Unit
Fiction--The Hummingbird King--Myths/Folk Tales/Legends
Local Objective
At the end of this unit, students will be able to...
a. Analyze elements of folk tales, including origin motifs.
b. Retell a story.
c. Identify themes as conveyed through characters, actions, and images.
d. Analyze recurring themes across traditional and contemporary works.
**Link to "The Hummingbird King"
a. Summarize the main ideas.
b. Determine the meaning of vocabulary.
Objective used to evaluate students
Yes
Assessment Activity
1. The students will be assessed by participating in classroom discussions (guiding questions located throughout teacher textbook and listed at end of EATonline printout) and completing independent activities on the objectives of analyzing elements of folktales; retelling stories; identifying themes as conveyed through characters, actions, and images; analyzing recurring themes across traditional and contemporary works; summarizing main ideas; and determining the meaning of vocabulary. (handouts 309,310; textbook p. 738)
2. At the end of the selection, students will complete a selection test to evaluate the mastery of analyzing elements of folktales (question 11); retelling stories (questions 3,7,9,12); identifying themes as conveyed through characters, actions, and images (questions 4,6,13,15); analyzing recurring themes across traditional and contemporary works (question 10); summarizing main ideas (questions 1,2,5,8,14); and determining the meaning of vocabulary.
Level of Expectation
80%
List of concepts and Evaluation Types
Concept | Evaluation Type |
Wall Chart of Story Elements | PE |
"Link to The Hummingbird King" | CR |
Vocabulary Check Worksheet | MC |
Selection Test | PE |
"Response and Analysis" Questions | CR |
Learning Activity
The students will:
1. Write about an animal that you would choose to be your personal protector. Decide why you would choose that animal, would it be for its strength, wisdom, cleverness, comfort, beauty, speed, or faithfulness. Discuss with your class your choice and why you choose that animal.
2. Read selection vocabulary, determine their meanings, and read sample sentences. Complete a vocabulary check worksheet. (handouts 309,310)
3. Read the fiction, myths/folk tales/legends story entitled "The Hummingbird King" retold by Argentina Palacios. Participate in discussions during reading. Analyze elements of folktales, retell the story, identify themes, and summarize main ideas.
4. Complete a "Response and Analysis" set of questions. (page 738) Retell the story events during this process.
5. Complete a plot chart. (general handout)
6. Complete a study guide. (handout)
7. Take a selection test on the fiction, myths/folk tales/legends story entitled "The Hummingbird King."
8. As a group, students will complete a wall chart covering story elements.
9. Read the link to "The Hummingbird King" article. Summarize the main ideas and clarify word meanings.
Instructional Method
The teacher will:
1. Guide students as they think about an animal they would choose to be their personal protector. Encourage students to think about animals for their strength, wisdom, cleverness, comfort, beauty, speed, or faithfulness. Guide students as they participate in a class discussion about the animals they choose.
2. Introduce the selection vocabulary words, meanings, and sample sentences. Assign a vocabulary check worksheet. (handouts 309,310)
3. Guide students during the reading of the fiction, myths/folk tales/legends story entitled "The Hummingbird King" retold by Argentina Palacios. Guide discussion throughout the reading. Help students to analyze elements of folktales, retell the story, identify themes, and summarize main ideas.
4. Discuss and model the "Response and Analysis" questions. Guide students in the retelling of the story events.
5. Discuss and model how to complete a plot chart. (general handout)
6. Discuss the study guide for the selection test.
7. Review selection test and complete wall chart covering all story elements.
8. Guide students during the reading of the link to "The Hummingbird King" article. Help students to summarize the main ideas and clarify word meanings.
Content Standards
CA 2, CA 3, CA 4
Process Standards
2.6, 4.8, 2.4, 3.8, 2.1, 1.8, 3.7, 3.5, 3.4, 1.6, 3.1
Resources
Holt Elements of Literature
Markerboard
Correction Exercise
Enrichment Exercise
Independent Reading
Special Needs
Peer Coaching
Tutoring
Modified Assignments
GLEs v1.0
GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
CA/1/1/H/07/a | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | Grade 7 | Apply post-reading skills to comprehend and interpret text
- question to clarify
- reflect
- analyzedraw conclusions
- summarize
- paraphrase
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CA/1/2/C/07/a | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times | Text Elements | Grade 7 | Use details from text to
- identify plot and sub-plot, theme and various types of conflict
- analyze cause and effect
- identify and explain point of view and mood
- determine how an incident foreshadows a future event
- evaluate the problem-solving processes of characters and the effectiveness of solutions
|
CA/2/3/D/07/a | Communication Arts | Writing | Write effectively in various forms and types of writing | Summary Writing | Grade 7 | Write a multi-paragraph summary of a newspaper/ magazine article, editorial or news program that includes supporting evidence from text
|
GLEs v2.0 and CLEs
GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
CA/R/1/H/7/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: identify and explain the relationship between the main idea and supporting details |
CA/R/1/H/7/b. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: question to clarify |
CA/R/1/H/7/c. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: reflect |
CA/R/1/H/7/d. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: draw conclusions |
CA/R/1/H/7/e. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: paraphrase |
CA/R/1/H/7/f. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 7th Grade | Apply post-reading skills to comprehend, interpret, analyze, and evaluate text: summarize |
CA/W/2/C/7/a. | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with an effective beginning, middle, and end |
CA/W/2/C/7/b. | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with a logical order |
CA/W/2/C/7/c. | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with appropriate paragraphing |
CA/W/2/C/7/d. | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with a variety of sentence structures, including complex sentences |
CA/W/2/C/7/e | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with cohesive devices, especially transitions |
CA/W/3/A/7/b. | Communication Arts | Writing | Write effectively in various forms and types of writing | Forms/Types/Modes of Writing | 7th Grade | Compose a variety of texts, including a summary |
CA/W/3/A/7/c. | Communication Arts | Writing | Write effectively in various forms and types of writing | Forms/Types/Modes of Writing | 7th Grade | Compose a variety of texts, responding to literature |
Objective Notes/Essential Questions
Date | Note/Question |
7/6/2010 9:00:14 AM | Guiding questions to be asked during reading:
1. Why might people decide that this baby is no ordinary child?
2. Reread what is said about the red feather and about Chiruma. How might this information foreshadow what is to come later in the story?
3. How is Kukul like Oni in "Oni and the Great Bird"?
4. Why does Chiruma say such things about his nephew?
5. Do you think that the yound priest's poinion will have much influence? Why or why not?
6. What major events that have happened so far might you include in a retelling of this story?
7. Why are words like rustling, flurry, and fluttered effective in describing this movement?
8. About whom is the hummingbird warning Kukul? Explain.
9. Do you think that Chiruma deserves his fate? Why or why not?
10. What does this story explain the origin of?
11. What is that a symbol of?
12. Give a one-sentence summary of each of the article's first two paragraphs.
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