Lesson 1

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LESSON 1

Title
Five Chinese Brothers
Grade Level

Subject

Unit of Study

Kindergarten

Reading

Compare/Contrast

Overview
Following a read aloud of Five Chinese Brothers, students will learn how to identify
the problem and solution of a story. Students will then work together as a class to
determine the author, copyright, character, setting, problem, and solution of the
story, in order to complete a compare/contrast matrix that we will be using in
following lessons for this unit. After identifying these elements, students will work
together in partners to create puppets of the characters in the story and retell Five
Chinese Brothers to one another using these props.
Content Standard(s)
CCSS.ELA-LITERACY.RL.K.2 With prompting and support, retell familiar stories, including key
details.
CCSS.ELA-LITERACY.RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters with familiar stories.
Learning Objectives
Students will be able to recognize characteristics of a story (including title, author, copyright,
character and setting). Students will also be able to identify the problem and solution of a story.
Students will use this information to assist when retelling familiar stories.
Informal and Formal Assessment
Informal Assessment:
Teacher will frequently ask questions to provoke whole group discussion to check for
understanding from individual student responses. Teacher will also check for student
comprehension with a thumbs up/thumbs down to ensure understanding of activity directions.
Students will participate in turn-and-talks with their partners to encourage discussion and
exploration. During partner work, the teacher will circulate the classroom to provide responses
and feedback. Finally, teacher will observe while students are using puppets to ensure
proficiency in retelling stories.
Instructional Strategies and Learning Tasks
Teacher Will:

Student Will:

Lesson Introduction: Teacher will begin the


lesson by reading Five Chinese Brothers.
Throughout the read aloud, teacher will ask
students basic comprehension questions to
ensure thinking and awareness during reading.

Students will listen attentively to story, making


sure to pay attention to the important elements
such as character, setting, and overall plot.
Students will raise hands when questions are
being asked.

Assessing Prior Knowledge: Teacher will ask


students to define author, character and
setting. Teacher will also ask students to
explain the terms compare and contrast. If
students do not know any of these vocabulary
words, teacher will address any confusion and
elaborate on previously learned terms.

Students will think back to previous lessons


and try their best to determine the definitions
of author, character, setting, compare and
contrast.

Mini Lesson: After reviewing necessary


vocabulary, teacher will introduce the graphic
organizer that will be used throughout the
entire unit. Teacher will explain the purpose of
the matrix is to compare and contrast many
stories. Teacher will say, The first story we
will be looking at is Five Chinese Brothers.
Teacher will then go through each category on
the matrix (author, copyright, characters,
setting, problem, solution). Teacher will define
the new term, copyright, and show students
how to identify when the book was made.
Teacher will then ask students to provide
answers for author, copyright, characters, and
setting.

Students will learn about new graphic organizer


and pay close attention to what they need to
know in order to complete the matrix. After
teacher explains each category, students will
raise hands to provide answers for each
heading.

Teacher will then ask students to think about


what happened in the beginning, middle, and
end of the story. After brainstorming ideas,
teacher will ask for volunteers to share what
happened in the beginning of the story,
followed by the middle of the story, and finally
the end of the story. Teacher will summarize
what was said to explain the order of events.
Teacher will then transition to the two new
terms, problem and solution. Teacher will
explain that the problem is something difficult
that is happening to the characters and it
normally happens in the middle of the story.
Teacher will also explain that the solution is
how the characters solve the problem, which
normally happens at the end of the story.
Teacher will then ask the class to identify the
problem and solution of Five Chinese Brothers
to complete the two remaining categories of
the matrix.
Learning Activity: Teacher will explain to
students that they will be creating puppets of
the characters in the story Five Chinese
Brothers. Using these puppets, the students
will retell the story, making sure to address
what happened in the beginning, middle, and
end of the book. Teacher will demonstrate
what students will need to do when creating
their puppets and then group the class into
partners. If there are an odd number of

Students will think back to Five Chinese


Brothers and identify the beginning, middle,
and end of the story. When teacher asks for
volunteers to share ideas, students will raise
hands to contribute to discussion.

Students will learn about two new vocabulary


terms: problem and solution. Students will
think back to their responses to beginning,
middle, and end, to identify the problem and
solution of the story.

Students will carefully listen to directions while


teacher in demonstrating, in order to work
independently. Students will show thumbs up
or thumbs down to display understanding of
directions, and ask questions if uncertain of
what is being asked.
Students will be paired off and released to work
on the learning activity. Students will receive
black and white images of different characters
from the story, which they are intended to color

students, teacher will create a group of three.


Before releasing them to work, teacher will
make sure to emphasize the importance of
having three main parts when telling the story
(beginning, middle, and end), and follow up
with thumbs up/thumbs down to ensure
students understand directions.

and cut out. After creating their props,


students will use their puppets to retell the
story of the Five Chinese Brothers to their
partners, making sure to address the
beginning, middle, and end of the text.

After releasing students to work in partners,


teacher will circulate the classroom, making
sure to help students that may be having
difficulty or confusion. Teacher will pay close
attention to how the students are
comprehending the parts of a story by
observing when students retell Five Chinese
Brothers to their partners.
Closing Assessment: After providing
students with an ample amount of time to
complete the learning activity, teacher will
invite students back to the learning mat.
Teacher will ask for individual volunteers to
share stories that they told to their partners. In
order to prevent unnecessary disorder, teacher
will make sure to state that only 5 volunteers
will be chosen to share (more or less
depending on time). Teacher will select
students who are politely raising their hands
and waiting their turns.

Students will come back to the learning mat


and patiently wait for all classmates to be
seated. When teacher asks for volunteers,
students will raise their hands if they wish to
share their stories with the class. If student is
chosen, student will come up to the front of the
learning mat with his or her puppets and retell
the story of the Five Chinese Brothers to the
entire class.

Instructional Materials and Resources


Text: Five Chinese Brothers by Claire Huchet Bishop
Compare/contrast matrix (on chart paper)
Beginning/middle/end anchor chart (on chart paper)
Puppet supplies: character templates, popsicle sticks

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