The Story of Chopsticks

By
Ying Chang Compestine
Illustrated by Yon Cheng Xuan
Standards of Learning:
History 2.1 The student will explain how the contributions of ancient China and Egypt
have influenced the present world in terms of
architecture, inventions, the calendar, and written language
English 2.5 The student will use meaningful clues when reading
Use pictures and diagrams
Use information in the story to read words
English 2.6 The student will use language structure when reading
Use knowledge of sentence structure
Use knowledge of story structure and sequence
English 2.7 The student will read fiction, nonfiction, and poetry using a variety of
strategies
Preview the selection
Set purpose for reading
Use pictures, phonics, meaning clues, and language structure
English 2.8 The student will demonstrate comprehension of fiction and nonfiction
selections
Read to confirm predictions
Describe characters and setting in fiction selections and poetry
Explain problem, solution, or central idea
Write about what is read
English 2.9 The student will write stories, letters, and simple explanations
Generate ideas before writing
Organize writing to include a beginning, middle, and end
Techniques:
DLTA Directed Teaching Listening Activity
Possible Sentences
Strategies:
Activate prior knowledge
Predicting/confirming
Making connections
Revising for meaning
Use of picture clues
Skills:
Story grammar
Summarize

Use of context clues

Increase meaning vocabulary
Use of simple, compound, and complex sentences
General Objectives:
The student will
1.comprend fiction and nonfiction text
2.predict text based on textual clues
3.predict text based on vocabulary words
4.discuss story grammar elements
5.pre-write and draft using the writing process
Specific Objectives:
The student will
1.predict the story based on picture clues and vocabulary words from the story
2.use vocabulary from the story to construct possible sentences
3.confirm predictions after reading the story
4. construct sentences that use vocabulary words correctly as applied to the story
5. complete a graphic organizer discussing the story grammar focusing on character
setting, plot events; beginning, middle, and end.
6. begin to write their own legend using the pre writing and drafting stages of the writing
process
Procedures for Teacher:
The teacher will
Before Reading
1. Discuss legends with the class. Explain that a legend is a story that tells why
people do things a particular way. This story will explain why people from
China use chopsticks.
2. Introduce the book through a picture walk. Point out text structure, such as, the
title, author, and illustrator.
3. Have students predict what the story might be about based on the picture walk,
write the predictions on the board.
4. Conduct a Possible Sentence exercise. Write five words from the story on the
board and read each word aloud to the class.
chopsticks
celebration
twigs
scholar
hungry
5. Using the words have students suggest Possible Sentences that will appear in the
story, and write them on the board. Continue excepting sentences until students
run out of ideas or set a specified time limit (5-15 minutes).

During Reading
6. Conduct a DLTA on The Story of Chopsticks by Ying Chang Compestinem.
Read the first five pages. At the end of page 5 ask, Why did Kuai run back to the
house? Continue reading until page 11, check previous prediction. At the end of
page 11 ask, What do you think the boys brought to the banquet? Continue
reading until page 19 ask, What do you think will happen at the meeting? Check
predictions. Continue reading until the end of the story.
7. Have students check for accuracy of the Possible Sentences while listening to
the teacher read.
After Reading
Responding to the text.
8. Discuss the legend of chopsticks. Have students share experiences that have
helped them think of a new way to solve a problem. Did other people copy their
idea? What did their idea help them accomplish?
9. Discuss the characters, plot, and setting of the story as a class.
Exploring the text.
10.Have students check their predictions for possible sentences. Revise any
sentences that need to be changed, and omit those predications that were
incorrect.
11. Have students complete a graphic organizer independently on the story
addressing the concepts of character, plot, and setting. (See attached chart under
Materials for possible recording of ideas)
12. Have students brainstorm ideas to write their own legend.
Applying the text.
13. Have students create new sentences using the Possible Sentences, this allows
students to gain a better understanding of the words used in the text. Collect this
work for evaluation.
14. Demonstrate the use of a story web and model the beginning of a story to help
students practice prewriting skills. Throughout the writing process, which may
take several days, refer back to the story web and possible story options during
various stages of the process.
15.Have students begin prewriting and drafting ideas to write individual legends
about a problem that was solved, using an outline chart or graphic organizer
addressing characters, setting, and plot events occurring during the beginning,
middle, and end of the story.
Closing:
The lesson will close with students working on their legends.The teacher will
encourage students to use words from the vocabulary discussed in Possible
Sentences. The teacher will offer assistance to students who might have difficulty
starting the assignment.

Evaluation:
Students will be evaluated on their participation in class during the DLTA. They
will also be evaluated on the Possible Sentences they created. The teacher will
also evaluate the students understanding of the writing process and story elements
of character, plot, and setting through students legends.
Materials: The Story of Chopsticks, paper to record possible sentences and prewriting
and drafting ideas for a legend.
Possible methods to record information on character, setting or plot in chart or sentence
form.
Main Characters
Setting
Plot
Main Character: Who are/is the main character in the story? What did he/they do that was
important?
Setting: Where and when did the story happen?
Plot:
Retell the story in your own words?
Graphic Organizer for Student Writing

Extension:
Continue the writing process through the week, conferencing and evaluating each
students individual progress and understanding of story concepts relating to
character, plot, and setting.
Modifications:
For some students it might be more beneficial to complete the graphic organizer
or character chart (see step 11) as a class rather then on an individual basis. When
writing possible sentences students can be divided into groups of three or four to
brainstorm ideas. Students can also write an alterative ending or sequel to the
story rather than beginning their own story. It might also be helpful to have
students orally tell their story using a tape recorder. The use of the graphic
organizer will also assistant students with organizing their ideas following the
story grammar sequence discussed throughout the lesson.
Lesson Play by

Megan Farrell