A. Humphrey LUC 1 Auntie Yang’s Great Soybean Picnic By: Ginnie Lo Lee & Low Books Inc. (2012) An Illinois Reads Unit Plan Title of Book: Author: Publisher: Date of Publication: Auntie Yang’s Great Soybean Picnic Ginnie Lo Lee & Low Books Inc. 2012 Title of Unit Auntie Yang’s Great Soybean Picnic. Grade level (interest) Grades 1 - 5 Reading Grade level Grades 3 - 4 Lexile Level AD960L Guided Reading level P A. Purpose for Instruction/ Essential Questions/ Theme Purpose: The purpose of this unit is to engage third grade students with a text that can serve as a window into Chinese-American Culture as well as a mirror into the Midwestern culture in Illinois. Through the use of Auntie Yang’s Great Soybean Picnic, students will broaden their vocabulary and language, demonstrate knowledge of character traits, story elements, and text connections to illustrations, and engage in multicultural literature. This unit utilizes interactive SMART board technology, printed graphic organizers, as well as formative assessments for each lesson. Also included is a culminating summative assessment for the end of the unit. Essential Questions: 1. How are traditions essential in multiple cultures? 2. How do different cultures interact? Theme: The theme of this unit is different cultures and traditions and how they are created and perpetuated through time.
Transcript
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AuntieYang’sGreatSoybeanPicnic By: Ginnie Lo
Lee & Low Books Inc. (2012) An Illinois Reads Unit Plan
Title of Book: Author: Publisher: Date of Publication:
AuntieYang’sGreatSoybeanPicnic Ginnie Lo Lee & Low Books Inc. 2012
Title of Unit AuntieYang’sGreatSoybeanPicnic. Grade level (interest) Grades 1 - 5 Reading Grade level Grades 3 - 4 Lexile Level AD960L Guided Reading level P A. Purpose for Instruction/ Essential Questions/ Theme
Purpose: The purpose of this unit is to engage third grade students with a text that can serve as a window into Chinese-American Culture as well as a mirror into the Midwestern culture in Illinois. Through the use of AuntieYang’sGreatSoybeanPicnic,students will broaden their vocabulary and language, demonstrate knowledge of character traits, story elements, and text connections to illustrations, and engage in multicultural literature. This unit utilizes interactive SMART board technology, printed graphic organizers, as well as formative assessments for each lesson. Also included is a culminating summative assessment for the end of the unit. Essential Questions:
1. How are traditions essential in multiple cultures? 2. How do different cultures interact?
Theme: The theme of this unit is different cultures and traditions and how they are created and perpetuated through time.
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B. Alignment to the depth of the Common Core – Standards addressed and assessed CCSS ELA Standards 1. CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language 2. CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text 3. CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events 4. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) 5. CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers 6. CCSS.ELA-LITERACY.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections
C. Student Learning Outcomes – Targeted unit goals 1. Students will sort literal and figurative language from the text. 2. Students will identify the central message and supporting details in the text. 3. Students will identify character traits that match main characters in the story. 4. Students will determine how illustrations reflect/ do not reflect characters’ traits and feelings written in the text.
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5. Students will develop questions about the text and use the text to develop answers. 6. Students will sort pieces of the story into chronological order and explain how one piece leads to the next.
Webb’sDepthofKnowledge:Recall,Skill/Concept,StrategicThinking,ExtendedThinking D. Text Sections to be read closely with plans to support reading and discussion – identify pages Lesson 1: pages 2, 5, 11, 13, 16, 27 Lesson 2: whole book Lesson 3: whole book Lesson 4: pages 1, 2, 11, 12, 17, 18, 23, 24, 25, 26 Lesson 5: whole book Lesson 6: whole book Academic Language
Bloom’sLevelsAddressed: Remembering Analyzing Understanding Applying E. Instructional Lessons
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Research Based Strategies
All strategies are from Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, Me: Stenhouse Publishers.
x Inferring and visualizing—Lessons 1&4 x Determining importance—Lesson 2 x Monitor comprehension—Lessons 3&4 x Questioning—Lesson 5 x Summarizing and synthesizing—Lesson 6
Interactive activities for each lesson
Lesson 1: T-chart sorting literal and figurative language from the text Lesson 2: Determining the correct central message out of three options Lesson 3: Vocab-o-gram matching traits with main characters’ names Lesson 4: Matching illustrations to text Lesson 5: Matching questions based on the text with appropriate answers from the text Lesson 6: Placing story elements into chronological order on a timeline
Plans for four instructional lessons, including examples of text dependent questions, graphic organizers and technology based original interactive materials
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Lesson One:
Objective:
Purpose:
Procedure I Do
*The exit slip is on page 15 , and the technology page is on page 13 * Students will sort literal and figurative language from the text The purpose of this lesson is for students to be able to understand the difference between figurative and literal language in order for students to make meaning of the text. Figurative language can be confusing, especially for students who are English Learners, so it is important to teach the meaning ways to identify figurative language in texts.
