Jessica Lee and Linda Yoo Subject: Literacy Lesson On: Show Way Date/Time to be Implemented: Wednesday, November

20, 2013 Grade Level: First Grade and Fourth Grade Anticipated time: 45 minutes What? E.M. Stanton Elementary School is currently adapting its English Language Arts curriculum to align with the Common Core Standards. The students in both the first and fourth grade classes are learning to develop meaning in the text of what they are reading (CC.1.3.G). Through a read-aloud of Show Way by Jacqueline Woodson, students will use the illustrations in the picturebook to help understand key ideas in the story. Show Way will also help teach students about telling a narrative in a nontraditional form. Students will be able to understand Show Way is a narrative of the author s family history. The first-grade students will learn about symbolism in the text and illustrations in the picturebook. The fourth-grade students will learn about both symbolism in text and the effectiveness of repetition as a literary device. Students will then write their own narrative about their family or family history. The teachers will create a writing sample to model to their students of what is expected. Templates will also be available for students who are struggling. Linda s overarching question is how to engage students so that they will generate their own questions to their learning further. She will encourage students to think about ways to borrow certain literary devices from authors to become writers. Students will ask themselves of how to continue to improve their craft by using work that they like or admire as an example. Similarly, Jessica s overarching question is how to engage students so that they are able to motivate themselves in the work that they do. The first-grade students will be encouraged to make connections from the text to their own personal lives, and create a piece of work that represents a part of themselves. The first and fourth grade students will have the opportunity to share their work in pairs of one first-grade and one-fourth grade student. How? The teachers will teach this lesson in two parts. The first part of this lesson is a readaloud that will expose our students to the respective grade-appropriate literary devices they are to focus on. During the read-aloud, students will be encouraged to make meaning of text through the illustration. The teachers will ask focusing questions before and during the read aloud to practice using symbols and illustrations to understand a text. The second part of the lesson moves into students utilizing the literary devices we asked the students to look out for in the text. The teachers will collaborate to have the students share their work with each other s classroom in order to make this activity a meaningful one in which they will have a clear purpose and audience to write for. Why? Show Way was chosen because of its subject matter and literary content. The teachers chose the book first and based the literacy lesson on the literary devices used in the book. In the context of a school like E.M. Stanton where 98% of the students are African-

American, it made sense to choose a book that represented the narrative of one AfricanAmerican family. The book does not shy away from difficult subject matter such as race and slavery. It is important to represent the lived experiences of typically underrepresented minorities. Gloria Ladson-Billings, a critical race theorist, argues that the inclusion of texts that include the narratives of minorities is crucial to engaging students of color in literacy.
The teacher s literacy practices stand in stark contrast to many urban classrooms I have visited where African American students sit disengaged and bored with mindless tasks of school-based reading  (2005, pg. 135). She also states that it is not enough to simply include diverse text, but to use them to make literacy a vehicle of liberation instead of oppression. By this, she means that literacy and knowledge has the power to fight oppressiveness that manifests itself in misrepresentation and misinformation about minorities. The independent work students will be assigned for this lesson asks them to reflect upon their own family s history, and therefore they will have the power to represent their own cultures and stories. In this way, the lesson is designed to empower students through narrating their own history and reflecting on how writing is a part of being human as Billings writes,
one must be human to be literate (2005, pg. 135). The final narrative writing piece is also personal to help student make connections between their own life and the text they are reading. Regardless of what race the students are it is important that each student realizes the power literacy has in communicating an individual s story through narrative devices. The independent writing activity and the sharing out session are implemented in this lesson plan so that students will be able to have the experience of producing meaningful craft that is meant to be shared with another individual. The act of writing about one s family s history is meant to be personal so that students can acknowledge how writing and literacy is not simply a school subject but a tool that is meant to be used as a means of human communication. The real audience that the students will be writing for will likely motivate them to produce work that they will want to share with another person. The form of narrative poetry was taken on by both grade groups because Show Way can be thought of as narrative poetry, and also because a short guided poem may be an easier task to finish in the short time we have to work on the independent writing. The reading and writing curriculums in both the first- and fourth- grade classrooms are implemented through reading books and writing activities. There is also an initiative to implement the Common Core Standards throughout the whole school. The teachers wanted to focus on standards that incorporated both reading and writing, since both are important aspects of the classroom literacy curriculum. A picturebook was chosen because it could be adapted to different grade levels. It also fits with the Common Core standard where students are expected to use illustrations in the story to describe key parts of the book in first grade or make connections with the text in fourth grade. The teachers also included a writing aspect of the lesson where students will write a short narrative poem to help students understand literary device used in the book. The teachers chose to focus on Common Core Standards that were related to both classrooms and applicable to the same book. The teachers wanted to show how the same book and similar standards could be adjusted for two different grades. The students chosen for the small group lesson will be from the advanced reading level group in both classrooms. Jessica chose her group based on the guided reading group she works with on a regular basis and Linda

