Day 2: Anansi the Spider & Summaries
- Jenny Brown
- Mar 13, 2017
- 3 min read
At the end of this two hour lesson, students will be able to:
1. Identify and discuss key elements of the Anansi story.
2. Identify phrasal verb vocabulary from the Anansi story text.
3. Write a short summary of the story using keywords.
4. Use the keyword strategy to write a summary of a folk tale from their own culture.
Materials:
[Adapted from: http://www.storynory.com/2015/07/13/how-anansi-brought-wild-animals-into-the-world/]
Class Plan
(10 min) Greetings and Review their Leprechaun story summaries
Make sure to review key fiction terms [characters, plot, setting].
(15min) Introduction to Anansi Story
Schema-Activation & Cultural Context
- West African Folklore (Map of Africa in PPT slides)
- Anansi is a “trickster” character
- What is a trickster? (Have students examine root and suffix to guess meaning)
Group Discussion:
Anansi is a “trickster”. In many cultures there are “trickster” characters.
Do you have a trickster character in the folk stories from your home culture?
If yes, what kinds of things does this character do?
Debrief with eliciting some examples from different cultures. PPT slides include pictures of Loki, the fox, and Native American image of trickster animal
Vocabulary
Introduce and define some of the low-frequency vocabulary from the story.
On slides with pictures: yam, famine, palm nut, and opening in the group
(6-7 min) Preview and Predict
Have the students get into groups of 3 or 4.
Pass out the Preview & Prediction slips (each group gets one set of 4)
Ask the students to each read and share their story excerpt.
What do they think is going to happen in the story?
(15min) First reading of the Anansi Story with guided reading handout
Ask students to complete the first 3 questions of the handout.
(10min) Phrasal Verbs in Anansi Story
Briefly review some general information about phrasal verbs (PPT slides show phrasal verb, and information about transitive and intransitive verbs using pizza and sandwich allegories)
Show a few excerpts of paragraphs from the slides and ask students to call out phrasal verbs that they find. Try to elicit meaning from the students as well as give students synonyms for the phrasal verbs they are unable to define. Ask them to identify whether they call tell if it is transitive or intransitive.
After modeling the first few paragraphs, have student highlight the phrasal verbs on their story printouts. Ask them to include at least 2 new phrasal verbs on their list of vocabulary words to define on the their storywork handout.
(10 min) Second Reading (in groups) with Main Idea & Supporting Details Questions
Ask students to get into pairs or small groups and to work on the main idea and supporting details questions together.
Debrief answers in 1-2 min
I usually collect the storywork handout in the next class to give students time to work on their vocabulary section at home.
(10 min) Introduction of key word summarizing strategy
Introduce the keyword summarizing strategy using the PPT slides.
The first section of the Anansi Reading is given as an example in the slides to demonstrate how to highlight keywords.
(10min) Group summary writing activity
Split the class into four groups. Assign each group one page of the Anansi story to highlight keywords together. After they finish highlighting the keywords, have them work together to answer the (who, what, where, when, why, and how) on their handout.
If some groups finish early, you can have them re-write it into a paragraph under their graphic organizer (or they can finish that portion for homework).
(6-7 min) HW: Time to work on HW worksheet
Pass out the Sharing A Story HW handout. Go over the directions and questions with the students. Give them some time at the end of class to work on their worksheets.
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