Genres: Let’s Make Comparisons

Created by:

E. Rembert

Title/Role:

2nd Grade Teacher

Organization/School Name:

Orchard Elementary School

Location:

Alabama

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Combination

Collaboration Continuum:

Moderate

Content Area:

Language Arts

Content Topic:

Poetry, Folk Tales and Fables

Standards for the 21st-Century Learner

Skills Indicator(s):

1.1.2 Use prior and background knowledge as context for new learning.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

1.1.9 Collaborate with others to broaden and deepen understanding.

Dispositions Indicator(s):

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

3.2.3 Demonstrate teamwork by working productively with others.

4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.

Responsibilities Indicator(s):

1.3.4 Contribute to the exchange of ideas within the learning community.

Self-Assessment Strategies Indicator(s):

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

2.4.3 Recognize new knowledge and understanding.

Scenario:

Students have difficulty comparing fables, folktales and poetry according to their genre characteristics. Students are unable to do so because they are unfamiliar with various forms of literature and their genre characteristics. As a collaborative group the classroom teachers, intervention teacher and Library Media Specialist develop a unit on poetry, fables and folktales. The classroom teachers, intervention teacher and LMS work collaboratively to plan the unit and assign responsibilities. The LMS provides resources, lesson ideas as well as set aside books in the aforementioned genres and make them available to third grade students and teachers at their specified library times. Classroom teachers provide first delivery of instruction in the classroom utilizing read alouds of fables, folktales and poetry provided by the LMS. The intervention teacher works with lower performing students during intervention; creates a power point, and a graphic organizer (example-KWHL) as well as information sheets with genre characteristics that students look for as they compare the three genres. Students utilize a KWHL chart to activate background knowledge.

Overview:

Students compare poetry, folk tales and fables in respect to their genre characteristics. The essential question framing this unit is: What genre similarities can be found in poetry, folk tales and fables?

Final Product:

Each student completes a KWHL chart (graphic organizer), a genre characteristic comparison checklist (compare the genre characteristics of poetry, fables and folktales using a checklist) and a genre identification sheet. Students identify the genre characteristics of three pieces of literature. Students identify each piece of literature as a fable, folktale or piece of poetry.

Library Lesson:

Students learn to listen and watch for specific information (genre characteristics) then record it using a graphic organizer.

Estimated Lesson Time:

120 minutes

Assessment

Product:

Students complete a KWHL chart throughout the lesson, a genre characteristic comparison checklist, a genre identification graphic organizer and the self-questioning sheet in small groups. Findings are corroborated and peer-assessed whole group. The intervention teacher collects the completed graphic organizers from each student and shares the results with the LMS and classroom teachers to determine the next steps.

Process:

The intervention teacher monitors student responses and participation as they complete the various graphic organizers and work in small groups throughout the lesson. The intervention teacher provides assistance, feedback and redirects students as needed.

Student self-questioning:

What interests me about this idea or topic? What do I already know or think I know about this topic? How will I find out more about this idea or topic? What new understandings did I develop about the topic or idea? What new questions do I now want to answer about the topic or idea?

Instructional Plan

Resources students will use:

Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Projector

Laptop

Smart board

Instruction/Activities

Direct instruction:

Day 1 (brief overview of all three genres will be included) Self-Questioning Sheet: Students answer the question. KWHL Chart-In small groups students complete the KW and H sections of the chart in regards to poetry and corroborate their findings whole group. The teacher explains what poetry is, its genre characteristics and provides examples through read alouds. Students view video segments on poetry Day 2 (as well as a review of poetry) KWHL Chart-In small groups students complete the KW and H sections of the chart in regards to folktales and corroborate their findings whole group. The teacher explains what folktales are, their genre characteristics and provides examples through read alouds. Students view the video segments on folktales Day 3 (and a review of folktales and poetry) KWHL Chart-In small groups students complete the KW and H sections of the chart in regards to fables and corroborate their findings whole group. The teacher explains what fables are, their genre characteristics and provides examples through read alouds. Students view the video segments on fables Day 4 (as well as a review of all three genres) The teacher reviews the genre characteristics of folktales, fables and poetry as well as provides examples of each through read alouds.

Modeling and guided practice:

Day 1 The teacher reads aloud a piece of poetry and models the completion of a genre identification sheet. The teacher reads aloud another piece of poetry and students work with the teacher to identify the genre characteristics that are present by completing a genre identification sheet whole group. Day 2 The teacher reads aloud a folktale and models the completion of a genre identification sheet. The teacher reads aloud another folktale and students work with the teacher to identify the genre characteristics that are present by completing a genre identification sheet whole group. Day 3 The teacher reads aloud a fable and models the completion of a genre identification sheet. The teacher reads aloud another fable and students work with the teacher to identify the genre characteristics that are present by completing a genre identification sheet whole group. Day 4 The teacher models completing a portion of the genre characteristic comparison sheet. Students work with the teacher to complete a section.

Independent practice:

Day 1 The teacher gives each group a book of poetry. In small groups students read a poem and identify the genre characteristics and complete the poetry section of the genre characteristics sheet. The intervention teacher monitors student responses and participation as they complete the graphic organizer and work in small groups. The intervention teacher provides assistance, feedback and redirects students as needed. Day 2 The teacher gives each group a book on folktales. In small groups students read a folktale, identify the genre characteristics and complete the folktale section of the genre characteristics sheet. The intervention teacher monitors student responses and participation as they complete the graphic organizer and work in small groups. The intervention teacher provides assistance, feedback and redirects students as needed. Day 3 The teacher gives each group a book on fables. In small groups students read a fable, identify the genre characteristics and complete the fable section of the genre characteristics sheet. The intervention teacher monitors student responses and participation as they complete the graphic organizer and work in small groups. The intervention teacher provides assistance, feedback and redirects students as needed. Day 4 Students work in small groups to complete the genre characteristic comparison sheet.

Have you taught this lesson before:

Yes

Strategies for differentiation:

To address various learning styles/multiple intelligences: Visual-Spatial: Students view video clips for each genre (poetry, fables, folktales) Interpersonal: Students complete various graphic organizers and work in small groups. Intrapersonal: Students have an opportunity to work independently to show what they have learned. Linguistic: Students share ideas and thoughts in small groups with their peers, listen to literature read aloud, as well as receive direct instruct by the teacher through lecture and demonstration.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.3.W.6 » English Language Arts » Production and Distribution of Writing » 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (3)

CC.3.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. (3)

CC.3.W.4 » English Language Arts » Production and Distribution of Writing » 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) (3)

CC.3.SL.1.d » English Language Arts » Comprehension and Collaboration » d. Explain their own ideas and understanding in light of the discussion. (3)

CC.3.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3)

CC.3.R.L.1 » English Language Arts » Key Ideas and Details » 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3)

CC.3.R.I.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3)

CC.3.R.I.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Compare and contrast the most important points and key details presented in two texts on the same topic. (3)

CC.3.R.L.2 » English Language Arts » Key Ideas and Details » 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (3)

CC.3.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (3)

CC.3.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (3)

CC.3.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short research projects that build knowledge about a topic. (3)