LESSON ONE: Tall Tale Introduction
Students learn the elements of a tall tale by completing a Tall Tale Checklist graphic organizer and using comprehension strategies while reading or listening to tall tales.
W3B Identify concepts and ideas in written text to complete a graphic organizer.
R1G Develop and utilize comprehension strategies during reading.
§ Sources of literature
§ Handouts provided
o Tall Tale Checklist
§ Words to know
o graphic organizer
FORMATIVE ASSESSMENT Assessment Scoring Guide
Students complete The Tall Tale Checklist and share the information. The Tall Tale Checklist is evaluated by the teacher to determine if students have accurately identified tall tale characteristics.
1. Ask a volunteer to tell a story about something that happened to him or her (i.e., missing the school bus, attending a sporting event, going out for ice cream, etc.). As the story is being told, record a general outline of the story on the board or chart paper. When the storyteller is finished, model how one might revise the story in the tradition of the tall tale. Students assist by adding exaggerations throughout the tale (i.e., the student runs to school faster than the bus and is the first to sit down in class; the basketball team scores 1,000 points; the child eats the biggest ice cream cone in the world in one sitting).
2. Students brainstorm the components of a tall tale. Tall tales have more exaggerated descriptions of people, places, or things. Compare the components brainstormed to The Tall Tales Checklist.
What exaggerations were included in the story?
What exaggerations might be added to make the story more interesting?
3. Read Paul Bunyan by Steven Kellogg or another tall tale aloud. Discuss the six elements of tall tales listed on The Tall Tale Checklist handout.
What are some differences in the tall tale we just read and other pieces of fiction?
What is the most important element of a tall tale? Why?
4. Students work in cooperative groups using the Expert Share activity. They complete The Tall Tale Checklist for Paul Bunyan by Steven Kellogg.
1. Group students into threes. This will be their home group.
2. Each home group member is assigned a number 1, 2, or 3.
§ ones from each home group gather and finds examples from the text to answer components one and four on the checklist.
§ The number twos gather and find examples from the text for components two and five on the checklist.
§ The number threes gather and find examples from the text for components three and five on the checklist.
3. Students return to their home group and share the examples they found. Collect The Tall Tales Checklist handout to determine if students have accurately identified the tall tale characteristics.