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|
I.
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Introduction
to Lesson |
|
| A. |
P.A.S.S. objectives
Language Arts: The
learner will
| I.A..1. |
Expand vocabulary
through word study, the reading of literature, and class
discussion (e.g., meaning
in context). |
| II.A. |
Recognize the characteristics
and organization of narrative text (e.g., characters,
setting, plot, goal/conflict,
resolution) by completing a story frame. |
| I.B.1. |
Read and comprehend both
the fiction and nonfiction that is appropriately designed for the second
half of grade four. |
| II.B. |
Identify the characters’
feelings and motives. |
| II.E. |
Know the defining characteristics
of biography as one of a variety of genre |
| II.H. |
Use quotations from the
text to support ideas, arguments, and generalizations. |
Effective Reading Habits:
The learner will
| IV.E. |
Read a variety
of materials including biographies. |
Writing. The learner will
| V.B.5. |
Communicate
through a variety of written forms and for various audiences and
purposes (to inform, to
persuade, to entertain, to instruct, to describe) using journals. |
Social Studies: The learner
will
| I.B.1. |
Locate, describe,
and compare the human characteristics and early settlement patterns of
regions in the United States and Oklahoma (locations of ethnic group concentrations,
the impact of the westward movement, languages, economic activities, and
cultural patterns). |
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|
| B. |
Teacher's purposes for the
lesson: To teach students to
-
learn to use context clues to
comprehend the meanings of Native American words associated with the story
-
complete a story frame, correctly
identifying characters, setting, plot, goal/conflict, and resolution
-
identify the characters’ feelings
and motives related to incidents from the story
-
define the characteristics of
biography as a genre
-
use quotations from the text
to support generalizations
-
communicate through a variety
of written forms, e.g., character journals
-
compare the human characteristics
and early settlement patterns of the Comanches and the white settlers
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II.
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Objectives |
|
| A. |
Given five unfamiliar
Comanche terms, the learner will use context clues to define the meanings
of the five terms associated with the story. |
| B. |
Given the story "Quanah
Parker" and an incomplete story frame, the learner will complete the story
frame, correctly identifying the main character, settings, plot, goal/conflict,
and resolution. |
| C. |
Given a "Feelings Bingo"
game, the learner will correctly match the characters’ feelings and motives
related to incidents from the story. |
| D. |
Following teacher input
and class discussion, the learner will define the characteristics of biography
as an example of nonfiction genre, recording these characteristics in his/her
notebook. |
| E. |
Given a list of quotations
from the story "Quanah Parker", the learner will match each supporting
quotation to a generalization about the story. |
| F. |
After reading and discussing
the story "Quanah Parker", the learner will write at least one well-developed
paragraph in his/her character journal in standard English from the viewpoint
of the character, focusing on the character's emotional response to an
event from the story. |
| G. |
After reading and discussing
the story "Quanah Parker", the learner will compare the human characteristics
and early settlement patterns of the Comanches with those of the white
settlers in Lawton by completing a graphic organizer. |
|
|
III.
|
Procedures |
|
| A. |
Materials
|
| B. |
Anticipatory set |
|
| 1. |
Key vocabulary:
chief, Comanche tribe, Chief Peta Nocona, Naudah (Cynthia Ann Parker),
Quanah Parker, Totsiyaa (Prairie Flower), captured, Texas Rangers, U.S.
Army, Treaty of Medicine Lodge, reservation, surrender, Fort Sill, out-numbered,
President Theodore Roosevelt, Wichita Mountains, national wildlife refuge,
regalia, pneumonia, biography, story frame
Key concepts:
The lifestyles of the Comanches and the white settlers ensured conflict
when these two peoples contested the ownership of the Great Plains in the
1800's. The conflict resulted in the creation of a legend, Chief
Quanah Parker, the last chief of the Comanche Nation, sometimes called
the Lords of the Southern Plains. Born of a white captive and a Comanche
war chief, Quanah became a leader among his people at an early age.
Outnumbered and out-gunned, he led the remnants of his people into captivity
on the reservation at Ft. Sill, then studied and adopted many of the ways
of the white man in order to help his people prosper in a changing world.
Context clues can help students
decode the meanings of unknown words. Story frames help students
remember the important information in the story. Authors try to help readers
understand characters' feelings and motives when they write stories.
