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Materials (include technology): “How Raven Brought Light to the People” by Ann Dixon,
student writing journal, pocket chart, word cards for “Raven stole the sun, now we see
the”. Blank word cards and markers for writing, blank paper and a pencil.
Alaska (2012) Arts Standard: b.1. Recognize Alaska Native cultures and their arts
Standard(s): ELA Standard: RL.K.10: Actively engage in reading activities using
literature from a variety of cultures with purpose and understanding,
and scaffolding as needed.
ELA Standard: W.K.2: Use a combination of drawing, dictating, and
writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the
topic.
1. I can describe a way that an Alaska Native 1. Students will participate in large group
folktale tells a story about natural discussion about what event this folktale
occurrences in the world.
describes.
2. I can write a statement that adds to the
folktale.
2. Students will use their writing journals to
3. I can relate my event to the story “How add to this event, incorporating a fictional
Raven Stole the Sun”. personal experience.
3. Students will draw a picture that illustrates
at least one character from the story and one
part of their fictional personal experience.
STAGE THREE: Opportunities to Learn
Introduction/Hook
Begin with a review of behavior expectations as students seat themselves on the rug (this is a daily
routine). Visual reminders of expectations are posted in the room and reviewed prior to the start of the
lesson. These are repeated by the whole class in a song “eyes are watching, ears are listening, hands
are still…our voice is very quiet, you should really try it! Come and learn, come and learn!”
Recognize students who are demonstrating expected behaviors.
Show students the cover of the book “How Raven Brought Light to the People” by Ann Dixon, and is
illustrated by James Watts. Ask students if they have ever heard a fictional story about an animal
(activate prior learning on fiction vs. non-fiction if needed). What are some of the things that are
unique in fictional stories about animals? (answers such as “animals can talk”, “animals wear clothes”,
etc.) This story is one that has animals that can talk, but it is a little bit different than the other fiction
books that we have read about animals. This story is called a “folktale”, and it is specifically an Alaska
Native Folktale. Alaska Native Folktales are stories that describe things that happen in the world
around us. In this Alaska Native Folktale, we hear about how the Raven brought the light of the stars,
the moon, and the sun out of hiding and shared it with the whole world!
Processes and Products Differentiation/
1. Let’s review a little bit. Remember how I told you that this was a Accommodations/Modifications
folktale about Alaska? Well, Alaska is a very large state! Look at this
map (point to a map of Alaska). Show students where Anchorage and General Accommodations and
Eagle River are. Point to where the North Slope of Alaska is, and point Differentiation:
to where Juneau is. Describe how there are many different cultures in
Classroom expectations for
Alaska, cultures that have been around long before Anchorage was built,
long before Caucasian people came to Alaska. These cultures have
behaviors are reinforced for each
strong traditions that are closely tied to the land, to the animals, and to component of this lesson.
the seasons. Reinforcement 1: rug behavior
2. Describe that this folktale comes from the Tlingit culture, which is Reinforcement 2: Raising hands
located in the southeast panhandle of Alaska (reference the map). Reinforcement 3: Think walk
Remember how folktales often describe things in nature or in the and partner talks
environment? Let’s take a look at the environment in SE Alaska, where Reinforcement 4: Independent
the Tlingit people live (make sure that pictures show the sun, the moon, writing
or the stars). Use computer images to show pictures of the environment Reinforcement 5: Rug Behavior
in SE Alaska looks like. Show pictures of what Tlingit people look like Reinforcement 6: Respecting
(ceremonial pictures, artwork, homes, etc.).
peers during presentations
3. Show students how they can make the State of Alaska with their
hand. Use the document camera to demonstrate what the Alaska hand
These reinforcements are daily
map looks like. Ask students to raise their right hand and make a thumb routines in kindergarten, and are
and index finger checkmark. Rotate their hand towards themselves, and done so in a positive manner in
together point out where Anchorage is, and where the SE panhandle is. which students provide input as
4. Now that we have a picture of SE Alaska in our minds, let’s read the they review the expectations.
story. When you are listening to the story, see if you can pick out a
character or a part of the story that talks about something that relates to All students will be first
nature. Read the story aloud, using dialogic reading strategies. Specific encouraged to sound spell the
points to discuss are: words in their sentences, but not
What do you see in this picture that tells you it is a story from
Alaska Native culture? all are proficient at this skill.
