LESSON THREE: Getting Ready to Become an Adult-Part One

 

LESSON DESCRIPTION

 

Students identify elements of plot as they begin the short story, “Ta-Na-e-ka” by Mary Whitebird.  Students write the second journal response of the unit.

 

GRADE-LEVEL EXPECTATIONS

 

R2C         Use details from text to analyze the influence of setting on characters,

plot and resolution (conflict and climax)

 

FORMATIVE ASSESSMENT

Students demonstrate comprehension of plot elements.  Scoring guide included.

 

LESSON MATERIALS

§         Source of Literature

o         “Ta-na-e-ka” by Mary Whitebird

 

§         Supplies 

 

§         Handouts provided

o        Journal Response Two

o        “Ta-na-e-ka” plot review worksheet

 

§         Words to know

o        plot

 

LEARNING ACTIVITIES

 

Questions

for

Students

Write the guiding questions for the lesson on the board.

  • When do you become an adult?
  • What changes do you go through to become an adult?
  • How does the passage of time as change in setting affect characters?

 

1.  Begin class with a discussion on becoming an adult. 

 

 

Questions

for

Students

 

When do you become an adult?

What are some of the responsibilities that come along with becoming an adult?

What changes do you go through in becoming an adult?

What milestones are there?

What are some examples of privileges you gain as you mature?

 

 

 

Strategy

 

Class discussion can be done as a whole class, cooperative pairs, or groups         

  • Option:  Discussion questions can be done in writing prior to class discussion.  As the discussion occurs, write the stages or changes on the board or overhead.
  • Examples of privileges gained with maturity:

                            Turning 21

                            Receiving Driver’s License   

                             Babysitting

                             Religious ceremonies

                             Staying home alone

                             Hunting

                             Voting when 18

 

Ideas

An extension opportunity for students to learn about rites of passage in different cultures may be provided at this time.

 

Technology

Connections

 

Information on multi-cultural rites of passage can be found on the following web sites:

 

http://www.dtmms.org/rites-of-passage/

http://anthro.palomar.edu/social/soc_4.htm

 

2. Instruct students to write Journal Response Two

                Having discussed many responsibilities that are part of becoming an adult, write

about a time when your responsibility changed and how that change affected you.

 

Ideas

 

Students may write their Journal Response in their own notebook, on their own paper or on a printed copy of Journal Response Two.

 

3.  Students should share their writing using Paired Verbal Fluency (Billmeyer 2003).

 

Strategy

 

Paired Verbal Fluency:  Pair students and have them decide who will be 1 and which will be 2.  Students discuss the topic by taking turns.  Student 1 talks to student 2 for 60 seconds uninterrupted.  Student 2 listens carefully.  When time is up students reverse roles and student 2 talks for 60 seconds.  The sharing of ideas continues for 3 rounds with the time being reduced for each round.  At the end the students can record ideas that were exchanged independently or with their partner.

 

4.  Have students look at the short story “Ta-na-e-ka.”

 

5.  Write the plot element terms on the board.  Ask students to recall yesterday’s discussion of these terms.  Ask them to focus on these parts in particular as they read the story.

 

Ideas 

The story should be read orally, either by the teacher, by student volunteers or by listening to a tape.  Stop when the day of the Ta-na-e- ka begins (“I’m happy to know boys tremble, too, I said.”)

 

6.  Students should finish reading the story independently.