Activity card
Graphic Organizer: What’s the same? What’s different? Name/s:
WorldWise
™
What is the same about all stories?
Lesson Plan
Content-based Learning
Xx
Level N (30)
Xxxxxxxxx
Tell Me a Story looks at the ways in which stories are told all over the world. It explains that stories can be told in various ways including by using pictures, with puppets and clay figures, in song and dance, and through oral storytelling. Informational text types: Report/Recount/Narrative
WorldWise
Content-based Learning
C3 Social Studies Curriculum links
• D2.Geo.4.3–5 Explain how culture influences the way people modify and adapt to their environments • D2.His.9.3–5 Summarize how different kinds of historical sources are used to explain events in the past
In what ways can stories be different? Give examples.
Key concepts
• Stories are told by people all around the world • Stories are told for fun, to entertain, and to pass on information • A story can be told in many different forms Content vocabulary archaeologist, charcoal, culture, engraving, fire, generations, gourds, hieroglyphs, kinship, legends, padre, pagoda, percussion, puppeteer, ruins, tablet, tombs
Text features
• Text boxes, captions, sidebars, glossary Reading strategy
• Comparing and contrasting information
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Tell Me a Story © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com
Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society. 3(7) (C) Use text evidence to support an appropriate response. 3(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as cause and effect and problem and solution.
Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text. Speaking and Listening 3(1) (C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.
First reading session
Second reading session
Final reading session
Writing
Getting started
Building understanding
Bringing it all together
Introducing the book
Reading with teacher support
Support the students in activating their prior knowledge. Ask: What do you know about telling stories? Give each student a copy of the book Tell Me a Story. Direct them to pay attention to the cover, and the title and contents pages. Have the students browse through the book. Say: As you browse through the book, think about what you know about this topic. What connections are you making? Have the students discuss their thinking with the group.
Say: Get yourself ready to read by thinking about what you already know about stories and why and how people tell them. Have the students read chapters 2 and 3 to themselves. Invite the students to ask questions about what they have read.
Have students talk about the whole book. Use a range of questions to promote discussion and higher-level thinking. Where appropriate, have the students lead the discussion.
Have the students write a recount using the prompt: My story. Provide the students with a template detailing how to plan and write a recount.
Exploring vocabulary Ask: What words or phrases would you expect to see in a book about stories and how they are told? Have the students work with a partner and record their words on sticky notes. Say: When you are finished, add your sticky notes to our group chart. If some words or phrases are not known to all in the group, have the student who recorded the word explain what it means.
Introducing the reading strategy focus Say: By reading this book you will learn a lot about stories and storytelling. One way of understanding new information is to compare and contrast it. This means to think about the things that are the same about something and the things that are different. We will compare and contrast different types of stories and different ways of telling these stories.
Reading with teacher support Say: Read chapter 1 to yourself. As you read, think about the things that all stories have in common. When you have finished reading, be ready to discuss your thinking with your partner. Monitor the students as they read and support them where necessary. Have students share their thinking with the group. Ask: What is a story? What is the purpose of telling a story? Who tells stories? Guide the students in filling out their Graphic Organizer. Say: This Graphic Organizer will help you with your thinking. First, talk with a partner about what a story is and what all stories have in common, then fill in the first box on the Graphic Organizer.
Say: Read chapter 4 to yourself. When you have finished, discuss your thinking with your partner. Ask: In what different ways can stories be told? How else can stories differ from one another? Have the students add to their Graphic Organizer. Say: Talk with your partner about the different types of stories and the different ways stories can be told.
Independent and partner work Have the students read chapter 5 without your support. Say: When you have finished reading, talk about your thinking with your partner, and then add to your Graphic Organizer. Share your Graphic Organizer with your partner. On completion, have the students reread the whole book in preparation for the final reading session. Say: Be ready to talk about your thinking and to discuss your questions and wonderings with the group.
Reflecting on the reading strategy Encourage the students to talk about what they did to help themselves as readers. Ask: How did finding information that was the same and different help you understand the ideas in the book?
Why did some people draw pictures in caves to tell stories? How did the native Hawaiians traditionally pass down stories? What were these stories about? (Literal) What is similar about the children in chapter 5? In what ways are they different? Why do you think stories have always been told by people and are still told today? Why is storytelling such an important part of many cultures? (Inferential) Is storytelling a part of your life? If so, how? What type of storytelling did you find the most interesting? Why? Which storytelling mentioned in the book would you most like to see? Why? (Synthesizing) What do you think the author’s message is? Do you now have a good understanding of what storytelling is? Explain your thinking. What other types of stories could have been included in this book? What do you still want to find out about storytelling? (Critical) Invite students to ask their own questions.
Going beyond the book Have students demonstrate their understandings by choosing one or more of the following tasks. The tasks can be completed independently, in pairs, or in a small group.
Speaking and listening Have students take turns to retell one of their favorite stories. It could be a story from a book or a movie, or a story told by a family member, a friend, or a teacher.
Vocabulary Have students work with a partner. One student chooses a word from the glossary and gives two or three clues about that word. The other student tries to guess the word. The students then change roles.
Visual literacy Have students follow the instructions on page 7 to make a picture story. Alternatively, students could try the activity on page 9 to make a different type of picture story.
Download the template at www.worldwise-reading.com/teacherresources Say: Follow the template to recount (or retell) a family story. It might be a story you have heard many, many times, a story a grandparent has told you, a story that is a part of your culture, or an exciting or funny story about your family. Encourage the students to talk about their ideas with a partner. Use the template to remind the students about the structure of a recount. Say: Start by explaining who is in the story, and when and where it happened. Then retell the story in the order that the events happened.
Activity card
Graphic Organizer: What’s the same? What’s different? Name/s:
WorldWise
™
What is the same about all stories?
Lesson Plan
Content-based Learning
Xx
Level N (30)
Xxxxxxxxx
Tell Me a Story looks at the ways in which stories are told all over the world. It explains that stories can be told in various ways including by using pictures, with puppets and clay figures, in song and dance, and through oral storytelling. Informational text types: Report/Recount/Narrative
WorldWise
Content-based Learning
C3 Social Studies Curriculum links
• D2.Geo.4.3–5 Explain how culture influences the way people modify and adapt to their environments • D2.His.9.3–5 Summarize how different kinds of historical sources are used to explain events in the past
In what ways can stories be different? Give examples.
Key concepts
• Stories are told by people all around the world • Stories are told for fun, to entertain, and to pass on information • A story can be told in many different forms Content vocabulary archaeologist, charcoal, culture, engraving, fire, generations, gourds, hieroglyphs, kinship, legends, padre, pagoda, percussion, puppeteer, ruins, tablet, tombs
Text features
• Text boxes, captions, sidebars, glossary Reading strategy
• Comparing and contrasting information
Correlations with Texas Essential Knowledge and Skills WorldWise Lesson Plan Tell Me a Story © 2019 EC Licensing Pty Ltd. © 2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. The trademark “WorldWise Content-based Learning” and Star device is owned by EC Licensing Pty Ltd. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan, Jenny Feely Consultants: Linda Hoyt, Lyn Reggett Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.worldwise-reading.com
Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society. 3(7) (C) Use text evidence to support an appropriate response. 3(9) (D) (iii) Recognize characteristics and structures of informational text, including organizational patterns such as cause and effect and problem and solution.
Writing 3(7) (B) Write a response to a literary or informational text that demonstrates an understanding of a text. Speaking and Listening 3(1) (C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively.