Teacher Candidate _Dylan Brooks____________ Date and Time of Lesson : 3/27/2013 School __Mathews Elementary______________ Subject/Grade Level _2nd

grade ELA Description of Lesson: Todays lesson will consist of a review of tall tales. They will compare the read aloud of Pecos Bill, to the books they read about John Henry and Paul Bunyan. They will study the authors purpose in terms of exaggeration. Lesson Title: Pecos Bill Curriculum Standards Addressed:
SC Curriculum Standard(s): 2-1 The student will read and comprehend a variety of literary texts in print and non-print formats. SC Academic Indicator(s): 2-1.6 Explain the effect of the authors craft on the meaning of a given literary text.

Instructional Objective(s) Criteria:

What should students know or be able to do by the end of the lesson? Objectives should be observable and measurable Antecedent: When a read aloud is completed Behavior: Students will analyze Content: The effect of exaggeration on the authors purpose Degree: With 80% accuracy List 2-1.6

Assessment(s) of the Objectives:

An informal assessment of the students understanding during the read aloud will be completed through discussion. The ideas the students share will determine if they understand their material before and after the read aloud. A formal assessment will be done through their writing assignment. This assessment will be used to see if the students understand how certain elements affect a story. This is meant to illustrate authors craft in tall tales or folk tales.

Materials/Resources: The book Pecos Bill by Steven Kellogg, pencil and worksheet (attached). Prerequisites (Prior Knowledge): Social: The students will need to be able to interact on the carpet in a way that promotes learning. For instance, allowing other classmates to say their thoughts or opinions about the question I pose them. Emotional: The students need to be able to accept slight criticism from me or another student about their response. They need to know that it is okay if another student disagrees with them. Physical: The students need to be able to sit on the carpet and respect the other students personal space. Cognitive: The students will need to have already covered other tall tales, such as John Henry and Paul Bunyan. References:
Kellogg, S. (1986). Pecos bill. New York, NY: William Morrow and Company Inc.

Procedures:
1. Introduce text to students: Today, we will be reading another folk tale Pecos Bill by Steven Kellogg. After looking at the cover, what are your predictions about the story? What type of characters do you see? What type of setting do you see?

2. Provide anchor activity: Write the word exaggeration on the board. Does anybody know what this word means? If no prior knowledge, explain with real-world examples. For instance, When I went fishing the other day I caught a fish that was bigger than my boat! When we read the story of John Henry, can anyone think of an exaggeration that was used in that story? What about Paul Bunyan? I want you to share with your partner an example of an exaggeration. Ask for volunteers and discuss their suggestions. 3. Explain Comprehension Strategy: As I read this book, I want you to think about exaggerations and see if you can find any examples to share later. I also want you to think about why the author exaggerated some of these details. How does it change the story? Read the first few pages until the sticky note on page when the Texan finds Pecos. 4. What does the author mean when he says that Pecos Bill was raised by coyotes? What was the author exaggerating here? What do think that Texan was thinking when he found Pecos? 5. Model the comprehension strategy: Continue reading the book until the end, and then ask some comprehension questions. What happened when Pecos bride sat on his horse, Lightning? What did Pecos end up doing to save her? How did the author exaggerate this? Why do you think he did this? Now I want you to think about some examples of exaggeration that we read in the book. (wait a minute or so) Now turn to the partner next to you and share. Allow this to go on for a few minutes, then bring the group back to the front and ask for students to share. As the students are sharing, add their examples around the word exaggeration on the board. 6. Extend: So in a folk tale, or tall tale, why do you think the author chose to use exaggerations? What do you think it does to the story? Does it change the story? 7. Assignment: Give each student a work sheet. On this work sheet, you will create your own exaggeration that could be in your own tall tale. It can be about whatever you would like. Then below it you will make an illustration to go along with your exaggeration. Remember how the author of our story today used exaggeration to tell his story. Dismiss the students back to their desks and allow for 10 minutes of independent work.

Accommodations:
For ELL and slow learner students in the class, the teachers reading pace will be slowed down. Also check for understanding more often. The students can also be given more time to complete the assignment and answer questions during the read aloud. During independent assignment, for ELL students some semantic cues might be helpful to help them create their exaggerations. For instance, Does that make sense? What would make sense based on what has happened so far in the story?

Tall Tales

Name: __________________ Directions: Write an exaggeration that could be found in a tall tale. Then draw an illustration below. ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________