LESSON FOUR: Getting Ready to Become an Adult-Part One
LESSON DESCRIPTION
Students identify the problem-solving processes of characters and the effectiveness of solutions in “Ta-na-e-ka.” Students review cause and effect and complete a Cause-Effect Chart at the end of the story discussion.
GRADE-LEVEL EXPECTATIONS
R2C Use details from text to identify the problem-solving processes of characters and the effectiveness of solutions. Use details from text to explain cause and effect
Students complete a problem/solution/effectiveness chart over the story.
Students use details from the text to explain two cause/effect relationships. Scoring guide included.
LESSON MATERIALS
§ Source of Literature
o “Ta-na-e-ka” by Mary Whitebird, or “Nsue and the Honeyguide” retold by Sharon Howard
§ Supplies
(Alternate text: “Nsue and the Honeyguide” retold by Sharon Howard)
www.dese.mo.gov/divimprove/assess/Practice_Tests/Middle_6-8/CA/6gr_fict_pt.pdf
§ Handouts provided
o Problem/Solution/Effectiveness
o Possible answers for cause-effect chart
§ Words to know
o cause and effect
LEARNING ACTIVITIES
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Questions for Students |
Write the guiding questions for the lesson on the board. In Mary’s culture when do you become an adult? What changes does Mary go through to become an adult? |
1. Begin class with a discussion about choices.
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Questions for Students |
What is Ta-na-e-ka? (knowledge) Contrast the way Mary and her cousin, Roger, faced their Ta-na-e-ka. (comprehension) What questions would you ask in an interview with Mary and Roger? (application) |
2. Using the Problem/Solution/Effectiveness Overhead, lead the class through the problem-solving process for “Cinderella.” Students give details of support for each box of the organizer.
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Assessment
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Students will complete a Problem/Solution/Effectiveness chart using a problem that Mary faces in “Ta-na-e-ka.”
Scoring Guide: 1 point each for each box filled with a reasonable answer 1 point each for each appropriate supporting text detail. |
3. Use the Stir-the-Class strategy to discuss the characters’ problem solving processes (Billmeyer 2003).
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Strategy
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Stir-the-Class 1) Create teams of three to four students and assign each student a number. 2) Have the teams stand together and form a circle of teams around the room. 3) Display prepared questions on the overhead and reveal the first one for the team to discuss. 4) Teams huddle to discuss the answer to the question. 5) Select a number from one to four and Stir-the-Class by having the team member with the selected number rotate clockwise to the next group. 6) Instruct the new team member to explain to the new team ideas discussed for question one. 7) Present the next question to the new groups, they discuss it, a new card is drawn, and that team member rotates to share. 8) Process continues until all questions have been discussed. 9) End with a two-prong process question. A) How did this strategy assist your learning of this content? B) In what ways did this strategy benefit you as a learner? |
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Questions for Students
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What inference can you make about Mary from her solution to Ta-na-e-ka? (analysis) How could Mary and/or Roger have solved their problem differently? (synthesis) Do you agree with their actions? Why? (evaluation) How was Mary’s solution a modern way of dealing with Ta-na-e-ka?” (evaluation) Do you think traditions should change? Why or why not? (evaluation) What do you think the mood in the room was when Mary walked in? (evaluation) What makes you think this? (evaluation) |
4. Students work in pairs to brainstorm two alternative solutions to Mary’s problem. Share solutions with the whole class and evaluate their effectiveness.
5. Review cause/effect relationships by explaining that when an action changes, the result also changes. Guide students in demonstrating this with examples from their Problem/Solution/Effectiveness charts. Remind them that sometimes one thing that happens causes another thing to happen. What happens is called the effect.
6. Students complete the Cause-Effect Chart for “Ta-na-e-ka”. See possible answers for the Cause-Effect Chart for “Ta-na-e-ka”.
7. After the chart has been completed, discuss their answers. Using the first cause/effect relationship, model using text details to explain how the cause led to the effect.
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Ideas
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This is an opportunity for enrichment on traditions of Native Americans. Web sites can be found at: http://www.milligan.edu/bible/pkenneson/natamr.htm |