Lesson Plan

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 sequenceEnglish 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 sentencesGeneral 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 CharactersSetting 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