Lesson Plan for
The Spider
and the Fly
EDUC 3413 — Introduction to Reading
June 25, 2009
Grade: Fourth Grade
Subject Area: Language Arts
Objectives :
- Students will be able to expand their vocabulary by locating unknown/difficult vocabulary words in the story, and illustrate and discuss their meaning.
- Students will be able to identify the main idea/theme of the story covered in class by having group discussions and using the text to formulate their conclusions.
- Students will be able to construct a creative short story revolving around two key characters (a spider and a fly).
- Students will be able to use various resources to aid in constructing their short stories.
Standards (Sunshine State
Standards):
LA.4.1.4.2 – The student will use
structural analysis.
LA.4.1.6.2 – The student will
listen to, read, and discuss familiar and conceptually challenging text.
LA.4.1.6.3 – The student will use
context clues to determine meanings of unfamiliar words.
LA.4.1.7.5 – The student will
identify the text structure an author uses and explain how it impacts meaning
in text.
LA.4.2.1.4 – The student will
identify an author’s theme and use details from the text to explain how the
author developed that theme.
LA.4.2.1.8 – The student will
recognize that vocabulary and language patterns have changed in literary texts
from the past to the present.
LA.4.4.1.1 – The student will write
narratives based on real or imagined ideas, events, or observations that
include characters, setting, plot, sensory details, a logical sequence of
events, and a context to enable the reader to imagine the world of the event or
experience.
Anticipatory Set:
Begin the lesson by saying, “Have
you ever watched a spider catch its prey? Well, we are going to watch that
happen during the next few days.” Explain that the class will be reading the
book The Spider and the Fly by Mary
Howitt and Tony DiTerlizzi, having group discussions about the story, and
eventually writing their own story revolving around the two characters. Explain
that before the class can begin the story they first need to go over some
vocabulary words that they will encounter in the story.
o
The lesson will first focus on the vocabulary
words that students will encounter within the story. The students will find the
definitions and record them in their journals.
o
Once they have completed that project, the
lesson will progress by you reading the story to the class.
o
After reading the story, the class will work in
groups to determine the main idea/theme of the story.
o
Introduce the class several clips of different
stories about a conflicting spider and its victim, the fly (the purpose is to
lead them into writing their own story about the two characters).
o
Their creative writing assignment will be a 1 to
2-page story involving a spider and fly.
Teaching: Input
- Write on the blackboard several vocabulary words in the story that may be unknown to the students:
Vocabulary
Words:
Parlor
Winding
Weary
Cunning
Affection
Pantry
Witty
Gauzy
Looking glass
Wove
Subtle
Sly
Hither
Flattering
Flittering
Hue
Counselor
Go over the words and have the students
use dictionaries to write down brief definitions for them in their Vocabulary Journal. Ask the students
to illustrate as many of the vocabulary words as possible, drawing the object of
the word, or the example of the concept for the word. The illustrations are to
be included in the students’ Vocabulary
Journal alongside the vocabulary definitions. If the students find it
difficult to illustrate some of the words, that is okay. The intent is that
they become familiar with the words, to know how they relate to the story in
context. Once they all have completed the assignment, have volunteers (or call
on students) share their definition and illustration for one of the words.
- Use the internet to show various clips of different stories about the classic universal conflict between a spider and a fly. The students will be asked later to write their own stories using the two characters.
Clips to show:
- The Spider and The Fly: Animatic – http://www.youtube.com/watch?v=-8GgVEnCE14
- Silly Symphony: The Spider And The Fly – http://www.youtube.com/watch?v=Qtkqb8geSXs
- Spider and The Fly Animation – http://www.youtube.com/watch?v=8RZ6n8n1sWI
Teaching: Modeling
- Read the book: The Spider and the Fly. Show emphasis and pause for discussion during encounters with the vocabulary words listed above.
- Place students in groups and pass out individual copies of the poem of the same story by Mary Howitt. Hand out a worksheet to each group and have them discuss and identify the main idea/theme of the story. Explain that they are required to use the story to support their reasons, and have them make notes either on the back of the worksheet or on a separate piece of paper. Allow time for each group to share their idea of the main idea/theme. Once all groups have shared, explain the reasons why the class overall was either correct or misled by their findings (going back over the story will be extremely helpful).
