Phylicia Kelly Professor Schilling EDUC 340 April 22, 2010 Lesson Plan 2: Historical Fiction Lesson: Historical Fiction, America’s White Table • Write haiku poems • Create tribute video for troops Length: Two and a half hours Source: Original Age or Grade Intended: 4th grade English/Language Arts Academic Standard(s): English/Language Arts: • 4.3.2 Analysis of Grade-Level-Appropriate Literary Text: Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action. • 4.5.5 Use varied word choices to make writing interesting. • 4.5.6 Write for different purposes (information, persuasion, description) and to a specific audience or person. Performance Objectives: • After reading the book, America’s White Table, the students will identify the main events, the causes and effects of the events, and the overall theme in the story by writing on their white boards as the teacher asks these types of questions aloud. • Given a blank sheet of paper, the students will use varied word choices to make their writing interesting by including at least three descriptive/expression words in their haiku poems. • Given a blank sheet of paper, the students will write a haiku poem, consisting of three lines with five, seven, and five syllables, describing what a hero is to them by including three descriptive phrases. (Descriptive phrases are discussed in the step-by-step plan and sample poem.) Assessment: • To check to see that the students are able to identify the main events, the causes and effects of the events, and the overall theme of the story, I will observe the students answers by having them write their answers on a white board. I will use a checklist of the students’ names to note that they did/did not understand.• Using a rubric, I will grade the students’ poems checking to see that they included the proper amount of syllables in each line and three or more descriptive/expression words, meanwhile writing for the purpose of describing. Advanced Preparation by Teacher: • Copy of the book, America’s White Table by Margot Theis Raven • Blank paper • Sample haiku poem • Large sheet of white butcher paper (“thank you” already written really big on it) • Markers • Video Camera • Hat with students’ names • Blank DVD • Rubric to grade poems • Checklist of students’ names Procedure: Introduction/Motivation: Ask the students, “Who knows what holiday is today?” (Bloom: Knowledge; Gardner: Verbal/Linguistic) Listen for answers. Tell the students that today is Veterans Day (or one can use for Memorial Day). Then, ask the students, “Why do we celebrate Veterans Day?” (Bloom: Knowledge; Gardner: Verbal/Linguistic) Listen for answers. Tell the students that Veterans Day is a day in which we thank and honor those men and women who served in our military. These people are very brave for standing up for our country and fighting for all of the people here. Today is the day to thank a veteran for what they did for our country. After discussing the importance of Veteran’s day with the class, tell the students that this book is about a family that is showing their respect to all Veterans by setting a white table at dinner. Step-by-Step Plan: 1. After introducing the book, America’s White Table, to the students, read the story aloud to the class. (Gardner: Visual/Spatial) 2. While reading the book aloud to the class, be sure to ask comprehension questions aloud to make sure that the students are understanding the story. a. What branches of military are mentioned in this book? (Army, Navy, Marine Corps, and Air Force) (Bloom: Comprehension; Gardner: Verbal/Linguistic) b. What does MIA stand for? (Missing in action) (Bloom: Comprehension; Gardner: Verbal/Linguistic) c. What does POW stand for? (Prisoner of war) (Bloom: Comprehension; Gardner: Verbal/Linguistic) d. What does the lemon slice and salt represent? (To show a captive soldier’s bitter fate and his/her families’ tears) (Bloom: Comprehension; Gardner: Verbal/Linguistic) e. What does the empty chair represent? (Those soldiers who cannot be there) (Bloom: Comprehension; Gardner: Verbal/Linguistic)f. In what war did Uncle John fight? (Vietnam) (Bloom: Comprehension; Gardner: Verbal/Linguistic) g. What did the little girl write in the salt on the plate? (Hero) (Bloom: Comprehension; Gardner: Verbal/Linguistic) h. Why did their Uncle John cry at the end? (Because he was touched by what the girls did for him) (Bloom: Evaluation; Gardner: Verbal/Linguistic) 3. After finishing the book, have a grand discussion about the plot of the story. This conversation will help the students to recognize the importance of the events in the story and how the events tie in with Veterans Day. (Bloom: Analysis; Gardner: Verbal/Linguistic) Have the students write their answers on their white boards. Observe to see who is getting the answers correct and incorrect. Use a checklist of the students’ names and check those who are not getting the correct answers. Here are topics to discuss: a. Plot: What is the focus of the plot? (Setting a white table and why they do it.) (Bloom: Analysis; Gardner: Verbal/Linguistic) b. Cause: Why did this family set this small white table? (For soldiers, especially their uncle.) (Bloom: Analysis; Gardner: Verbal/Linguistic) c. Effect: What effect did this event have on their Uncle John? (He was happy about their recognition of his bravery.) (Bloom: Analysis; Gardner: Verbal/Linguistic) d. Overall Theme: What is the overall theme? (Recognizing patriotism and heroism.) (Bloom: Analysis; Gardner: Verbal/Linguistic) e. How do you think this event (setting the white table) would affect veterans that we know? (Discuss answers) (Bloom: Synthesis; Gardner: Verbal/Linguistic) 4. Tell the students to take a few minutes and discuss this question with the person sitting next to them: “What is a hero to you?” (Bloom: Application; Gardner: Interpersonal, Verbal/Linguistic) 5. Tell the students that they are going to write a haiku poem explaining what a hero is to them. (Bloom: Application; Gardner: