Selman TTESS Lesson

Classroom Management and Activity Coordination

  • Participants Present

    • Adeline, Kelly, Richie, Kingston, Marie, Diana, Samuel, Cannon, Raquel, and others are mentioned.

  • Seating and Arrangement

    • Richie needs to scoot back to avoid being stepped on.

    • Kingston and Diana are guided to position properly.

English Language Arts Assessment Overview

  • Warm-Up Review

    • Weekly assessments covering basic English concepts (nouns, verbs, adverbs, and adjectives).

    • The teacher notes that students are generally familiar with the concepts since they have been learning them since first grade.

  • Assessment Issues

    • A significant number of students are struggling with assessments despite understanding the concepts.

    • The teacher identifies a potential issue: students are not reading whole sentences before answering questions.

  • Example Sentence for Analysis

    • The teacher presents the example: "The terrifying tornado suddenly appeared near my small house."

    • Emphasizes the importance of the full context when identifying parts of speech.

Understanding Sentence Structure

  • Components of a Sentence

    • Every sentence has two main components:

    • Subject: The part of the sentence that tells what it is about.

    • Predicate: The part that describes what the subject does.

  • Identification Through Examples

    • In the example sentence:

    • Whole subject: A terrifying tornado.

    • Predicate: Suddenly appeared near my small house.

    • Identifying Nouns: Teacher queries students about what nouns are in the subject.

      • The noun in the subject is identified as tornado.

    • Descriptive Words:

      • Word describing the noun: terrifying is identified as an adjective.

      • Student questions about whether “terrifying” could be a verb highlight misconceptions.

  • Verbs and Adverbs

    • Key focus shifts to identifying the verb and its modifier.

    • The teacher prompts the class to find the verb in the predicate.

      • Verb Identified: Appeared.

      • Modifier: Suddenly is identified as an adverb because it modifies the verb.

    • Connection noted: Adverbs modify verbs, while adjectives modify nouns.

Introduction to Folktales

  • Class Discussion on Folktales

    • The teacher asks students their thoughts on the necessity of learning about folktales.

    • Responses highlight the lessons learned and the importance of imagination and tradition in storytelling.

Learning Outcomes and Examples from Folktales

  • Identifying Lessons from Stories

    • Raquel cites The Hare and the Tortoise as a story with valuable lessons about perseverance.

    • Cannon mentions The Boy Who Cried Wolf, emphasizing trust and honesty issues in communication.

  • Sharing of Various Folktales

    • Discusses the passing down of stories through generations.

    • Emphasizes that many folktales originate from unknown authors, often transitioning through oral tradition.

    • Connections made to the Greeks and mythological storytelling.

Types of Folktales (or Folklore)

  • Identified Types of Folktales

    • Fairy Tale

    • Fable

    • Legend

    • Tall Tale

    • Myths

  • Discussion on Characteristics and Examples

    • Students engage in an activity where they categorize examples or characteristics on sticky notes into their corresponding types.

Group Activity Breakdown

  • Instructions for Activity

    • Each student receives a sticky note with an example or a characteristic related to folktales.

    • Students must place these sticky notes in the correct categories (e.g., Fairy Tale, Fable, etc.).

    • Encouragement to listen to each other during sharing.

Library Books and Conclusions

  • Introducing Library Materials

    • Teacher discusses available library books that pertain to the discussed folktales and folklore.

    • Specific examples of books shared:

    • “The Hare and the Tortoise” - Fable

    • “Cinderella” and “Beauty and the Beast” - Fairy Tales

    • „Tall Tales featuring Pecos Bill and Paul Bunyan"

    • Greek Mythology book and associated mythological characters.

Next Steps in Activities

  • Posters and Group Collaboration

    • After categorizing items, students will work on finishing their posters in groups labeled by type of folklore.

    • Each group will rotate to answer questions in their activity packets.

Classroom Etiquette and Collaboration

  • Guidelines for Group Work

    • Importance of kindness and collaboration noted.

    • Students must actively participate and contribute, promoting teamwork.

    • Specific rules are discussed, e.g., speaking respectfully, listening attentively, and maintaining an appropriate noise level during discussions.