Connections
Connections across standards:
● Common Core: Speaking and Listening: Presentation of Knowledge and Ideas: 1.SL.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
● HCPS III: Fine Arts: FA.1.3.5: Analyze the dramatic elements of culture that exist in stories, songs, fairy tales, fables, and nursery rhymes
Connections with prior learning and skills:
Last year, my first-graders also studied Filipino culture. They addressed the HCPS III “Benchmark SS.K.6.1: Explain how and why people from different cultures observe different holidays/celebrations.” My students learned about the fiestas held in the Philippines.
Students have had practice in retelling key details from …show more content…
Recall what they learned for Benchmark SS.K.6.1 and 1.RL.2.
Review the poster completed the day before.
Look over the story map criteria.
5
Minutes
Model - I do
Have the students sit in a semi-circle around the teacher’s chair. Introduce personal story title (mine being “The Frog Princess”) to students and ask them what they think the story might be about. After at least three students respond, begin reading.
As you get to the various points in the story that fit into a box on the story map, pause, and think-aloud.
“Once upon a time, at a small shack in Japan...”
“Hm, I remember that the setting is where and when a story takes place. I now know this happened in Japan. I am not sure when it took place, so let’s keep reading!”
Go back to boxes as necessary. For example, once the “Frog Prince,” is introduced, judging by the word “Prince,” we can reason that this happened in the past. So, go back to the Setting box and add this in.
When finished, refer to the traditions/beliefs poster and highlight the “greed is harmful,” one and explain why.
Sit down, quietly.
Predict what the story will be about.
Listen to the teacher. …show more content…
Introduce the story, “The Legend of Sampaloc Lake.” Inform them that it is a story from the Philippines and teaches a very important lesson, one that everyone will be identifying together! If some of the students already know the story, inform them that they should not blurt out all the answers or spoil the story for the students who have not heard it.
Begin reading “The Legend of Sampaloc Lake.” Pause at certain points in the story that fit into a box on the story map. Wait a few seconds for a student to speak up and offer a suggestion. If none do, prompt them. “Do you think that “The Northern side of San Pablo,” fits into any of our story map boxes? If so, where?” If students still do not remember, remind them what “setting,” means. Do this for all areas of the story map, as needed.
Once finished, have students refer to the traditions/beliefs poster and ask them to identify one part of the poster that aligns with the story. Also, have students discuss their takeaway with a partner since there is more than one central message that students could identify (e.g. “greed is harmful” and “respect your elders”). Ensure that students give a reason for their
Connections across standards:
● Common Core: Speaking and Listening: Presentation of Knowledge and Ideas: 1.SL.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
● HCPS III: Fine Arts: FA.1.3.5: Analyze the dramatic elements of culture that exist in stories, songs, fairy tales, fables, and nursery rhymes
Connections with prior learning and skills:
Last year, my first-graders also studied Filipino culture. They addressed the HCPS III “Benchmark SS.K.6.1: Explain how and why people from different cultures observe different holidays/celebrations.” My students learned about the fiestas held in the Philippines.
Students have had practice in retelling key details from …show more content…
Recall what they learned for Benchmark SS.K.6.1 and 1.RL.2.
Review the poster completed the day before.
Look over the story map criteria.
5
Minutes
Model - I do
Have the students sit in a semi-circle around the teacher’s chair. Introduce personal story title (mine being “The Frog Princess”) to students and ask them what they think the story might be about. After at least three students respond, begin reading.
As you get to the various points in the story that fit into a box on the story map, pause, and think-aloud.
“Once upon a time, at a small shack in Japan...”
“Hm, I remember that the setting is where and when a story takes place. I now know this happened in Japan. I am not sure when it took place, so let’s keep reading!”
Go back to boxes as necessary. For example, once the “Frog Prince,” is introduced, judging by the word “Prince,” we can reason that this happened in the past. So, go back to the Setting box and add this in.
When finished, refer to the traditions/beliefs poster and highlight the “greed is harmful,” one and explain why.
Sit down, quietly.
Predict what the story will be about.
Listen to the teacher. …show more content…
Introduce the story, “The Legend of Sampaloc Lake.” Inform them that it is a story from the Philippines and teaches a very important lesson, one that everyone will be identifying together! If some of the students already know the story, inform them that they should not blurt out all the answers or spoil the story for the students who have not heard it.
Begin reading “The Legend of Sampaloc Lake.” Pause at certain points in the story that fit into a box on the story map. Wait a few seconds for a student to speak up and offer a suggestion. If none do, prompt them. “Do you think that “The Northern side of San Pablo,” fits into any of our story map boxes? If so, where?” If students still do not remember, remind them what “setting,” means. Do this for all areas of the story map, as needed.
Once finished, have students refer to the traditions/beliefs poster and ask them to identify one part of the poster that aligns with the story. Also, have students discuss their takeaway with a partner since there is more than one central message that students could identify (e.g. “greed is harmful” and “respect your elders”). Ensure that students give a reason for their