Intermediate Guided Reading Lesson Plan

Title: The Drought Maker
Retold by Ron Bacon
ISBN 0-7635-2352-6 / Genre:
TL / Text Structure:
Narrative Informational / Level:
M
Literacy Standard: Standard 7 Objective 3b
Content Standard: Standard 2 Objective 2c / Language Objective:
Identify different genres
Elements of a folk tale
Enduring Understanding: (Purpose for reading)
Indigenous people maintain their cultural traditions through story telling. / Essential Questions:
How do people remember the history of their family? How do communities remember the values they were built upon?
Before Reading
Vocabulary: Introduce the words and have the students fill out the vocabulary chart.
Aboriginal, mythology, gurgled, kookaburra, wombat, eel, cockatoos, gurgled (use this sentence from the story to see if they can figure out the meaning from the context clues: He sipped and he sucked, he gurgled and he gulped until the lake was drained dry.)
Activate/Build Prior Knowledge:
In my family there is a story that has been told form generation to generation OR A story that my mother always told me was. . . AND then share a story that everyone in your family knows because it has been told over and over again.
Who has a story in their family that their grandma or mom has told over and over?
When stories are told over and over again they often become folk tales. What is a folk tale? What are some examples of folktales?
A folktale is a short story that comes from oral tradition. Often the characters are animals. The themes are usually triumphing over evil, or a lesson is learned. Eventually most have been written down. When the book is published, instead of saying that the story was “written by” it says “retold by”. There are often different variations of each story.
Examples of folktales: The Little Red Hen, The Gingerbread Boy, The Three Billy Goats Gruff, The Three Bears.
Comprehension Strategy:
Identify different genres
Folk Tales
During Reading
Using appropriate Guided reading strategies, students will be reading at their own pace and teachers will be listening to students read, monitoring, giving feedback, taking anecdotal notes and running records.
Suggested Pacing:
Day One: Before Reading activities, read story, After Reading questions, send home note about a family story
Day Two: Review elements of a folktale. Do writing activity.
Attend to Comprehension Within, Beyond, & About the text:
After Reading
(The following things are ideas that can be used either before, during, or after to aide in comprehension and understanding of the text)
What was Tiddalik’s problem at the beginning of the story? (He was so thirsty and he was very greedy about drinking all of the water) As he drank more water he got bigger, and bigger another problem developed. What was it?
When the animals and people came together to figure out what to do about the land being dry, they decided to make Tiddalik laugh so hard that the water would all come out. They tried to do different things to make him laugh. What were some of the thing they did to make him laugh? Who did what?
Let’s pretend that making Tiddalik laugh did not work to make the water come out of him. What are some other ways that they may have gotten all of the water to come out of Tiddalik?
WRITING ACTIVITY:
Have students use their family story to create a folk tale. They need to adapt their family story so that the main characters are animals, and if possible it can be changed a bit to have good triumph over evil, or a lesson being learned
Attend to Comprehension Within, Beyond, & About the text:
Content Core Integration:(Science, Soc. St., Math, etc.) Social Studies
Assessment:
Check to see if students understand the vocabulary words based on their responses on their vocabulary chart.
Listen to student responses to see if they are appropriate for the questions.
See if the students can create a writing that contains elements of a folk tale. / Activities:
Write a folk tale based on a family story.

*Not all activities will be done in each lesson. Some lessons may take multiple days to complete. However, all students should be reading each time you meet.