Ashley Martinus

Author Study Unit Plan: Patricia Polacco Lesson 2 Thunder Cake

I. Standard: L.RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). L.RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good andevil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. II. Objective/Benchmark: TLW create an entry in their readers notebook after the read aloud Thunder Cake by Patricia Polacco. TLW make text-to-self, text-to-world, and text-to-text connections TLW discuss their ideas with whole class discussion. III. Anticipatory Set: A. During whole group instruction ask students what are some things people might be afraid of. Make a list on the board. B. Have students write their own list in their readers notebook. C. Ask students if there has ever been a time that they were scared of something, or known someone else who was scared of something and their parents or friends told them a story or myth, or gave them something to make them unafraid? Give examples: Giving a baby a blanket when they are afraid of the dark. Putting garlic around your neck to keep vampires away (even though we all know vampires are not real). Do a rain dance to keep rain awayetc. IV. Input: A. Task Analysis 1. TLW need a basic understanding of how myths and old wives tales work. 2. First TTW engage in the anticipatory set. Next TTW read aloud Thunder Cake By Patricia Polacco. TLW be given a few minutes to write their own myths or old wives tales (in their readers notebook) that they can think of that relates to the book that was just read. TTW break students off in literature circles to share and discuss their myths and tales. (If students struggle to come up with them, the teacher will have a list to give students to discuss). TTW Bring the students back into the whole group and ask one member from each group to share at least one example they discussed. TTW bake thunder cake and surprise the students! B. Thinking Levels: 1. Knowledge- TLW recall events in their lives and make connections to literature. 2. Comprehension- TLW interpret the emotions of the character in the story to their own lives. 3. Application- TLW apply the themes of the story to their own writing, organize their thoughts, and indentify with the character.

Ashley Martinus

4. Analysis-TLW examine the main theme and big picture of the story. 5. Synthesis-TLW take part in a classroom discussion elaborating on the main points of the story. 6. Evaluation-TLW give the book a rating out of 4 stars on how they liked the book.

C. Learning Styles: Existential: Maintain a Readers Notebook that is attuned to the human condition. Interpersonal: Participate in group discussions. Intrapersonal: Reflect thoughts, feelings, and ideas in the Readers Notebook. Visual-Spatial: Create a visual graphic organizer during read aloud. Musical: Think of a song that might work as a soundtrack to the story. Which type of music would suit the setting best? Logical-Mathematical: Use a graphic organizer to sort out the elements of a story. Verbal-Linguistic: Listen to a story read aloud. D. Differentiated instruction and Strategies: Scaffold students who need help. Sit next to students who need to have physical reminders to stay on task. Show the pictures while reading the story so students who struggle with following along with the text can still follow along with the pictures. Provide students with resources and materials if they find themselves struggling (myths and old wives tales hand out). E. Methods and Materials: 1. Ways of presenting: Lecture/ Discussion with the class. TTW be at the front of the classroom as well as walking around during the read aloud (if its not too cumbersome to read and walk walk around during key pictures and show students). 2. Materials needed: Students Readers Notebook. The Book Thunder Cakes by Patricia Polacco. V. Modeling: A. TTW show students how to create a listing graphic organizer in their readers notebooks. TTW explain the history of old wives tales and myths. B. TTW break groups off into their literature circles (this will be their literature groups for the entire Author Study). TTW scaffold students to come up with their own literature circle group names. C. TTW model appropriate behavior within literature circles- how to be a good listener, and how to be on task during group work. (introduce the talking stick- only the person in the group who holds the talking stick may talk. This should decrease interruptions and promote team building skills as well as speaking, and listening skills.) VI. Checking for understanding: A : Questioning for understanding: Can you recall a time in which you were afraid of something? What was it? How did you overcome your fear? How can you interpret the myth within the story in your own words?

Ashley Martinus

How would you create a myth for something you or a brother, sister, or friend is afraid of? How would this calm their fears? ( Christian glasses What does God say about fear?) What do you think the theme of this story is? Suppose you were in the story. Would you respond the same way? Why or why not? How would you rate Thunder Cake by Patricia Polacco? B. Formative assessment: Thumbs up to the side or down if you feel comfortable with the instructions? C. Repeat the directions using choral chant and finger repetitions. VII. Guided Practice: A. Students create the graphic organizer as the teacher circulates around the classroom to scaffold and guide students. B. TTW model the desired reading behavior and how to use the readers notebook effectively. TTW model how to have an effective and respectful literature circle. C. TTW circulate after the story has been read and students are reflecting on their last portion of the graphic organizer. TTW conference individually with students who may be struggling or need extra guidance. VIII. Independent Practice: Students will be writing in their readers notebooks independently. IX. Closure: TTW lead a discussion on the myths and wives tales the students have created/ discussed. Surprise students with the real Thunder Cake! Recipe found at: http://www.patriciapolacco.com/participation/kidstalk/questions_week/week_3/cake_recipe.html

X. Assessment: TTW asses the students participation and understanding based on formative assessment during the lesson, and from the discussion at the end of the lesson. Students will also be turning in their readers notebook every Friday to be graded. (Grades to be based on a rubric following the guidelines of completion and effort). XI. Reflection (To be completed after the lesson has been taught):