Lesson 2 of 3
Objective: SWBAT cite textual evidence to prove a story is a folktale by reading and taking notes.
Word Roots Warm Up
Today, students will copy the second half of the Greek & Latin number roots chart into their notes. They started these notes yesterday.
When you're going over these as a class, it's fun to make connections between these roots and words they already know. For example, you can discuss monotone, bicycle, tricycle, triangle, dual, hexagon, octopus, quart, quarter, the Pentagon (you could even show a picture!), etc.
I take a moment to focus on "quin" with my students because I have such a high Hispanic population. I remind them that the word for fifteen in Spanish is quince. It's a great way to empower them by reminding them that our languages have roots in common. By knowing Spanish, they have a leg up on some of these roots!
To begin today's lesson, I return the notes that my students took yesterday (or, have them take the notes out of their binders if you didn't collect them).
I draw their attention to the chart that describes the different characteristics of the Oral Literature genres. I tell them that today we're going to be reading folk tales, and we review the characteristics of folk tales that we might encounter today.
Getting Down to Business
Today's activity requires that students read a folktale; however, they will not all be reading the same folktale. This reading assignment prepares them for tomorrow's Two-Voice Poem activity.
In our text, I have chosen "Pumpkin Seed and the Snake," "Brother Coyote & Brother Cricket," and "Waters of Gold." However, this activity works with any combination of folktales. This is a good opportunity to provide leveled texts. You could also find a way to focus on students' individual cultures by having them provide the folktales for the class to read.
I simply have students count off and assign a folktale to each numbered group. Students read their particular story and fill out the Cornell Note format summary sheet. The sheet asks them to cite evidence of the characteristics of a folktale that we discussed yesterday.
I do this as an independent assignment; however, you could certainly move students into groups for the reading of each story.
Did They Get It?
To close today's lesson, I ask for a few students to share the summary from their Cornell Notes. If students are reading in groups, they could also share summaries with group members.
It's important that each student understands the details in their particular story that makes it a folktale. Tomorrow, students will work in pairs to create a Venn Diagram and then a Two-Voice poem highlighting differences and similarities between the folktales.