Thinking Map Mini-lesson

Name: Sarah Martini Grade: K-1

Subject(s): Language Arts Time: 20-25 minutes

Purpose: The purpose of this lesson is for students to recognize the sequence of a story, and identify elements of plot.

Objectives:

• As a group, using a multiple bubble map, the students will identify 2 events occurring at the beginning, 2 at the middle, and 2 at the end of the story.

Pennsylvania Standards: Reading, Writing, Speaking, and Listening 1.1 A, 1.4 B

Pre-assessment: The students have heard the story Mufaro’s Beautiful Daughters, without seeing the illustrations, and have briefly discussed the content. The student’s are aware of terms associated with plot, such as rising action, climax, falling action, conclusion, and are familiar with the parts of a book, such as beginning, middle, and end. Students have also worked with bubble maps and multiple bubble maps as well.

Set Induction: After a review of events preceding the introduction of the new unit, the teacher will “re-read” the story Mufaro’s Beautiful Daughters using the storybook page to the class. The teacher will then create and introduce a blown up version of the multiple bubble map on chart paper and display it in the front of the room.

Procedure:

• First, students will receive a multiple bubble map handout that matches the one displayed in the front of the room, with three bubbles labeled beginning, middle, and end.
• Next, the teacher will ask the students, as a group, to describe and list 1 to 2 events in the story that occurred at each point, beginning, middle, end, of the story. The students’ answers will be written on the large map.
• Finally, the students will either write or illustrate the events discussed on their own bubble maps.

Closure: After each part of the story is discussed and each student has completed their map, the teacher will review what the class has done, with the help of the storybook page if needed.

Adaptations/Accommodations for diverse learners: Encouraging students to answer, providing leading questions at appropriate times, keeping students on task, encouraging students to complete their own map, and allowing drawn pictures or written descriptions on the map. For ESL learners, copied illustrations from the story may accompany the student as the large map is filled out and when working with the ESL teacher on the personal map.

Follow-up Activity: The teacher will depict a plot chart or map on the board and review the parts of the story using the correct terms associated with the elements of plot.

Connections to Real-World Contexts: Recognizing that events in a story have a specific sequence leads to identifying events in daily life moving in sequence. This may aid in understanding the concept of the passage of time. For example, past, present, future, today, yesterday, tomorrow.

Materials Needed:

• Steptoe, J. (1987). Mufaro’s beautiful daughters. New York: Lothrop, Lee &

Shepard Books

• Chart paper
• Markers
• Prepared multiple bubble handouts
• Pencils
• Crayons
• Storybook page for Mufaro’s Beautiful Daughters

Evaluation: If the students are able to identify events occurring at the beginning, middle, and end of the story, and recognize that the story moves in a sequence, they will have met their objectives.

Objective:

1. As a group, using a multiple bubble map, the students will identify 2 events occurring at the beginning, 2 at the middle, and 2 at the end of the story

Critical Elements	Exemplary (4-5)	Acceptable (2-3)	Unacceptable (0-1)
Ø The student participated in group discussion Ø The student completed the multiple bubble map, accurately depicting two events occurring at the beginning, two at the middle, and two at the end.	- The student actively participates in discussion and activity - The student accurately completes two or more bubbles for each heading	- The student participates in discussion - The student accurately completes 1-2 bubbles for each heading	- The student does not participate in discussion - The student completes no bubbles for each heading, or completions are unrelated to story and assignment

Citation: Steptoe, J. (1987). Mufaro’s beautiful daughters. New York: Lothrop, Lee &

`Shepard Books

Storybook Page

Name: Sarah Martini Grade: K-1

Subject(s): Language Arts, Art Time: 40- 50 minutes

Purpose: The purpose of this lesson is for students to use listening skills and follow directions to create a storybook page.

Objectives:

• The student will fold the paper, as demonstrated by the teacher, into four rectangles
• The student will fill each block/rectangle according to specifications:

- Block 1: title and author

- Block 2: beginning- events occurring at the beginning of the story

- Block 3: middle- events occurring in the middle of the story

- Block 4: end- events occurring at the end of the story

• The student will illustrate each page with original illustrations and ideas

Pennsylvania Standards: Approaches to Learning AL 3.8

Health, Safety and Physical Education 10.4 D, 10.5 A, C, E, F, G, I

Pre-assessment: Students have heard the story, Mufaro’s Beautiful Daughters, and have seen an example of a storybook page. Students have discussed beginning, middle, and end in the story. Students are able to use crayons, markers, scissors, and other art media and materials.