Encourage all students to try to
What do you think that it would be like to live in the world spell, and provide support in the
without the sun, moon or stars? practice of sound spelling to those
who need it.
(After we see what Raven does with the stars) What do you
think that Raven is going to do with moon? Can you make a
prediction? (Ask the same question for the sun) Students who are not yet sound
spelling, or are still working on
5. When the reading is complete, ask students to stand for a brain break. letter formation and sounds, will
Students put their hands above their heads, linking their fingers to make be provided direct writing
a sun. They do deep breathing, bringing their hands down to touch the support. A pre-printed sentence,
top of their heads with each exhale. On the third deep breath, they with dotted letters as a guide, will
release their fingers, releasing their “sunlight” into the world. be provided so students can trace
6. Ask students to stand. Students will be doing a think walk, where the words “Raven stole ____
they will think about parts of the story that talk about things in nature. ____, now ___ ____ ____
During a think walk, students will imagine what it would be like if they
______”. Students will write the
were taking a walk at night, and all of a sudden there was light. What do
you think you would see? Reinforce behavior expectations for think-
high-frequency words without the
walks: Voice level 0, body movement slow, and hands to yourself. dotted lines. The high frequency
Timer is set for 30 seconds. When the chime rings, students walk back words can be written below the
to the rug. Students return to their assigned seat on the rug, continuing lines, and students will copy them
to manage their personal space. with their own handwriting.
6. When students return, they are to find their partner (partners are
assigned at the beginning of the week), and discuss what they thought Additional accommodations for
about during their think-walk. Students are to use voice level 1. Students specific students are included in
share for 1 minute. the section below.
7. Call the group back together. Ask students if they want to share their
think walk by raising their hands. Call on 3 students to share their
thoughts.
8. Now it is time to work in our writing journals. We will write a
sentence and draw a picture about what we have just read. Students will
be writing a sentence that describes what they see when the light came
into the world. After describing the assignment, begin to create
sentences using word and picture cards on the wall chart. Using word
and picture cards to create a sentence that reads: Raven stole the sun,
now I see a______.
9. On the white board, model the process of writing the sentence. Insert
the word “ mountain” to complete the sentence.
10. Ask students to share their ideas on how to complete the sentence.
Write student ideas on the white board, which they can use as a reference
as they complete their writing project.
11. Excuse students to their tables with the instruction that they are to
use their writing journals to build their sentences.
12. Circulate throughout the room to provide individual support to
students as needed.
13. When students have completed their writing and have had their
worked checked by the teacher, they will draw a picture of what they
see. Their picture should include key elements of the story, such as the
sun, Raven, and some background enhancements.
14. As students complete their work, they can silent read or do a
personal work activity from the writing center at their seats until the rest
of the class is finished.
15. When the whole class has finished their writing, call the group back
to the rug for closure. Have them bring their writing journals with them,
and sit on the perimeter of the rug.
Closure:
Now that we have written our own stories, it is time to share our additions to the folktale. If you would
like to share your writing, please raise your hand. Call on students who are willing to share their
stories. Presenters should bring their writing journals, and will stand in the presentation area of the rug.
Students share their writing, and describe the aspects of their picture. Allow enough time so that all
students who are willing to share their work have the opportunity to present.
When all presenters are finished, ask them what they now know about folktales. Review that folktales
are stories that are passed down from person to person, and they often tell stories that describe things
that happen in the natural world.
•
Mark:
Mark has behavioral tendencies that are disruptive to his classmates and the classroom learning
environment.
Mark also uses a star chart, which is a visual tool for him to track his behavior. He has the
opportunity to earn stars on his chart. There are several instances in this lesson that support
whole group learning: Listening to the story on the rug, sharing their ideas by raising hands,
managing personal space and voice level during the think-walk, respecting peers as they share
their writing. To support Mark’s success, visual reminders of expectations are posted in the
room and reviewed prior to the start of the lesson, as noticed in the introduction/hook. At each
transition, teacher and class will verbally review expectations and recognize positive behaviors
for the whole group. Reinforce Mark’s success each time he is demonstrating expected class
behaviors. Undesired behaviors are immediately addressed by calling attention (non-verbal
reminders first: teacher or aide points to the specific behavior that needs to be addressed on the
behavior chart at Mark’s desk).
