Subject/Grade: ELA, 5/6 Lesson/Date: Nov. 26 Time: 1.

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Stage 1: Desired Results

GLEs: Students will:
- Discover and Explore
- Respond to Texts

SLEs: Students will:

- read, write, represent and talk to explore and explain connections between prior
knowledge and new information in oral, print and other media texts
- experience oral, print and other media texts from a variety of cultural traditions and
genres, such as autobiographies, travelogues, comics, short films, myths, legends and
dramatic performances

Learning Students will:

Objectives - Compare elements of folktales
- Create a storyline for a new folktale
- Discover what makes folktales unique

Stage 2: Assessment Evidence

Formative Summative
Assessment Venn Diagram and Storyline Assessment

Stage 3: Learning Experience

Prior to Story Line Sheet Resources
Lesson: Pull up in browser “The Market to Bring:
Bowl”

Time: Content/Description Notes/

Assessments:
Introduction:
Begin with Daily 5 routine: Word Work (Boggle)
15 minutes for word work, maybe 20.

Alright so last LA class that you had with me we were working on creating
storylines for our folktale: The Salmon Twins. Today we are going to be looking at
a new folktale from a different country, creating a storyline for it and then
comparing and contrasting the two.

Review what is in a storyline. A refresher. Intro, Inciting Incident, Rising

Action, Climax, Falling Action, Denouement.

Get the kids to tell you the answers and help you fill it in.
Let’s go over it using another movie you guys have watched this year. Let’s
use Wall-e or How to Train your Dragon

Transition
Hand out a storyline chart to each student
Subject/Grade: ELA, 5/6 Lesson/Date: Nov. 26 Time: 1.14
While you are listening to our new folktale, your job is to figure out its storyline. I
am going to read it twice. Once so that you can just listen and understand the story
as a whole and then a second time to fill out your storyline chart.

Body:
Learning Activity 1:

Read through the story. Go through pronunciation guide. Ask about

characters and settings.

As we read through again, remember to fill out your storyline chart.

Read through again.
Alright we are going to go through our charts as a class to help you fill it in if you
missed anything.
Ask:
Who are the main characters?
Where is it set?
What is the conflict?
What is the inciting incident?
What happens in the rising action?
What is the climax?
What is the falling action?
What is the denouement?

Transition
I am going to hand back your storylines from Monday when you did it for the
Salmon Twins so that you can have a refresher on the story. After that we are
going to look at the similarities and differences between the two folktales.

Learning Activity 2:
Compare and Contrast the two folktales. What are similarities? What are
differences?

Go through all the similarities and differences.

So, based on this chart we can see that a folktale is ____________ (pick things
off of the similarities side) but each one is unique and different depending on
where they are from.

If we had to write out everything that is in a folktale what would we pick?

(a main character, a lesson, a storyline, usually an animal)

Transition

Closure:
Okay, we are done our work on folktales and next week we will keep working
on story elements. Please pack up your English, recycle your storyline sheets
and get ready for going home.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
Subject/Grade: ELA, 5/6 Lesson/Date: Nov. 26 Time: 1.14

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

5. How I have grown from this teaching experience: