Lesson Plan #4: Group 3
Marla Boyd: Lead Teacher 4
Melanie Burr
Edith Garcia
Ashlee Sembroski
Texas Now and Then: Texas and Native Americans
Basic Information:
Lesson Title: Native American Folktales
Area of Study: Language Arts, Social Studies
Grade Level: Fourth
Date: November 3, 2010
TEKs:
Language Arts
4(b) (1) Reading/Fluency. Students read grade-level text with fluency and comprehension.
Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression,
appropriate phrasing) and comprehension.
3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
(15) Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings
about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the
characters and setting;
Objective:
Students will compose a story using the traditions found in Native American
story telling.
Rationale Statement:
The purpose of this lesson is to introduce students to unique Native American form
of storytelling and traditional lore. The lesson incorporates auditory listening skills,
reading comprehension skills, higher order thinking when writing their own individual
story, and writing skills. The lesson will support student/teacher interaction by allowing
students to brainstorm collectively about what elements should be included in a Native
American folktale.
Lesson Introduction: (5 minutes)
1. Briefly discuss with students the importance of storytelling throughout histories
diverse cultures.
2. Briefly discuss some of the Native American traditions in storytelling.
Shared Reading: (10 minutes)
I, as lead teacher, will read the story “Hold Up the Sky” from the Kiowa tribe of Texas.
Following the story, the class will brainstorm to highlight the major elements of Native
American storytelling. I will list their suggestions on the board.
Activity: (35minutes)
1. Students will use elements found in Native American storytelling to craft and write
their own stories. Students may also illustrate their stories using traditional Native
American images and symbols.
2. Teachers will assist their groups with prompts, probes, and shared writing if necessary
to formulate ideas and complete stories in the time frame given.
3. Students will share their stories with the class. (informal assessment)
Closure: (5 minutes)
1. Thank students and teacher for having us once again in their classroom.
2. Recognize creativity and originality of Native American inspired stories.
3. Collect stories for presentation.
4. Return to TWU bus
Materials and Resources:
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Text- Hold Up the Sky, and other Native American storybooks,
dry erase marker,
paper for stories,
pencils,
markers,
colored pencils
Instructional Adaptations:
Because this is a bilingual class, it is understood that some students may be more proficient
writing in their native language. Students will be allowed to write their story in Spanish, draw
pictograms of their stories, or have significant teacher assistance in writing their story in English.