If Mark received all green stars in the morning, he is rewarded with computer time. He is again
rewarded with computer time if he receives all green stars in the afternoon.
The star chart is sent home daily, along with feedback to parents on what went well and what did
not go well during the day.
Goal 3: Mark will demonstrate the ability to make sound-symbol correspondence for consonant
sounds.
Accommodations: This assignment will encourage sound spelling, with guided support from the
instructor as needed. Support for Mark will consider that he identify the letters (with a focus on
beginning and ending sounds) for the words that he has been provided. One-on-one teacher
support will be provided, and is integrated into the lesson design through independent writing
time.
Anslo
Assessment data indicates that Anslo’s language, academic, and other adaptive skills are
consistent with intellectual delays. (*IEP goals have been adapted to a kindergarten)
Connor
Connor has not responded to RTI interventions, and has been identified as requiring support for a
learning disability.
IEP goals for Connor: (*goals have been revised to reflect kindergarten curriculum objectives)
Goal 1: Connor will demonstrate comprehension of stories
Accommodations: Through one-on-one conferencing during the think-walk, Connor will be
asked to retell particular elements of the story to the instructor.
Goal 2: Connor will focus his attention during class instruction.
Accommodations: Connor will be seated close to the instructor during the read aloud, and will
be situated in a space where he will be part of the group but not surrounded by his peers. He will
have unobstructed view of the pictures and the instructor.
Goal 3: Connor will develop age appropriate writing skills.
Accommodations: Connor will be provided writing support by the instructor writing a model
sentence that he will have at his desk for a reference during writing time. He can use this model
to copy the words of the sentence onto his paper. If needed, he will be provided a pre-printed
dotted-line model of the sentence to trace.
Brady
Brady has a 504 accommodation plan to help support positive behaviors. With a diagnosis of
ADHD, Brady’s behaviors are interfering with his academic performance.
504 Accommodations:
Accommodation 1: Language Arts: Letter name and letter sound recognition
Brady will be provided an alpha friends chart (alphabetically ordered) to use as a resource during
the writing exercise. In one-on-one conferencing during writing workshop, he will be given a
written copy of the sentence to transcribe onto his paper. With this resource as a guide, he work
with the instructor to identify beginning letters and beginning sounds of the words in the
sentence.
Brady has various tools placed at his desk and throughout the room to support him in making
positive behavior choices. He has a sign at his desk that outlines, with pictures and words, the
following objectives: Ears listening, eyes watching, body still, voice quiet, brain on. This visual
reminder is a way that the teacher can call Brady’s attention to the behaviors he needs to attend
to. If Brady is being disruptive in the classroom with his voice, the preferred (and first) method
is to point to that behavior on the chart. This non-verbal reminder supports Brady without
calling whole class attention. Additional supports include a Kelsos Choices wheel, which is
placed throughout the room and directly on the table caddys.
Brady also uses a personal star chart, which is a visual tool for him to track his behavior. He has
the opportunity to earn stars on his chart, and when he does so, he is rewarded with a sticker or a
brain break.
To support Brady’s success, visual reminders of expectations are posted in the room and
reviewed prior to the start of the lesson, as noticed in the introduction/hook. At each transition,
teacher and class will verbally review expectations and recognize positive behaviors for the
whole group. Reinforce Brady’s success each time he is demonstrating expected class behaviors.
Undesired behaviors are immediately addressed by calling attention (non-verbal reminders first:
teacher or aide points to the specific behavior that needs to be addressed on the behavior chart at
Brady’s desk).
If Brady received all green stars in the morning, he is rewarded with computer time. He is again
rewarded with computer time if he receives all green stars in the afternoon.
The star chart is sent home daily, along with feedback to parents on what went well and what did
not go well during the day.