1. Before starting the lesson, the teacher will introduce the book by showing students the cover of the book and reading the title
a. While introducing the book, the teacher will also introduce key vocabulary in the text including homesick, picnic, peered, culture, soybean, dumpling, Yellow Mountain, emperor, Mahjong by asking students what they think these terms might mean and eventually providing solid definitions of these and other terms teachers may believe to be difficult for their particular group of students
2. Then, the teacher will read AuntieYang’sGreatSoybeanPicnicaloud to students, pausing to check for understanding and stressing the figurative language presented in the text
3. After that, the teacher will introduce figurative language, explaining to students that figurative language is A word or phrase that does not have its normal everyday literal meaning
a. Make sure to give examples of figurative language versus literal language such as i. “This is easy as pie”(figurative) versus “this is very easy for me” (literal)
ii. “I am so tired I could sleep for five days” versus “I am so tired. I know I will sleep well tonight.” (Literal)
4. After giving examples, the teacher will begin the technology activity for this lesson which is sorting quotes from the story into either the figurative or literal category
a. The teacher will sort two quotes as an example for students
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We Do
You Do/ Formative
Assessment
5. Together, as a class, students (with teacher guidance) will complete the remainder of the tech activity on the smart board, correctly placing each of the quotes into figurative or literal categories
a. After students drag quotes under a category, ask students whether they agree or disagree and let students explain why they think a quote is figurative or literal
b. Make sure the students have correctly sorted each of the quotes, and have them explain why they each belong in that category.
6. Once students understand how to distinguish between figurative and literal language, each of them will have their own exit slip identifying whether phrases are figurative or literal language in order to check for understanding
Lesson Two:
Objective:
Purpose
Procedure I Do
*The graphic organizer for this lesson is located on page 16, and the technology page is located on page 13 * Students will identify the central message and supporting details of the text The purpose of this lesson is to get students thinking about the main events in the text and the central message. This is important for students to learn, especially to summarize or retell the stories they read. Also, identifying the central message and key details is a great strategy to help students make meaning out of the texts they read.
1. Teacher will introduce the lesson by teaching students about the central message of a story which is the big idea of the story and key details which are Important pieces of information that support the central message
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We Do
You Do/ Formative
Assessment
2. Then, the teacher will read the story to the class once again so that students can hear the book for a second time and have a fresh idea of the story in their minds.
3. Together, the teacher and students will brainstorm major pieces of information from the story a. It would be best for the teacher to write these down on the board or large poster paper or
somewhere else where students can access them later in the lesson 4. The teacher and class will utilize the tech activity to choose the correct central message out of the three
listed. a. This technology activity is very simple and basic. There are three choices for a central message
(all of which include some main points to the story, but one of which is clearly the best). When the hexagon is moved on the presentation it reveals whether that is or is not the central message.
b. If students choose to select one of the incorrect central messages, teachers can use it as an opportunity to highlight parts of it that are correct but also which parts are not correct and why it is not the main central message of the story
5. Students will complete a graphic organizer by writing the correct central message that the class discovered together AND deciding on three key details out of the major pieces of information from the story support that central message
a. Students can use the brainstorm that the class did together at the beginning of the lesson for ideas of key details/important events from the text if they have trouble coming up with them on their own.
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Lesson Three:
Objective:
Purpose:
Procedure I Do
We Do
You Do/ Formative
Assessment
*The graphic organizer is located on page 17, and the technology page is located on page 13* Students will identify character traits that match each main character in the story. The purpose of this lesson is to teach students about traits that describe characters in stories. It is important to understand the personalities and attitudes of the characters in the stories they read because it helps them understand the tone and to make meaning while reading.
1. If the teacher thinks it is necessary, they can read the story aloud to the class once again, however at
this point and for this lesson, it may not be necessary. It depends on the class and the grasp on the story thus far
2. The Teacher will introduce the idea of character traits, identifying them as words used to describe how characters act or what kind of people they are.
3. Then, The teacher will give some examples of character traits of people/characters the students would know
a. For example, some character traits of a teacher are caring, kind, intelligent, adult, responsible, etc…
4. Together, the teacher and the students will complete the Vocab-O-Gram (tech activity) and match different character traits with main characters’ names from AuntieYang’sGreatSoybeanPicnic.
a. Many of the traits will be appropriate to describe multiple characters. i. Encourage students to also find similarities and differences between these characters as
an extension b. If/when students mislabel a character, ask other students if they agree with that label. Have a
conversation about why that trait does or does not apply to that character. 5. After completing the tech activity, students will choose one of the characters to focus on and create a
paper doll of their character and list their name and character traits on the body of their character. a. (This will be collected as a formative assessment) b. Have students include the descriptors in the tech activity as well as other traits they see in
their character throughout the story c. For students who need more of a challenge, have them focus on a character that was not
included in the tech activity so they have to search through the text further to find traits.
