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Alaska Native Stories: Using Narrative to Introduce Expository Text
|Grades||3 – 5|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Three 45-minute periods|
Port Aransas, Texas
- Complete a KWLQ chart
- Listen and respond to a story (narrative text) by participating in a class discussion
- Access a website about the animal in the story to gather facts (expository text)
- Write a report
- Compare and contrast narrative and expository text
|1.||Have the class make a KWLQ chart about a sandhill crane and fill in the first two columns for pre-assessment.
|2.||Have students access the website Stories of Our People on Alaskool to listen to John Active tell a Yu'pik tale about the crane. Instruct students to click on the link "Crane and His Blue Eyes" to hear the story.
|3.||Discuss the story with students using the following questions:
|1.||Have students access the International Crane Foundation and click on "Kids," then on "Crane Species" on the left. Invite students to read about specific cranes, such as the sandhill crane or another crane that is found near the students' geographic area, if appropriate. Larger pictures can be found by scrolling down to the bottom of the page, just above the "back to the top" button, and clicking the text that says, "Click here to view the chapter on ."
|2.||Allow students to explore the various types of cranes, and then ask them to select one specific crane and write a report. The report should include a description of the crane, including body type, food, habitat, coloring, and migration habits.
|3.||Students can type their reports using the interactive Stapleless Book and include drawings of the crane as well. [As an extension, students can present their reports to the class.]
|1.||Listen to the story "Crane and His Blue Eyes" again and engage students in a discussion using some of the questions from Session 1.
|2.||Explain to students that they will be debating the benefits of narrative text versus expository text. Divide the class into two groups by having students sign up for either type of text. Each group should prepare for the debate by identifying four benefits of the particular type of text they are supporting and also create a poster illustrating the benefits. Some sample questions to assist students in developing their argument include:
|3.||Each group takes a turn presenting their argument and poster. After listening to the presentation, the other group can ask at least three questions to initiate further discussion and debate.
|4.||After each group has given their presentation and answered at least three questions, instruct students to summarize why both types of text are important. Students should use a word processing program to type their final summary.
|5.||Have the class complete the KWLQ chart as a postassessment by filling in the L and Q columns of the chart.
- Distribute the directions for Making a Model of a Sandhill Crane. Help students follow the directions to make their own crane puppet. They can use the puppet when presenting their crane reports to the class (see Session 2).
- Invite older students to work with younger students to create a dramatization of the story "Crane and His Blue Eyes." The dramatization should also introduce facts about the crane.
- Have students access the website Stories of Our People on Alaskool and listen to the stories "Tundra Mouse" and "Mink and Raven," also told by John Active. After listening to the stories, invite students to access Arctic Wildlife Portfolio and Tundra to find facts about the animals in each story. Encourage students to compare and contrast what they learned about the animal after listening to the story and what they learned after reading the expository text.
- Have students use the interactive Stapleless Book to make a book about six Arctic animals (one animal per page) by writing a description and drawing a picture of each one. They should be encouraged to use information from the stories they have listened to and the various websites that include factual information about Arctic animals.
- Instruct students to write their own nonfiction story or expository essay about the sandhill crane. Students writing essays can use the Essay Map as a prewriting tool to help them plan their papers. For both assignments, student can use facts that they find on the Internet:
- Students complete the KWLQ chart and record their additional questions about cranes and possible sources to find answers.
- Students use the interactive Stapleless Book to write and illustrate a report about cranes.
- Students demonstrate their understanding of the differences between narrative and expository text during a presentation and debate, and summarize the benefits of reading both types of texts.