also chose to work with a previously set reading group in her classroom. The teachers felt that the book and lesson would be challenging for the students. The advanced reading group also have less behavioral problems, which will make for the students to work with the other grade during the sharing session. Goals/Objective(s): Students will be able to use illustrations in a picture book to make meaning with the text. Students will be able to improve their craft as writers as they use grade appropriate literary devices to create a narrative poem that resembles the model text. Students will be able to present their craft to a wider audience in pairs of first grade and fourth grade students. Common Core State Standards for First Grade (Reading Literature and Writing): Reading Literature First Grade CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events. Fourth GradeCC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Writing First Grade CC.1.4.1.M Write narratives to develop real or imagined experiences or events. Fourth Grade CC.1.4.4.M Write narratives to develop real or imagined experiences or events. First Grade CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed. Fourth Grade CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Materials and Preparation: Multiple copies of the book Show Way, loose-leaf paper, pencils, presentation-sized notepads, templates (Appendix A, Appendix B). Classroom arrangement and management issues: 1. This lesson will take place in the school library for both of the lessons because it is one of the only empty rooms in the school. In the fourth grade, there are 36 students so it is best to move out of the classroom as to not distract the other students while the readaloud and independent work takes place. The first grade class has also decided to move out into the library for the same reasons of distractions and focus. The students will be sitting up close at one table (which seats about four to five people) so that the students can see the pictures in the book. This is important because one of the main goals of this lesson is to have students make use of the pictures and symbols to make sense of the story. In order to further facilitate the students access to the book there will be multiple copies of the text.

2. Students will bring their own pencils and erasers to the library for the independent work session of the lesson. The teachers will provide the students with loose-leaf paper so that we do not run into the problem of students not having enough draft papers. 3. A management concern that may come up is if students are not willing to share their stories openly due to shyness or embarrassment. To prevent this from happening, the sharing out session is set it up so that the students pair up with another student across the grade levels (fourth and first grade) to share with just one other person. Having the sharing aspect is a management tool in and of itself because it will encourage the students to have an end-product they would be proud to share with another person. Plan The Hook: (15 minutes) The teachers will begin with a read aloud of the book Show Way. Before they get into the reading they will ask the students for any observations they can make from the illustrations on the cover and on the end pages. This will encourage students to pay closer attention to the illustrations throughout the picturebook. Then the teacher will provide context information about show ways and how it acts as a symbol of freedom and family history in the book. Teachers will explicitly state to the lesson s objectives to their students. In first grade, the objective will be to recognize symbols in the text and illustrations. First-grade students will be asked to focus on pieces of the show way quilts. In fourth grade, the objective will be to notice when the author uses repetition and symbolism in order to convey her meaning. The teachers will establish a group norm of giving a silent thumb s up when they notice the stated objectives in the book. They will also let students know that they will be using these literary devices in their own writing after the read aloud. Body of Lesson: Discussion and Modeling: (8 minutes) Teachers will answer any questions students may have about the book. Jessica will also reiterate how certain illustrations were symbols throughout the book and helped convey the meaning of the text. Specifically, she will show how the pieces of the Show Way quilt symbolically represented parts of the author s family history in the illustrations and text. However, the focus of this time will be on modeling the written work that we have planned for the final writing activity. For the first graders, Jessica will model an example of a poem that uses both text and illustrations to show the use of symbolism. She will create a template that students can follow and use for the final writing activity. For the fourth graders, Linda will have an example of the type of narrative poem that she wants her students to produce using the literary devices she asked the students to look out for in the text. This model will follow the template that she will hand out to guide the students in creating their own poem using repetition and symbols. The focus of both the first and fourth grade poem will be on family and family history. During this time, both teachers will tell their students about how they will be sharing their work with the other grade group in order to encourage them to write for a real audience. Final Writing Activity: (22 minutes)

Comment [u1]: I m not sure I understand how students will use this symbol in first grade. If they see a piece of the quilt, they should put their thumbs up? Clarify your directions to the students. It may be handy for you to model this for students as well. Where in the text would you expect to see them provide this signal? Read through the text earmarking each page where you would want to see the students use this symbol as an assessment of their understanding given the lens for your reading.

Comment [u2]: Your hook and body read more as summative. It is helpful to write out what you intend to say to students to support them throughout the lesson. This also supports you in ensuring that you are being clear with explanations and directives. You do not need to read it as a script, but it is helpful to flesh out your language for your respective first and fourth graders. Also, you mention modeling the writing students will be expected to complete as part of your goals/objectives. This should be produced in advance, even if you intend to make it appear as if you are producing the writing in front of the students.

