Lesson Plan

The Native American Origin Tale: Fire

Students will learn questions about a Native American origin tale about fire.
Bryan C.
Classroom teacher
E O Young Junior Elementary School
Middleburg, NC
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My Grades K, 1, 2, 3, 4, 5
My Subjects English Language Arts, English Language Learning

Students will be able to...

1)Read and comprehend the vocabulary of the story with some guidance from peers and adults. 2)Explain the main idea of the story using a visual, written words and short phrases, sentences, and/or oral discussion/feedback. 3)Engage in a question and answer discussion with the class and teacher to discuss the story.

English Language Arts
English Language Learning
Grades 2 - 4
All Notes
Teacher Notes
Student Notes

1 Building Background on Native Apache People

Activity: Presenting

I engage my students' interest by asking the Essential Questions: “Why do we LOVE myths?” “What is a myth?” and “What is an origin tale?” I explain that we will learn a little about their culture, then read a popular story together. Before reading the story, I remind them of our grammar review we will do. Then, I will distribute copies of “The Origin of Fire” Native American tale through “Player’s Theater.”

2 Vocabulary Review

ISTE Standards 4-D Bloom’s Digital Taxonomy: Remembering - Recalling facts (grammar) Just before reading time, I need to remind my EL students to apply some of the letter/sound vocabulary rules that they have been learning for a while. For approximately 10-15 minutes, Students will engage themselves in listening to the catchy songs on Grammar Jammers, a nifty app that teaches kids before and as they read.

3 :"Reader's Theater"

Activity: Reading

Bloom's Taxonomy: Apply. Students will be given their reading roles at the table; then they will move on to the carpet, where I will give them copies of the Origins story. I will ask them to read their part loudly and clearly as they stand until we have finished the story. I will ask students to use different voices for each character.

Student Instructions

Asking at least two students to read an animal's part will allow each "animal" to be heard from across the room, and will give each student confidence and self-assurance. Students will next be directed to sit at the table and work in pairs on an assignment sheet. Low-level students are paired with upper-level readers.

4 Next-Day Quiz Challenge

Bloom's Digital Taxonomy: Analyze ISTE Standards: 1: Facilitate and Inspire Student Learning and Creativity After working together in pairs, students will come together and share their thoughts and opinions of the story with their classmates. Random students will answer each question from the assignment sheet.I will also pose an open-ended question, perhaps revisiting the “Essential Question” of the day: “Why do we LOVE to read myths?” Then, working alone, students will compose a brief written response to the Essential Question: “Why do we love to read myths?” Technology skills, critical thinking skills are utilized Bloom’s Digital Taxonomy: Applying - Solving problems The next meeting time, using Kahoot, I will assess students’ knowledge and understanding of the story and of Native Folklore, using an informal, fun, and competitive game approach to answering questions. The winner will receive a special prize, which is either a Superman or Batman “Origins” novel from Scholastic Books. In the end, however, everyone is the winner.

Student Instructions

Students will come to the classroom the next day, take the electronic devices and log-on to Kahoot with the special identification number that will be written on the board. We will then begin the quiz challenge.