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Lesson Four:
Objective:
Purpose:
Procedure I Do
We Do
You Do/ Formative
Assessment
*The exit slip is included on page 18, and the technology page is on page 14* Students will determine how the illustrations reflect/do not reflect characters’ traits and feelings written in the text. The purpose of this lesson is for students to recognize that the pictures in picture books are meant to serve as an enhancement to the story. Therefore illustrations should reflect authors’ descriptions of characters and events in the story. This lesson should also help students learn that utilizing the illustrations in a book can help them monitor their own understanding as well as help them make meaning while reading.
1. First the teacher will ask students why picture books have illustrations and what purpose they serve. a. After fielding student responses, introduce that the purpose of illustrations is to reflect the
events and actions/feelings of characters in the story. 2. The teacher will provide students some clear examples from another source the class already knows
to demonstrate illustrations reflecting the text a. For example, in The Very Hungry Caterpillar the illustrations very explicitly tell what is going
on in the text. 3. Together the teacher and students will do the tech activity and students will see examples of the text
matching the events and actions/feelings of characters in this text. a. This technology activity is very straightforward. Students will be matching quotations from the
text with the illustrations that depict that event. 4. Once students show understanding of matching a picture with the text, they will complete an exit slip
where they will receive a picture and they will have to identify the event that goes along with that picture in the story.
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Lesson Five:
Objective:
Purpose:
Procedure I Do
We Do
You Do/
Formative Assessment
*The graphic organizer is on page 19, and the technology page is on page 14* Students will develop questions about the text and use the text to develop answers. The purpose of this lesson is to teach students the strategy of questioning. It is important to wonder and ask questions while reading because questioning is a self-monitoring strategy for students to check their own understanding of what they are reading, and it can lead to deeper understanding of the text and drawing conclusions/making inferences.
1. The teacher will introduce the strategy of questioning by utilizing who, what, when, where, why, and how as starters for questions.
a. The teacher will ask students why they think questioning is an important skill i. Explain that questioning is something that all good readers do to check their own
understanding and to engage with the text 2. After the introduction, the teacher will read through the story, modeling asking who, what, when,
where, why, and how questions to dive deeper into the text. 3. Once students grasp the idea of utilizing questioning to check for their own understanding, the
teacher and the students will work together on the tech activity a. This technology page has students move questions to match them with provided answers. b. This shows students some examples of good questions they can ask from the text and how
they might go about answering them based on textual evidence 4. Students will receive a graphic organizer containing different pre- written answers. Students will
generate their own questions from the text that match up with the answers given. (this will be collected as a formative assessment)
a. Students could write multiple different questions that correlate with the answers provided. This exercise is to get students asking different types of questions that pertain to certain parts of the text
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Lesson Six:
Objective:
Purpose:
Procedure I Do
We Do
You Do
*The graphic organizer is located on pages 20 &21, and the technology page is located on page 14* Students will sort pieces of the story into chronological order and explain how one piece leads to the next. The purpose of this lesson is to wrap up the story. Students will know the text very well at this point and schools be able to place the events of the story into chronological order. Sequencing events is important because seeing how events lead into one another in a story helps students make meaning and boost comprehension.
1. The teacher will introduce the idea of sequencing which means to put events from a story in the order that it happened in time.
a. Ask students why it is important to understand the order that story events take place b. Explain that good readers pay attention to how events lead into one another and build
together to create a story with a beginning, middle and end 2. The teacher will model sequencing by putting the events of a school day in order as an example
a. For example. Placing “arriving to school,” “lunch,” “reading,” “math,” “science,” “specials,” and “going home” on a timeline to show students what it means to sequence
3. Together, the teachers and students will complete the tech activity, placing events from AuntieYang’sGreat Soybean Picnic in chronological order.
a. After each event is placed, ask students if they agree or disagree with the placement. This can create discussion on where the event is placed.
b. Allow students to look back in the text for help if they need it. This is not intended to be based on memory, but rather on correctly placing the events in order. It is encouraged to look back in the text for evidence!
4. Students will create a timeline of their own by cutting and pasting the events in chronological order on their own versions of the tech timeline.
a. Students’ timelines should end up looking just like the one on the SMART board b. Students can hang onto these timelines or paste them in an interactive notebook as a good
example of sequencing for later lessons.
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Summative Assessment:
For the summative assessment, students will synthesize the events in the story to write about how the sequence of events created a new tradition and culture for Jinyi’s family. Students will then relate this to events in their own lives that created to new culture/traditions for their own families.
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Tech Activities
Lesson 1 Lesson 2
Lesson 3
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Lesson 4
Lesson 5
Lesson 6
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“You Do” Activities (graphic organizers, exit slips, and paper dolls)
