- Unit 6
- Level 1
- 1 days
- prefixes / suffixes
- Download Lesson
Standards Addressed:
- L.3.1
- L.3.1.a
- L.3.1.f
- L.3.1.g
- L.3.2.f
- RF.3.3
- RF.3.3.c
- RI.3.1
- RI.3.5
- RL.3.2
- RL.3.3
- RL.3.7
- SL.3.1
- SL.3.4
- W.3.4
- W.3.5
- W.3.6
- W.3.7
- W.3.8
- W.3.10
Lesson Materials/Resources
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Trickster Tales Visit Link
Objectives
Follow Treasures TE guidelines to teach:
Phonics: vowel team syllables, multisyllabic words, Latin prefix uni-, fluency
Vocabulary Words: insightful technique, majority, investigate, cunning
Vocabulary skills: prefixes/ suffixes,
Spelling: vowel team syllable words
Grammar: adjectives and articles, conventions of standard English
Journal Entry: If you were a trickster, what might be your favorite trick or magic and how would it help you?
Make Components Chart for Trickster Tales
Assessment/CFU
Instructional Activities:
Selection 3: Trickster Tales – TE 338-344 (non-fiction)
Tales of the Trickster
Reading Foundations:
- Phonics: Vowel Team Syllables TE336N
- Multisyllabic Words TE336O, prefixes/suffixes, Latin prefix, uni- , fluency
- Spelling: Vowel Team Syllables
- Grammar: Adverbs, conventions of standard English
- Academic Vocabulary Words (in text, context, or lesson): trickster tales, traits, Illiad, Odyssey, Homer, Aesop, Hans Christian Anderson, trickster, wits, universe, ancestors, ungrateful, preserve, features
Lead a discussion with the students to introduce the genre of trickster tales, using questions such as these:
One type of folk stories handed down in cultures is the “trickster tale.”
- What root word do you hear in trickster?
- What sound and letters are added to make the new word from the root word?
- Have you ever played a trick on someone?
- Have you ever had a trick played on you?
- Have you ever had a trick played on you?
Tell students that trickster tales are stories that involve playing tricks to solve problems, and – to make these stories even more interesting- that they are from many different cultures. As students read, encourage them to think about characters in the stories and their traits. Remind them that the story is not just told through the words, but also through the illustrations. Illustrations help to tell the story and to give hints or clues about the culture or origin. Guide discussions after they (or you) read the trickster stories. (Teacher could model, read alone, do pair- share reading, etc.) Eventually require students to answer questions independently. Students should think about what the message of each story might be and why these stories have been told for hundreds of years.
- Who were the characters?
- What problem was in this tale?
- What trick was played?
- Who played the trick and who was the trick played on?
Use CAG and Treasures TE guidelines to teach “Tales of the Trickster.” Use journals: If you were a trickster, what might be your favorite trick or magic and how would it help you?
Shared Research:
Students have read a variety of trickster tales from a variety of resources. Now it is time to focus on one of the cultures. You could, for example, choose to focus on the Plains Native American culture by first reading the Iktomi tales by Paul Goble and then assigning a short class research project on it. In small groups, have students generate open-ended questions that could be answered about the culture. Assign each small group at least one question to answer. To answer the questions, help students create a list of resources to find answers such as the Internet, encyclopedias, and informational books. As students read and research, circulate to help them focus on and select the most relevant and useful information. When the small groups have finished their information gathering and organization, they should create a class book or multimedia presentation to show what they have learned about the culture. When they are finished, ask, “Why did the Plains Indians create trickster stories to tell their children?” This activity can be repeated and extended using any of the cultures from which trickster stories originate by giving small groups of students the following prompt: “Research a culture that tells trickster tales. Generate questions related to the culture and assign a person to research each question. Create a book or multimedia presentations to communicate your findings.”
Writing – Narrative: Trickster Tale
Outcome: Students will:
Develop a story or tale with a beginning, middle, and end as well as characters and plot.
Revise the tale with focus on an effective ending.
Focus on the writing traits of idea, organization, and conventions.
Opening/Warmup/Connecting Prior Knowledge
Step 1 - Mini-lessons that precede the writing of trickster tales:
- Immerse students in a variety of trickster tales.
- Teacher makes a chart to display the following basic components of trickster tales: Title, Setting, Characters, Events, Magic, and Ending/Trick. As a tale is read to the class, the teacher fills in the chart reinforcing the basic components of a tale. (A trickster tale differs from other tales because it ends with the trick that is played on or by one of the characters.)
- To provide more student practice on features of a trickster tale, students could have individual copies of the chart to fill in using the following methods:
- Divide class into two groups. Each group reads one of the other two trickster tales. Each of the two groups report on how to complete the chart from the tale they read. The groups report the information to the class and the teacher fills in the class chart for all students to see.
- Each child reads all three stories and completes the chart/s independently. The chart emphasizes the important characteristics of a trickster tale.
Step 2 - Mini-lessons for writing a trickster tale: Prewrite
- Using a new tale, model writing a trickster tale using the story box-map organizer (Graphic Organizer located in resource packet). A tale with an Alaskan animal trickster is Raven by Gerald McDermott. Another version is How Raven Brought Light to People by Ann Dixon, Alaskan author. A favorite of many third graders is Anansi and the Moss Covered Rock by Eric Kimmel. There is also the classic tale of How the Bear Got a Short Tail.
- As a class, make a chart to hang with a) pictures of animals such as ravens, coyotes, spiders, fox, etc., that play tricks, b) pictures of animals that have tricks played on them, and c) possible tricks.
- Guide students in completing the story-box organizer. Attachment 1 is a sample of a story-box organizer. The organizer is laid out in the traditional sequence of a story. Because it is important that a student has a trick in mind before he/she develops a tale, begin with box D, the trick. It should also be helpful for students to draw a picture of their animals before writing descriptions and traits.
Graphic Organizer for Trickster Tale from resource packet.
First Draft: provide 30-45 minutes; “circulate and support.”
- Students use their story-box organizers to guide their writing. The teacher moves around the room and/or works with small groups of writers who need more guidance.
Step 3 -Revise/Edit
- Teacher models seeking feedback and revising a trickster tale.
- Students meet with peers and/or teacher to review their tales. Teacher also reads stories as he or she circulates, offering feedback on sticky notes.
Step 4- Final Drafts
Students write a final draft in their best handwriting and/or on computers. The tale is now ready for the teacher to read and assess.
Step 5- Publish
Publish the trickster tales in some manner. Two ideas follow:
- Students type a final draft, cut the tale into three parts, and glue the parts into an accordion book that they then illustrate. Students can read their tales to an audience and/or display them in the classroom or school library.
Students make puppets and present their tales as oral presentations to each other, another class, or parents.
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