Set Induction: Teacher will do a review book talk using the example storybook page of John Steptoe’s Mufaro’s Beautiful Daughters.

Procedure:

• The teacher will hold up the paper to be used, and demonstrate the first fold.
• The students will follow the teacher’s example and fold their paper.
• This process will repeat until all folds are completed.
• The teacher will draw attention to what belongs in each block by displaying the requirements in a diagram on the board.
• Students will write the headings for each block
• Students will use materials to begin illustrating each block

Closure: The teacher will review the folding used for the storybook page template, and show the students other ways of making folds, as well as examples of other activities, such as origami that can be made from folding paper.

Adaptations/Accommodations for diverse learners: Keep students on task, provide extra aid and time to students having difficulty. Provide copy of the book for ESL student and teacher to use when illustrating. Encourage student progress and peer help. For the more advanced students, have extra variations of paper available so they may practice other folds and see the differences the type of paper may make.

Follow-up Activity: As students complete their storybook page, they will be invited to create a display area, present their page to a teacher or friend, or read other stories in the same text set as Mufaro’s Beautiful Daughters.

Connections to Real-World Contexts: The connection to the real world here is that in order to create something that is modeled, listening and following instructions is necessary. Throughout life, there will be situations that students encounter that require them to specifically follow instructions. This activity provides an example of why following directions is essential at times. The requirement of sequencing in their page reinforces the main idea of events moving in order to make sense, and the importance of this fact.

Materials Needed:

• Book
• Paper
• Storybook page example for Mufaro’s Beautiful Daughters
• Pencils
• Crayons
• Paints
• Construction paper
• Scissors
• Glue

Evaluation: Students have folded correctly

Students have labeled each block correctly

Students have completed an illustration in each block

Illustration coincides with heading in each block

Citation: Steptoe, J. (1987). Mufaro’s Beautiful Daughters. New York: Lothrop, Lee &

Shepard Books

Student Name _____________________ Date ____________

Recall the story, Mufaro’s Beautiful Daughters. Listen to the following statement. If the description occurred within the story, answer true, or yes. If the description did not occur in the story, answer false, or no.

1. Nyasha was a mean and cold-hearted daughter.

2. A small garden snake visited Nyasha’s garden very often.

3. Both sisters met an old woman in the forest.

4. Manyara shared her food with the boy in the forest.

5. Manyara and the king were married and lived happily ever after.

Using the terms and pictures below, match the left column to it’s corresponding answer on the right by drawing a line to connect the two that best go together.

1. Main Character village

2. Setting Nyasha

3. Good good vs. evil

4. Evil Manyara

5. Theme Nyasha

Listen to each statement or question. Select the choice that best answers the question, or that best completes the statement.

1. In this story how many daughters does Mufaro have?

a. 4 b. 2 c. 3

2. The trees Manyara meet in the forest seem to be doing what?

a. Singing to her b. Yelling at her c. Laughing at her

3. Nyasha shares her yam with whom?

a. A small boy b. A tree c. A man with no head

4. The monster Manyara encounters on the king’s throne is what?

a. A mummy b. A snake with 5 heads c. A lion

5. In the end of the story, Manyara becomes a ________________.

a. servant in the queen’s household b. queen c. gardener for the king

Complete each statement with the correct answer.

1. The story, Mufaro’s Beautiful Daughters takes place in what country?

2. Name two characters the sisters meet in the forest.

Recall the story. Using that information, complete the following.

Using what you heard in the story, compare and contrast Manyara and Nyasha. In other words, describe the similarities, things that are the same, and the differences, things that are different, about Nyasha and Manyara.

Sequence the story, beginning, middle, and end, using the flow map below. For each block, write or illustrate one event.

Beginning Middle End

Answer Key

True/False

1. False
2. True
3. True
4. False
5. False

Matching

1. Main Character : line drawn to one of the Nyasha choices
2. Setting : line drawn to the village
3. Good : line drawn to one of the Nyasha choices
4. Evil : line drawn to Manyara
5. Theme: line drawn to good vs. evil (justice picture)

Multiple Choice

1. b
2. c
3. a
4. b
5. a

Short Answer

1. Africa
2. any two of the following is acceptable: old woman, the trees, the boy

Essay

Exceptional Competence (4)	Definite Competence (3)	Competence (2)	Deficiencies (1)
Student is able to site and describe 3 or more similarities, and 3 or more differences. Student is able to verbalize thoughts in clear, organized, complete sentences, using detail, varied language and word choice	Student is able to site and describe 2 similarities and 2 differences. Student is able to verbalize thoughts clearly, using some detail and variation in language and word choice.	Student is able to site and describe one similarity and difference. Student is able to verbalize these thoughts, yet displays little organization and detail.	Student does not verbalize thought relevant to topic, or student’s use of detail and complete sentences to verbalize thoughts are underdeveloped.

