Pourquoi Tales

Submitted by Jensen_Cyndi on Fri, 06/08/2012 - 19:07Printable version Bookmark and Share
Created By:
Cyndi Jensen
Title/Role:
Elementary School Teacher/Librarian
Organization/School Name:
Anchorage School District/Ravenwood Elementary
Location:
Alaska

Grade Level:
4
Type of Lesson:
Lesson in a unit
Type of Schedule:
Fixed
Collaboration Continuum:
Limited
Content Area:
Language Arts
Content Topic:
A Pourquoi tale, French for why... because; explaining why something came to be in nature.
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
1.1.9 Collaborate with others to broaden and deepen understanding.
Dispostion Indicator(s):
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
Responsibilities Indicator(s):
1.3.4 Contribute to the exchange of ideas within the learning community.
Self-Assessment Strategies Indicator(s):
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
Scenario:
While informally meeting with teachers on an upcoming unit it was identified that students have had difficulty distinguishing unique elements of a Pourquoi tale. Student frustration was experienced when attempting to write a Pourquoi tale which is the unit final project. Teacher/Librarian (TL) suggested the development of a chart identifying the essential features of the Pourquoi genre. Initial classroom and Library work will include reading a variety of tales to gain familiarity with these tales.

Overview:
Unit Focus: What purpose do Pourquoi tales serve in the understanding of early peoples about the natural world in which they lived? Essential question for this lesson: Can students identify the unique features that distinguish a Pourquoi tale to enable them to write their own tale?

Final Product:
The final product is a student created Semantic Feature Analysis Chart. The chart will serve as a guide and student self-assessment tool when writing their Pourquoi tale. Students will create by using notebook paper to underscore that charts are helpful when developing understanding of new/complex information and require easily accessible materials.

Library Lesson:
Using the Inquiry method, students will develop an understanding of the critical differences of the Pourquoi genre by comparing and contrasting its features with the more familiar fiction genre.

Estimated Lesson Time:
30 minutes
Assessment
Product:
A student created 2x7 Semantic Feature Analysis chart which will be assessed using an instructor created rubric. See attached example.

Process:
TL circulates as students work independently, clarifying/assisting where needed. During the second session students will do one category as whole group and complete the chart independently.

Self Questioning:
Am I confident that I can identify the features that make a Pourquoi tale different from other stories I have read? Will I be able to use my chart to guide my writing of a Pourquoi tale? Am I working with my group to improve my understanding of these features?

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop
White board

Instruction/Activities
Direct instruction:
TL will introduce a 2x7 Semantic Feature Analysis chart for student use to clarify and identify distinctive Pourquoi story features. TL will demonstrate how to fold paper to create columns of the chart. Students to follow. Ask table partners to check to insure all have completed. Additionally TL moves around room to help as needed. Inform students that the chart will allow for feature comparison between two types of stories: Pourquoi and general fiction; students write those terms horizontally on chart.

Modeling and guided practice:
TL poses the question to whole class: What is the purpose of authors who write fiction? Why did ancient people tell Pourquoi tales? Note answers on teacher chart as students share answers. Remind students to use the previously read tales as examples to form their answers. Ask partners to check each other insuring that each member has filled in the terms fiction and Pourquoi tale and have written the comparison of the first feature: Purpose. Ask class to identify another feature of a story to share with class. Remind them of 60 second think time. Call on one pair. Ask one partner for the feature; the second partner is to identify how it appears in fiction. Pose question to whole class, How would it appear differently in a Pourquoi tale? TL models by adding to master chart. Class adds to their charts. Partners double check each other.

Independent practice:
Students to fill out next comparison individually. Students are reminded to use previously read examples to develop their answer. Individual charts are checked as teacher/librarian moves throughout the room.


Have you taught this lesson before:
No

Strategies for differentiation:
The reading differentiation method in previous library sessions was Pourquoi Readers Theater scripts. Using the previously read scripts, students will highlight five Pourquoi features. Students will use different colored highlighters to identify critical features of the Pourquoi tales. Students will develop a legend to identify specific features.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.4.W.6 » English Language Arts » Production and Distribution of Writing » 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. (4)

CC.4.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4)