Recount a Story - A Trickster Tale (Day 3)
Lesson 5 of 14
Objective: SWBAT recount trickster folktales from diverse cultures by identifying the characters, setting, problem, trick, and plot.
I started the lesson by telling students they were going retell a story orally. When retelling a story, only the most important elements of the story are given. They are the characters, setting, problem and trick, or plot. I reviewed the elements of a trickster tale with students by reviewing the SmartBoard lesson from the day before. We had a small discussion about the tales we had read to help students connect to prior learning.
I gave students time to reread one of the trickster tales from the day before. When they were done reading, I modeled identifying each element of the tale and writing it on the sticky note. When it was time to write the trick, I asked students to tell me the purpose of the trick in the story. They were able to tell me it is how one of the characters solves their problem. This let me know they remembered the prior day’s learning.
After all elements were written on sticky notes, I modeled placing the sticky notes in order and retelling the story aloud. I told students stories are told chronologically (beginning, middle, ending), and the speaker speaks clearly and with good pacing. I gave all students a checklist, so that they knew the criteria for an effective retell.
Students worked with a partner to read a Mayan folktale, identify the story elements, and write them on sticky notes. They placed the sticky notes in order and retold the story aloud.
Students referenced the checklist as they retold the story. They also gave each other feedback. If a student read too fast, their partner would tell them to slow down. They also corrected each other’s grammar i.e. subject/verb agreement, even though it was not on the checklist. This showed students were making connections to a recent unit on grammar.
I assessed students via a checklist on their ability to retell a trickster tale with story elements, proper sequencing, appropriate pacing, and clear speech.
We closed the lesson by listening to volunteers retell a trickster tale they liked the best. This allowed students to hear others who were not in their group. It also gave students practice speaking in front of others.