Alaska Native Stories: Using Narrative to Introduce Expository Text Lesson Plan
Analyze the Learners:
Students: Grade 3Subject: Language Arts Sunshine State Standards:
1. LACC.3.SL.1.1.c. – Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.2. LA.3.6.1.1. – The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.3. LACC.3.W.3.7. – Conduct short research projects that build knowledge about a topic.4. LA.3.1.6.2. – The student will listen to, read, and discuss familiar and conceptually challenging text.
NET-S Standards:
1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: b. create original works as a means of personal or group expression. 2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. d. contribute to project teams to produce original works or solve problems.
State Objectives:
Students will complete a KWLQ chart, filling in the K and W columns using previous knowledge about sandhill cranes and then filling in the L and Q columns after identifying facts about sandhill cranes.
Students will listen and respond to a story (narrative text) by participating in a class discussion.
Students will construct a concept map using the Kidspiration software after reading and discussing the narrative text with 90% accuracy.
Students will access a website about the animal in the story to gather facts (expository text).
Students will compose a report on the interactive Stapleless Book program, including drawings, after researching a specific type of crane of their choice with 90% accuracy.
Students will compare and contrast narrative and expository text in a group setting and then in a group presentation using the interactive whiteboard with 90% accuracy.
Students will use paper and pencil to create a KWLQ chart. Students will use computers with internet access to listen to the expository text on the website Stories of our people in Alaskool entitled "Crane and His Blue Eyes." Students will use the Kidspiration program on the computer to create a concept map about the story. Students will use the computer to access the website International Crane Foundation under the kids section to view and read about various types of cranes. Students will select one crane and compose a report and drawings of the crane on the Stapleless Book program on the computer. Students will go over their concept maps as a group with the instructor and then break into groups to present a presentation on the interactive whiteboard.
Require Learner Participation:
-MONDAY: First, students will create a KWLQ chart on paper about a sandhill crane stating K - what they know about the topic and W - what they want to know about the topic. They will then access the website Stories of our people in Alaskool and listen to a tale called “Crane and His Blue Eyes.” Afterward, we will discuss the story as a class and students will log on to the Kidspiration program on the computer and create a concept map that details the story (setting, main characters, problem, etc). When students have finished their concept maps, they will access the website International Crane Foundation , click on "Kids" and then on "Crane Species" and research different cranes. Students will then choose one crane to study more in depth and compile facts about the said crane. Students will then type a short report on the Stapleless Book program describing their crane and including any drawings.
-TUESDAY: The lesson will be continued with students finishing up their reports. Afterward, we will discuss our concept map questions from the "Crane and His Blue Eyes" tale on Kidspiration from yesterday. Students will then be split into two groups; one being the narrative group and the other being the expository group. Each group will be debating the benefits of narrative text versus expository text by identifying four benefits of whichever text they are supporting. Each group will present their case on the interactive whiteboard and be able to ask questions. A final summary will be written by students explaining why both types of text are important. As a post-assessment, the class will complete the L -what did we learn? and Q -what other questions do we still have and where can we find the answers? columns of their KWLQ charts to ensure their overall comprehension of the lesson on expository and narrative text.
Evaluation and Assessment:
Students will be graded upon participation in class discussions and participation in their groups/presentations. The concept map on Kidspiration will be graded for correct answers and comprehension of the story, the typed report on Stapleless Book will be graded for accuracy of information, the final summary will be graded for comprehension of information about expository/narrative text and the KWLQ chart will be graded on completeness, creativity and comprehension of what was learned.
Alaska Native Stories: Using Narrative to Introduce Expository Text Lesson Plan
Students: Grade 3 Subject: Language Arts
Sunshine State Standards:
1. LACC.3.SL.1.1.c. – Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.2. LA.3.6.1.1. – The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.3. LACC.3.W.3.7. – Conduct short research projects that build knowledge about a topic.4. LA.3.1.6.2. – The student will listen to, read, and discuss familiar and conceptually challenging text.
NET-S Standards:
1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: b. create original works as a means of personal or group expression.
2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. d. contribute to project teams to produce original works or solve problems.
Bloom's Taxonomy Levels
Knowledge
Comprehension
Analysis
Synthesis
Evaluation
Application
Students will use paper and pencil to create a KWLQ chart.
Students will use computers with internet access to listen to the expository text on the website Stories of our people in Alaskool entitled "Crane and His Blue Eyes."
Students will use the Kidspiration program on the computer to create a concept map about the story.
Students will use the computer to access the website International Crane Foundation under the kids section to view and read about various types of cranes.
Students will select one crane and compose a report and drawings of the crane on the Stapleless Book program on the computer.
Students will go over their concept maps as a group with the instructor and then break into groups to present a presentation on the interactive whiteboard.
-MONDAY: First, students will create a KWLQ chart on paper about a sandhill crane stating K - what they know about the topic and W - what they want to know about the topic. They will then access the website Stories of our people in Alaskool and listen to a tale called “Crane and His Blue Eyes.” Afterward, we will discuss the story as a class and students will log on to the Kidspiration program on the computer and create a concept map that details the story (setting, main characters, problem, etc). When students have finished their concept maps, they will access the website International Crane Foundation , click on "Kids" and then on "Crane Species" and research different cranes. Students will then choose one crane to study more in depth and compile facts about the said crane. Students will then type a short report on the Stapleless Book program describing their crane and including any drawings.
-TUESDAY: The lesson will be continued with students finishing up their reports. Afterward, we will discuss our concept map questions from the "Crane and His Blue Eyes" tale on Kidspiration from yesterday. Students will then be split into two groups; one being the narrative group and the other being the expository group. Each group will be debating the benefits of narrative text versus expository text by identifying four benefits of whichever text they are supporting. Each group will present their case on the interactive whiteboard and be able to ask questions. A final summary will be written by students explaining why both types of text are important. As a post-assessment, the class will complete the L -what did we learn? and Q -what other questions do we still have and where can we find the answers? columns of their KWLQ charts to ensure their overall comprehension of the lesson on expository and narrative text.
Students will be graded upon participation in class discussions and participation in their groups/presentations. The concept map on Kidspiration will be graded for correct answers and comprehension of the story, the typed report on Stapleless Book will be graded for accuracy of information, the final summary will be graded for comprehension of information about expository/narrative text and the KWLQ chart will be graded on completeness, creativity and comprehension of what was learned.