- While using
the internet to show the above clips, acknowledge that the internet can be
a helpful resource in finding educational information. Inform the students
that they may use the internet or visit the library to help them with
information in creating their stories.
Teaching: Checking for
Understanding
- Monitor the students’ facial and body expressions. If a student is confused about an assignment, it will most likely show on the student’s face, or affect the way the student sits at his or her desk.
- Monitor group involvement to see if there are students who are not participating. Perhaps they are confused or need further help beyond what their group members can provide. There may be times you may have to redirect the student(s) back to the assignment due to distractions, etc.
- Walk around and observe group work, and ask questions if you suspect a student or group is stuck at a task.
- Assessment and Evaluation will also be a way to check for understanding.
Guided Practice:
You, the teacher, will guide the
students throughout the lesson. You will make sure they complete their Vocabulary
Journal entries, participate during discussions and group work, and
help them construct their short story (helping them with edits and suggestions).
- Vocabulary Review — You can either have children work on their own or in groups, while writing and illustrating the vocabulary words (from the story) into their journals (details of the assignment are mentioned above). However, each student must participate and include the definitions and drawings into their journals.
- Reading the Story — You will read the story, though pause and reflect on the vocabulary words, allowing students to refer to their journals and volunteer to share what the words mean.
- Establishing the Main Idea or Theme — Students will work in groups to determine the story’s main idea or theme (details of the assignment are mentioned above).
- Creative Writing — Students can work either in groups or individually (depending on your preference and class time). Inform them that they will be recreating their own story about a spider and fly (does not have to be the two from the story). Show the above clips as examples of creating unique stories with the two characters. Students may use the internet or visit the school library to do some research (it is up to them, not required) for their story, and they may even refer back to the initial story or their journals as additional aids. Students may illustrate their story. The stories can be about conflicts, friendships…anything involving a spider and fly as the main characters who are interacting with each other.
Closure:
·
Once the students have completed their stories,
gather everyone around and allow students to share their story.
·
Request that everyone turn in his or her
journals, worksheets and notes, and stories for evaluation.
Independent Practice:
Ø
Students may work on their Vocabulary Journal
individually or in groups. If they are grouped, they still must participate in
the assignment!
Ø
Students will work in groups to determine the
story’s main idea.
Ø
Students may work on their story individually or
in groups. If they are grouped, each member must help provide ideas for their
group’s story, and they must participate in reading the story to the class.
Assessment and Evaluation:
ü Evaluate the journals based on effort.
Journals are worth 10 points.
ü Evaluate the worksheets to see if the groups
succeeded or came close to establishing the main idea with evidence from the
text. Do not count off for being incorrect. The worksheets must show evidence
of comprehending a story’s main idea. Worksheets are worth 10 points for each
member in the group.
ü Evaluate the stories by making sure they meet
grammar and punctuation standards, and the 1 to 2-page requirement. Stories are
worth 100 points for each individual.
Accommodations:
- Make sure students who may have learning difficulties are comfortable with the progression of the lesson. Offer extended help, or assign them a special classroom-buddy with strengths that can improve the student’s progress.
- For English Language Learners (ELLs), it is important they use the dictionary and illustrate the concepts for the above vocabulary words. Offer help towards words or instructions that may be difficult to first comprehend.
- For those with physical disabilities, make sure the classroom is organized for quick movements within groups.
Materials:
- Book: The Spider and the Fly by Mary Howitt and Tony DiTerlizzi
- The students’ Vocabulary Journals
- Poem (several copies): “The Spider and the Fly” by Mary Howitt
- Main Idea/Theme worksheets
- Pencils, paper, art supplies
- Internet access
Duration:
The duration of the lesson will
take either three to four 45-50 minute class sessions.
SAMPLE
WORKSHEET
NAME: __________________DATE:
__________________
MAIN IDEA INVESTIGATION
Direction: Use the poem “The Spider and the Fly,”
by Mary Howitt, to determine the main idea of the story. Use text examples to
support your idea.
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