A biography is a narrative (story) form that features historically important
characters and provides a factual account of the historical character's
life. An example is Lincoln: A Photobiography. Generalizations
(conclusions) must be supported by facts; otherwise, they are unfounded
generalizations. Writers can speculate about a character's emotional response
to an event in the character's life. Graphic organizers are a useful
tool to use when comparing and contrasting historical information. |
| 2. |
Student purpose statement:
Say, "Today you will learn about the life of the last chief of the Comanche
nation, Quanah Parker, the man who was partly responsible for bringing
the buffalo back from near-extinction. You will learn some words from the
Comanche language, complete a story frame as you read the story, play "Feelings
Bingo" with some of your friends, learn the characteristics of nonfiction
and biography, make some generalizations based on what you read, write
a paragraph from a character's point of view, and compare the Comanches
with the white settlers." |
| 3. |
Method(s): Post pictures
of characters from the story around the room. Play some Comanche
pow-wow music. Review vocabulary for the story and the use of context clues
to decode meanings of unknown words. Write the vocabulary words and
definitions on separate index cards, using one color for the vocabulary
word and another for the definition. Number the matching pairs on the backs
of the cards with the same number so that students can be sure that they
have correctly matched each word with its definition. Shuffle the cards,
then pass them out to the students (one per student). Have the students
walk around the room looking for the students holding the matching vocabulary
word/definition. When two students make a match, they have found
their partner for the rest of the lesson, so they should sit together.
Have the students share their word/definition matches with the entire class.
Now provide students with
copies of the "Use
Context Clues to Decode the Meanings of Unfamiliar Words" practice
page. Use the "Think Aloud" strategy to show how to use the context
clues to decode unknown words in the first item. Then let the student
pairs decode the remaining unknown Comanche words. Check the students'
work via whole class discussion. |
|
| C. |
Lesson activities |
|
| 1. |
Input: Provide
each student with a copy of the "Quanah Parker"
story. Ask the student pairs to read the story together using any method
they chose and then to complete the "Story
Frame" that has been projected on the overhead. Then group the students
in quads and play "Feelings
Bingo." Review the definition of biography as a genre with the
students (A biography is a narrative [story] form that features historically
important characters and provides a factual account of the historical character's
life. An example is Lincoln: A Photobiography. |
| 2. |
Modeling and Guided Practice:
If this is the studens' first exposure to a story frame, use a familair
fairy tale such as "Little Red Riding Hood" and use the "Think Aloud" strategy
to complete the story frame, writing students' responses on a transparency
so that all students can see how a skilled reader fills in a story frame.
Review the directions for "Feelings Bingo" with the students. |
| 3. |
Checking for understanding:
Given a list of quotations from the story "Quanah Parker", have the students
match each supporting quotation to a generalization about the story.
Model the firts item for the students using a transparency of the exercise,
then allow students to work alone. As they match the supporting details
to the generalizations, walk around the room and make sure they are matching
the items correctly. If individual students have difficulty, pair
them with partners for peer assistance. |
| 4. |
Culminating activities (independent
practice): Have the students write at least one well-developed paragraph
in their character journals in standard English from the viewpoint of a
character in the story, focusing on the character's emotional response
to an event from the story. Then have the students complete the graphic
organizer entitled "Same or
Different? The Chart Will Help You Decide" in order to compare the
human characteristics and early settlement patterns of the Comanches with
those of the whites. |
| 5. |
Sponge activity: Have the
students attempt to learn to name the body parts in Comanche (see the illustration/Comanche
wording at "Use
Context Clues to Decode the Meanings of Unfamiliar Words." |
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IV.
|
Closure |
|
| A. |
Summary of what
has been learned: Say, "Today you learned about the life of the last chief
of the Comanche nation, Quanah Parker, the man who was partly responsible
for bringing the buffalo back from near-extinction. You learned some words
from the Comanche language, completed a story frame as you read the story,
played "Feelings Bingo" with some of your friends, learned the characteristics
of biography as a genre, made some generalizations based on what you had
read, wrote a paragraph from a character's point of view, and compared
the Comanches with the white settlers." |
| B. |
Transfer: Say, "Several
books telling more about Quanah Parker are displayed around the room.
You may read these books in class during SSR/DEAR time. Remember
to use context clues to help you decode unknown words and story frames
to help you remember more of what you read. Be sure to include some of
the "feeling words" in the paragraph you write in your character journal.
Also include at least one generalization in this paragraph. Share how the
Comanches and white settlers were alike and different with someone in your
family. Ask them to help you fill out the chart. |
| C. |
Student evaluation and assessment:
| Did the learner
correctly define the five unfamiliar Comanche terms by using context clues? |
| Did the learner complete
the story frame correctly, identifying the characters, settings,
plot, goal/conflict, and resolution? |
| Did the learner correctly
match the characters’ feelings and motives related to incidents from the
story when playing "Feelings Bingo?" |
| Did the learner correctly
define the characteristics of biography as a nonfiction genre and
record this definition in his/her notebook? |
| Did the learner match each
supporting quotation to a generalization about the story? |
| After reading and discussing
the story "Quanah Parker", did learner write at least one well-developed
paragraph in his/her character journal in standard English from the viewpoint
of the character, focusing on the character's emotional response to an
event from the story? |
| After reading and discussing
the story "Quanah Parker" and completing a graphic organizer, did the learner
compare the human characteristics and early settlement patterns of the
Comanches with those of the white settlers? |
|
| D. |
Teacher evaluation: Reflect
on students' mastery of objectives (including re-teaching), teacher's personal
response to the lesson, and changes that should be made before the lesson
is taught again. |
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