Tall Tales- Lesson 3

Teacher Alayna Ikerd

Date 10/26/17 Subject/ Topic/ Theme: Tall Tales-What is exaggeration Grade: 5th

I. Objectives
How does this lesson connect to the unit plan? In this lesson, students will continue to look at the structure of a tall tale and the elements that it
includes. They will explore exaggeration more and develop and understanding for how it is used in tall tales.

Learners will be able to: cognitive-

R U Ap An E C*
physical
development
socio-emoti
onal
Compare tall tales to other stories they have heard E X
Recognize how an author uses exaggeration in their writing R
Produce exaggeration on their own C
Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.RL.5.3: Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact)
CCSS.ELA-LITERACY.RL.5.10: By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.W.5.2.D: Use precise language and domain-specific vocabulary to inform about or
explain the topic.
CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.L.5.2.E:Spell grade-appropriate words correctly, consulting references as needed.

II. Before you start

Identify prerequisite Students should be familiar with folktales and recall some elements that are in them. Students
knowledge and skills. should be able to recall that tall tales have exaggerated characters and events in them.
Pre-assessment (for learning):Review of elements of a tall tale
Formative (for learning): discussion questions during reading time
Outline assessment activities
(applicable to this lesson) Formative (as learning): discussion during SG reading time/finding of exaggeration in story
Summative (of learning): Posters of exaggerated sentences
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance,
Spoken Discussion value, authenticity, minimize
Written Speaking threats
What barriers might this
lesson present?
Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration,
What will it take language Discussion mastery-oriented feedback
neurodevelopmentally, Spoken answer Collaboration with
experientially, emotionally, others
etc., for your students to do
this lesson? Provide options for Provide options for executive Provide options for
comprehension- activate, apply & functions- coordinate short & long self-regulation- expectations,
highlight term goals, monitor progress, and personal skills and strategies,
Read modify strategies self-assessment & reflection
Spoken examples Answer shown on the
Drawing/creation on board or given oral
own feedback on answer

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 -Chart paper (K.W.L)
Materials-what materials -Doc camera
(books, handouts, etc) do -Pecos Bill Story packet
you need for this lesson and -constuction paper
are they ready to use? -coloring materials

How will your classroom be Normal set-up- KWL chart paper set up in the room
set up for this lesson?
III. The Plan
Co Describe teacher activities AND student activities
Ti mpo for each component of the lesson. Include important higher order thinking questions and/or prompts.
m nent
e s
10 1. Ask students to recall what they learned about Tall Tales and the elements in them -discuss what they know
mi and how they compare to folktales and legends about tall tales
Mot
ns 2. Give an example of exaggeration in a tall tale-
ivati
a. ask students to give some more examples -give some examples of
on
3. Explain that we are going to be exploring more about exaggeration today and exaggeration
working on writing it too!
15 4. Have students come to the front of the room to read a Tall Tale -front of the room
mi 5. Pass out the packets Pecos Bill packets to the students
ns a. Read through the story paragraph by paragraph with the students -listen/read the tall tale
6. Ask the following questions about the tale
a. Describe the way Pecos Bill drove the cattle to Abilene
b. How did he learn to howl like a coyote?
c. How did he know there was a twister coming?
Devel d. Why did he think that Old Twister wouldnt stop until the ranch was -answer the questions
opme torn down?
nt e. What did Pecos Bill do with the cattle and the houses caught up in the
twister?
f. What happened to the twister?
7. Explain to students that they are going to have to look for exaggerations in the story -find exaggeration/work
a. Send students back to their seats to work on exaggeration worksheet in on packet
the packet
b. Discuss with whole group
8. Explain to the students that they are going to be working on writing their own -work on writing/making
exaggeration today too! exaggeration posters
5 (if time: explain the project to students- and let them know how the rotations and groups
Closu
mi re will be split up) -put away all materials
ns and get ready for next
1. Have students put away all martials and get ready for the next part of their days part of day
1. Students will be split into 3 groups for reading- each group will be lead by an adult
Small Group 2. The adult group leader will read with the students the tall tale F ebruary
Reading
3. The teacher will ask guided questions before, during and after the reading as follows:
time
a. Before-
i. Read the introduction
ii. Explain that the students should be looking out for exaggerations that they hear in the story
b. During-
i. Point out exaggerations in the reading
ii. Pg. 126:
1. What personality traits does Josh McBroom seem to have? (Talkative, confinding,
and cheerful)
2. What effect does the authors invented language like sizzle-hot or scrambly-witted
have in the tall tale? (it makes the story sound vivid and it is unique
c. After:
i. Ask students to point to the exaggeration in the story that they find the funniest
4. Work with students to fill out the tackle a tall tale worksheet for the reading.

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