Tall Tales- Lesson 1

Teacher Alayna Ikerd

Date 10/17/17 Subject/ Topic/ Theme: Tall Tales - Introduction Grade: 5th

I. Objectives
How does this lesson connect to the unit plan? This lesson introduces tall tales to the students. They will recognize certain
elements of tall tales and see that tall tales exaggerate characters and events. They will also understand why/how tall tales came to be
as a genre.
Learners will be able to: cognitive- physical
R U Ap An E C* development
socio-emoti
onal
Compare tall tales to other stories they have heard E X
Recognize the elements of a tall tale R
Analyze the exaggeration of characters and events in a tall tale An
Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including
how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic;
summarize the text.
CCSS.ELA-LITERACY.RL.5.3: Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact)
CCSS.ELA-LITERACY.RF.5.4.A: Read grade-level text with purpose and understanding.

II. Before you start

Identify prerequisite Students should be familiar with folktales and recall some elements that are in them. Students
knowledge and skills. should be able to recall hearing the term tall tale before, perhaps even have read one.
Pre-assessment (for learning): Their understanding of what tall tales are during review discussion, their K on
the KWL chart
Formative (for learning): The W for the kwl chart- discussion during class
Outline assessment activities
(applicable to this lesson) Formative (as learning): Teacher questions, scaffolding during conversations/discussion
Summative (of learning): Their answers for the final discussion question- connections between stories
and tall tales, IF TIME- their tackle a tall tale worksheet
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance,
Spoken Discussion value, authenticity, minimize
Written Speaking threats

What barriers might this

lesson present? Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration,
What will it take language Discussion mastery-oriented feedback
neurodevelopmentally, Spoken answer Collaboration with
experientially, emotionally, others
etc., for your students to do
this lesson? Provide options for Provide options for executive Provide options for
comprehension- activate, apply & functions- coordinate short & long self-regulation- expectations,
highlight term goals, monitor progress, and personal skills and strategies,
modify strategies self-assessment & reflection
Answer shown on the
board or given oral
feedback on answer
KWL chart

9-15-14
 -Chart paper (K.W.L)
Materials-what materials
-Sticky notes
(books, handouts, etc) do
-Small group reading time- Vocab Reader (tall tales)
you need for this lesson and
-tackle a tall tale worksheet
are they ready to use?
-Bess Call
How will your classroom be Normal set-up- KWL chart paper set up in the room
set up for this lesson?
III. The Plan
Co Describe teacher activities AND student activities
Ti mpo for each component of the lesson. Include important higher order thinking questions and/or prompts.
m nent
e s
10 1. Ask students if they remember what a folktale is -recall what a folktale is
mi a. ask students to recall some elements about a folktale
ns 2. Introduce that we are going to be learning about Tall Tales for the next few
weeks -listen to explanation
3. Explain that you will be passing out some sticky notes for the students and you'd
like them to write down some things they know, and things they want to know
about tall tales -write down on sticky
4. Pass out some sticky notes to the tables and have students write down some notes
Mot
things they know about tall tales
ivati
a. Have them place these on the KNOW chart paper -place sticky notes
on
b. Read some of the students sticky notes
5. Have students write down some things that want to know on their sticky notes -write what want to know
a. Have them place these on the WANT chart paper on sticky notes
b. Read some of the things students want to know about tall tales -place sticky notes
6. Explain that we will be hoping to answer some of these questions throughout the
unit. If the students learns the answer to their question, they should write the -listen to explanation
answer on their sticky note and move it to the LEARNED chart paper

15 7. Explain that out of the 1800s American settlers liked to exaggerate. They -listen to explanation
mi created heros and heroines who were larger than life and did amazing deeds.
ns These stories were called, tall tales.
8. Read Bess Call aloud for the students -listen to story
a. At 1- ask students what clues so far might tell you why that the story is
a tall tale?
i. the exaggerated that Besss hands were as big as pies and feet
bigger than boats
b. Which of Besss and Joes activities are clues that the story is a tall
Devel tale? -answer
opme i. Bess kicked apple grees to get the apples; Joe carries two oak questions/discussion
nt trees
c. Why do you think Dewey D. finally leaves, and never returns to Call
Farm?
i. He knows he cant beat either of these two larger-than-life
characters. -discuss with partners
d. Have students turn and talk with their partners about whether or not
they think this story has a good ending and why
i. Discuss student responses
9. IF TIME: pass out Tackle a Tall Tale worksheet and have students work with -fill out tall tale chart
their table groups to complete the worksheets
a. Go over answers as a group
5 10. Ask student to compare this tall tale to other stories- how are tall tales different -discuss with partners
mi Closu form stories they have read?
ns re a. The characters and events are exaggerated -put away all materials
b. Some tall tales explain how natural phenomenon or event came about and get ready for next
11. Have students put away all materials and get ready for math or snack recess part of day

9-15-14
9-15-14