Reading

Develop comprehension strategies and skills that will transfer to reading activities in the future.

Objectives: SWBAT…

• Infer meaning of vocabulary from context.
• Select key words that carry meaning for the story.
• Identify topic sentences and major supporting details.
• Chart a reading on a timeline to identify sequence in the narrative genre.
• Identify explicit meaning; infer and express implicit meaning.
• Compare literal and symbolic imagery.
• Keep a dialectical journal during reading.

Writing

Build ability to write a narrative, with improved use of grammar and an understanding of this genre at the discourse level.

• Write about a character, setting and action.
• Use wh- questions to analyze a story and the choices the characters make.
• Develop mastery of past simple and progressive tenses in declarative, question and negative forms.
• Know when to use coordinating conjunctions and when it’s preferable to create a new sentence.
• Use modals to explore a story’s moral.
• Make an outline of a short folktale or fable.
• Complete a guided writing in the narrative form.
• Collaborate with peers in the editing process.

Cultural

Understand oneself and one’s classmates as cultural beings. Many cultural objectives are embedded in previous goals.

Objectives: SWBAT…

• Identify “universal” experiences represented by the legends.
• Relate story themes to one’s own life.
• Investigate aspects of a story that reveal the culture it came from.
• Explore a story’s moral as cultural products.
• Compare cultural differences in the structure of the narrative genre.
• Revise a cultural text through the lens of their own culture.

Affective

Develop a sense of safe community in the classroom, for optimal learning about language and about each other as cultural individuals.

Objectives: SWBAT…

• Develop norms for fostering community as a group.
• Get to know one another through regular, focused group activities.
• Find their own learning style from among methods used in classroom.
• Evaluate their progress and learn about peers as cultural beings through some form of “library” (digital or physical scrapbook) of student work.

To this end, teacher will…

• Model respect.
• Ensure adherence to the norms, while being open to revising them as the class evolves.
• Be sensitive to group cohesion, adjusting the composition of small groups to avoid cliques.
• Make sure students are adequately engaged with the material by developing creative and varied activities.
• Set up the digital or physical library, to support #4, above.