The students will have the opportunity to create their own narrative poems similar to the examples modeled by the teachers earlier in the lesson. The first-grade students will be given a template that will help guide students to write a poem about their families. The template will be a modified version of an
I am poem where students will be asked to come up with words to describe their family and family history. However, the words and phrases will be symbolical representations of their family such as food they eat. Students will also illustrate the word or phrase they come up with. Coming up with a word or phrase and creating a corresponding illustration will demonstrate to students how certain illustrations can be used to symbolically represent a word or phrase. The fourth-grade students will also be given a template that will have them come up with a linte they want to repeat throughout their short narrative poem. They will be asked to identify an object or thing that they feel would be representative of their family s story or history. There will also be a timeline provided to give students a visual map of how their poems should flow. The students will be given paper to write a short narrative poem, using the information they filled out on the template. Linda will also hold short five-minute miniconferences with students during the final writing activity time. Students can revise their poems if they have time while the mini-conferences with other students are being done. Closure Share Your Work: (15 minutes) Students will be given an opportunity to share their poem in a pair that is made of one first-grade student and one fourth-grade student. The opportunity to share their work will help students realize the importance of writing for an audience. Assessment of the goals/objectives listed above: Teachers will informally assess students understanding of the text and literary devices during the read aloud by seeing when students are using the silent thumbs-up signal. The first-grade students use the thumbs-up signal when they see pieces of the show way quilt that is passed on from daughter to daughter. As the first-grade students visually recognize the pieces of the show way quilts, they will learn that illustrations and text can both symbolically represent something. The fourth-grade students will also use the thumbs-up signal when they see a symbol in the illustration or hear the literary device of repetition. Informal assessments will also occur by answering any questions students may ask. Formal assessment will occur through the short narrative poems written by the students. Things for Observer to Look For (First Grade): The student s engagement in how they are able to independently write The student s understanding of symbols in both illustration and text The student s use of symbols in narrative poem Things for Observer to Look For (Fourth Grade): The use of repetition as a literary device in written work The use of symbols in the final written work The student s ability to present their own work expressively Anticipating students responses and your possible responses Students will most likely be unfamiliar with the book Show Way and some literary devices such as symbols and repetition. In order to give students more background,
Comment [u3]: Defining these terms will be helpful. What tangible, kid-friendly language will use to define these terms for your first and fourth graders?

teachers will explain what a show way is and how it symbolically represented freedom and the author s family history. Students may have questions about certain topics such as slavery after reading the book. The teacher should have brief explanations in mind and redirect to the main topic of the lesson. However, it will be important to follow-up at another time since the topics can be sensitive. For the independent writing activity, having the teacher s model an example and having a template will help give the students some guidance and structure for the final writing piece. First-grade students may have some difficulty coming up with different descriptive words and phrases for the poem that are symbols. The teacher will ask guided questions such as
Can you think about some of the things your family will do during Thanksgiving? Having a personal topic such as family may also make it easier for students to understand how certains words, phrases, or objects can be used to symbolically represent their family. Another challenge could be when the first-grade and fourth-grade students are paired up. Since they may not know each other, the students, especially the first-graders, might feel shy about sharing their work. However, the teachers can set the tone and example for the sharing session by going first to model what the sharing session will look like. Accommodations: Students who find the material challenging during independent reading can ask for assistance from their peers or teachers to help brainstorm different ideas. Teachers can provide redirection through the model example and template. Teachers will also be able to refer to the template as a reference. Students who complete the assignment early can think about other symbols that could represent their family that was not on the template. Students can also think about how they would like to present their work in the sharing session the next day. Addenda Appendix A First-Grade Template* I am from the ________________ (home description). I am from _______________ (family tradition) and ________________ (family trait), from __________ (name of family member) and _______________ (another family name) and __________ (family name). From _______ (something you were told as a child) and _______ (a specific family story about a person or detail). I am from ______ (location of family). * There will be space for illustrations Appendix B Fourth-Grade Template Symbol

Comment [u4]: Having your own examples given your modeling will also serve as a scaffold to clarify expectations for students.

Comment [u5]: I am not sure I understand logistically how this is taking place. You all will not be teaching your lessons simultaneously since you will need to observe one another. How will you coordinate to bring the two groups of students together for the share? Comment [u6]: I am not sure I understand when (or what) students will be independently reading. It sounded like you would be conducting a read aloud with both groups of students. See previous comment regarding scripting out your LP.

Comment [u7]: Are these terms that will be familiar to students? If not, I envision them having some difficulty in completing their poems. Where in the course of your lesson are there opportunities for you to define these terms for students?

Think of an object or thing that best represents the story of what you know about your family s history. What is that object and why is it important to you? ________________________________________________________________________ ________________________________________________________________________ ____________ Repeated Line Think about how Jacqueline Woodson, the author of Show Way, used repetition to tell her story. For the narrative poem that you will create about your own family, think of a line you want to repeat to help you tell your story. Line:___________________________________________________________________ ________________________________________________________________________ ____________ Timeline What is the story you want to tell about your family? Use a timeline to help you organize your thoughts in order. Limit yourself to three or four major events from your life. ________|____________________________|______________________________ | |
Comment [u8]: How will students use these guiding questions to form poems? Is the written response to the questions the poem?