Interpretation

As long as the student chooses events that actually occur in the story, and puts those choices in sequential order, they will receive full credit.

Mufaro and Cinderella: How are they the same? How are they different?

Name: Sarah Martini Grade: K-1

Subject(s): Language Arts Time: 30-40 minutes

Purpose: The purpose of this lesson is for students to recognize the similarities between the traditional European version of the story, Cinderella, and the story’s cultural variants.

Objectives:

• In small groups, the students will discuss Mufaro’s Beautiful Daughters and Cinderella, noting characteristics of each.
• As a group the students will compare and contrast the two stories.
• Individually, using a Venn diagram, the student will write or illustrate 2 or more similarities and 2 or more differences in the stories.

Pennsylvania Standards:

Personal and Social, 3.3 B, G, I, J

Approaches to Learning AL: 3, Demonstrate Reasoning and Problem Solving

Reading, Writing, Speaking, and Listening, 1.2 A, 1.3 A, B, 1.5 C, D, F

Pre-assessment: The students have heard both Mufaro’s Beautiful Daughters and Cinderella, and discussed the content of each. Students are familiar with the use of a Venn diagram; students are capable of group work.

Set Induction: Students will arrive to find blown up pictures from both stories both displayed around the room, and on the students’ tables. The students will be informed that the picture on their table is found in the middle of the story. Students will then be asked to explore the room and find the beginning picture and ending picture that correspond with the middle picture on their table. The students will then be asked to sequence the pictures in the small groups of their tables.

Procedure:

• First the teacher will direct the students to talk in small groups about both stories
• After small group discussion, the teacher will open the floor to a large group discussion
• Students will provide similarities and differences between the two stories. These comparisons will be recorded on chart paper, in two columns, similarities and differences, displayed at the front of the room
• After the class has compiled the list, the teacher will distribute the Venn diagrams
• The students will then either kid-write or illustrate two or more similarities and two or more differences on the Venn diagram

Closure: After every student has completed their diagram, they will be invited to share the characteristics they chose to include.

Adaptations/Accommodations for diverse learners: Keeping students on task, encouraging participation in group discussion. For student(s) with language delay, provide patience, support and encouragement when they speak both within their small group, and in the large group.

Follow-up Activity: Students who finish early will be given time to review other books in the “Cinderella” text set. Another option would be to turn their diagram over and illustrate or write other stories they have heard or seen that also have the characteristics of a “Cinderella Story”

Connections to Real-World Contexts: Through the use of this activity, students are able to see the differing perceptions and cultural influences on stories.

Materials Needed:

• Chart paper
• Pencils
• Crayons
• Venn diagram handouts
• Large illustration cards for both stories

Evaluation: Students will be evaluated on the basis of group participation and cooperation through instructor observations and notes. Students will also be evaluated on their individual diagrams following the rubric below:

1. Individually, using a Venn diagram, the student will write or illustrate 2 or more similarities and 2 or more differences in the stories.

Critical Elements	Exemplary (3)	Acceptable (2)	Needs Work (1)
>The student accurately depicts 2 similarities and 2 differences on the Venn diagram	-The student accurately includes 2 or more similarities and 2 or more differences on the Venn diagram	- The student accurately depicts 1 similarity and 1 difference on the Venn diagram	-The student does not depict any events on the diagram, or the depictions are irrelevant to the discussion and stories

Citation: Steptoe, J. (1987). Mufaro’s beautiful daughters. New York: Lothrop, Lee &

Shepard Books

Brown, M. (1954). Cinderella. New York: Atheneum Books for Young Readers

Cinderella Poems

Name: Sarah Martini Grade: K-1

Subject(s): Language Arts (Poetry), Art Time: 40-60 minutes. Practice for

Presentation over course of 1-2

Weeks.

Purpose: The purpose of this lesson is for students to become more familiar with poetry, and fluency in language. Also to dramatize and illustrate the words they hear to begin to see how poetry works.

