stories/), while looking for the information assigned to them.

  4. A representative from each group comes forward to visually represent the information they collected for their assigned element. (When together this will represent the same information found in Fables/Folktales Story Map)

  5. Have members of the groups that are not part of the visual representation, take turns recounting the story in its entirety.

  6. During center time, students return to the PBS Kids website interact with more videos.


AP #3: Students independently recount the story of the whole group video during independent practice time.

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Assignment:

  • Read “The Tortoise and the Eagle” (Attachment 4) independently

  • Complete the accompanying Tortoise and Eagle story map. (Attachment 5)



Summarizing Strategy:


3—things that help you determine the central message/lesson/moral

2—types of literary stories that have central messages, morals, or lessons

1—way to decide if a sentence is a “ key detail”
EXTENSION---Create your own folktale or fable (Attachment 6)


Resources/Citations:

  • http://pbskids.org/lions/stories/ (online videos of folktales and fables)

  • http://americanfolklore.net/folklore/childrens-stories/

  • http://www.rickwalton.com/folktale/folktale.htm

  • http://www.aesops-fables.org.uk/ (many more fables to choose from for centers/reinforcement)

  • Fables/Folktales Story Map A (Attachment 6)

  • Fables/Folktales Story Map (Attachment 7)

Attachment 1

The Boy Who Cried Wolf

There was once a shepherd-boy who kept his flock at a little distance from the village. Once he thought he would play a trick on the villagers and have some fun at their expense. So he ran toward the village crying out, with all his might,--

"Wolf! Wolf! Come and help! The wolves are at my lambs!"

The kind villagers left their work and ran to the field to help him. But when they got there the boy laughed at them for their pains; there was no wolf there.

Still another day the boy tried the same trick, and the villagers came running to help and got laughed at again. Then one day a wolf did break into the fold and began killing the lambs. In great fright, the boy ran for help. "Wolf! Wolf!" he screamed. "There is a wolf in the flock! Help!"

The villagers heard him, but they thought it was another mean trick; no one paid the least attention, or went near him. And the shepherd-boy lost all his sheep.

That is the kind of thing that happens to people who lie: even when they tell the truth no one believes them.

Attachment 2

Why Dogs Chase Cats

A Virginia Folktale

retold by

S.E. Schlosser 

Once long ago, Dog was married to Cat. They were happy together, but every night when Dog came home from work, Cat said she was too sick to make him dinner. Dog was patient with this talk for a while, but he soon got mighty tired of fixing dinner for them both after a hard day's work. After all, Cat just stayed home all day long.

One day, Dog told Cat he was going to work, but instead he hid in the cupboard and watched Cat to see if she really was sick. As soon as Cat thought Dog had left, she started playing games with Kitten. They laughed and ran about. Cat wasn't the least bit sick.

Dog jumped out of the cupboard. When Cat saw him, she stuck a marble in her cheek and told Dog she had a toothache. Dog got so mad at her he started chasing her around and around the house.

Dogs have been chasing Cats ever since.

Attachment 3

The Ant and the Dove

An ant went to the river to get a drink. The water rushed along so fast that he was washed off the bank into the river.

"I shall drown!" he cried. "Help! help! help!" but his voice was so tiny that it could not be heard.

A dove was sitting in a tree that overhung the water. She saw the ant struggling, and quickly nipped off a leaf and let it fall into the water. The ant climbed upon it and floated down the river until the leaf was washed upon the bank of the stream.

The ant called out in its tiny voice, "Thank you, kind dove, you have saved my life;" but of course the dove could not hear him.

Several days after this, the dove was again sitting in a tree. A hunter crept carefully up to the tree. His gun was pointed at the dove and he was about to shoot, when he was bitten in the leg by an ant.

He cried out with pain and dropped his gun. This frightened the dove and she flew away.

"Thank you, kind ant," cooed the dove, and the ant heard and was glad.

Attachment 4

The Tortoise and the Eagle

The Tortoise and the Eagle rarely saw each other. Eagle lived up in a tree. Tortoise lived on the ground. Eagle heard how kind Tortoise was, so one day he went to visit him.

Tortoise was very nice to Eagle. He invited Eagle into his home and fed him a big meal. Eagle stuffed himself with the good food.

The meal was so good that Eagle came back many times to eat with Tortoise. Each time he came, he ate and ate and ate. And every time he flew off he would laugh to himself, "Ha ha! I have eaten Tortoise's food, but he can never reach my tree to eat my food!" Eagle was so greedy that soon the other animals began to talk about him.

One day Frog went to Tortoise to give him some advice. "Tortoise," said Frog, "You are being kind, but Eagle is not being nice. Every time he leaves your home he laughs to himself and says, "Ha ha! I have eaten Tortoise's food, but he can never reach my tree to eat my food!" He is telling all the animals that you are not very smart. Then Frog told him what to do. The next time Eagle came to visit, Tortoise said, "Please, Eagle let me give you a pumpkin full of food to take home to your family." Eagle was happy to accept the gift. He waited for Tortoise to bring it to him.

In the kitchen, where Eagle couldn't see, Tortoise climbed into the pumpkin and his wife put food on top of him. Then she gave the pumpkin to Eagle.

Eagle took the pumpkin home and dumped the food out on his floor. Tortoise rolled out of the pumpkin. He said, "Hello, Eagle. I thought it would be nice to visit you. I want to eat a meal with your family."

Eagle was angry and said, "You will be the only meal here, Tortoise!" But as he tried to peck at Tortoise, he hurt his own beak on Tortoise's hard shell.

“I see what kind of friend you are, Eagle. You tried to eat me," said Tortoise. "I think it would be best for you to take me home now."

Eagle was so angry he picked up Tortoise in his claws and flew off into the sky. Tortoise grabbed Eagle’s leg with his teeth in a strong grip and wouldn't let go. Eagle tried to fling him off but couldn't. Eagle begged and begged, "Oh please, Tortoise! Let go of my leg!"

Attachment 5

Name_______________________

Date________________________


The Tortoise and the Eagle


  1. Central message/Lesson/Moral




























































  1. What key ideas and story elements did you use to help determine the central message/lesson/moral?


















































































































  1. On the back of this page, recount the story “The Tortoise and the Eagle.”

Attachment 6


Fables/Folktales Story Map A

Characters:

Setting:

Problem:

Solution:

Title:

Central Message/Lesson/Moral:

Attachment 7


Fables/Folktales Story Map

Characters:

Setting:

Problem:

Solution:

Title:

Events: 1. __________________________

2. __________________________

3. __________________________

4. __________________________





Central Message/Lesson/Moral:



Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).


: cms -> lib09 -> de01922744 -> centricity -> domain -> 141
141 -> Acquisition Lesson Plan for the Concept, Topic or Skill Not for the Day Acquisition Lesson Plan Concept: a retelling of a Story Includes Key Details
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