Objectives:

• Individually, the student will choose a poem from the collection, If the Shoe Fits: Voices from Cinderella
• Individually, the student will copy the poem onto a sheet of construction paper, through writing.
• The student will produce an original illustration to accompany their choice
• The student will design a way to “act out” their poem for the class
• The student will recall the words of their poem, or a part of their poem, without the assistance of the actual printed words
• Using props, the student will perform and recite a dramatic version of their selection for the class

Pennsylvania Standards:

Approaches to Learning, AL1: Demonstrate Initiative and Curiosity

AL2: Demonstrate engagement and persistence

Arts and Humanities, 9.1 C, E, H, P, R and 9.4

Personal and Social, 3.1

Reading, Writing, and Speaking, 1.1 D, O, Q, 1.4 A, 1.6 B, C

Pre-assessment: The students have heard poems before, they have briefly discussed the elements of poetry, the students have heard the poems from the collection, they are able to recall information, and they have worked with watercolor paints before.

Set Induction: The teacher, using a handful of provided props, will read a poem from the collection, modeling language use and tone.

Procedure:

§ First the teacher will re-read three poems from the book to the class

§ Then the teacher will allow the students to choose which poem, or voice, they would like to perform.

§ After all children have selected their poem, the teacher will provide blown up copies of excerpts from the choices and distribute the copies, and white paper to the class.

§ The students will then recopy the words of their stanza selection onto the bottom portion of the white paper.

§ Then students will create a relevant and original illustration to fill the upper portion of the paper, using watercolor paints.

§ A few examples will then be shared, and the pages will be displayed.

§ After the illustration is complete, the student will begin brainstorming ideas on how and what they can use to transform themselves into the character poem they chose.

§ Using the box of props, students can begin to create costume pieces or props to use in their presentation.

§ After the students have their materials together, they can begin practicing in small groups

§ The students, once they have memorized their part and acquired all the necessary props, will recite their poem, using drama as the format for the class presentation.

Closure: Each student will perform their dramatic performance of the stanza from the perspective they chose

Adaptations/Accommodations for diverse learners: Provide alphabet strips for students who have a hard time writing letters. Allow more than one child to present a specific poem. Allowing collaboration not only aids the social skills of the students, but may help the introverted, counseled young girl in the class open up. Allowing expression through a different person could become an effective tool for helping her ease back into the routine.

Follow-up Activity: Students who finish the illustration early may work on their recitation and presentation. If all students finish, the teacher can hold a class discussion regarding how the students felt, what they liked, and what they disliked about the poems and presentations.

Connections to Real-World Contexts: Through the use of a book looking at all different sides of a story, children will see that although there is one very well-known version of a story, there are many other perspectives that come into play.

Materials Needed:

§ Whipple, L. (2002). If the shoe fits: Voices from Cinderella. New York: Margaret K.

McElderry Books.

§ Paper

§ Watercolors

§ Pencils

§ Alphabet strips

§ Prepared excerpt handouts (pulled from the poems)

§ Prepared prop box

Evaluation: Evaluation of the students will be based on their participation in the project. A log of observational progress for each student will track when and how they are meeting their objectives. These notes will be placed in the students’ portfolios, along with a video recording (with signed permission only) of the poetry performance.

§ Citation: Whipple, L. (2002). If the shoe fits: Voices from Cinderella. New York:

Margaret K. McElderry Books.

Emperor Prediction

Name: Sarah Martini Grade: K-1

Subject(s): Language Arts Time: 40-60 minutes

Purpose: The purpose of this lesson is for students to create predictions based on pictures and reading comprehension.

Objectives:

• As a group, the students will predict what the story will be about, before the story is read, based on the book title and cover
• As a group, the students will predict what will happen next at stopping points in the story
• As a group, the students will reflect on their predictions
• Individually, the student will interpret the meaning of the story
• Individually, the student will illustrate their interpretation

Pennsylvania Standards:

Approaches to Learning, 3.8, 4.3

Personal Social, 3.1, 3.2

Reading, Writing, Speaking, and Listening, 1.2 A, 1.3 A, B, 1.4 D

Pre-assessment: The students have worked with prediction in stories.

Set Induction: The teacher will introduce the activity, explaining how the story will be read with stops and questions. The teacher will also introduce the chart displayed in the front of the room:

Predictions Before Reading

Predictions during Reading, Midway through the story

Reflections on Predictions After Reading