Fiction Lesson Plan: Jamie O'Rourke and the Big Potato by Tomie DePaola
Purpose of the Lesson (Rationale)
Students will learn that good readers ask questions when they read. This lesson contributes to the overall instruction of thinking while reading, and becoming a strategic reader.
NYS Learning Standards
Standard 2: Students will read, write, listen and speak for literary response and expression.
Standard 3: Students will read, write, listen and speak for critical analysis and evaluation.
Standard 4: Students will read, write, listen and speak for social interaction.
Common Core State Standards
-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Students will learn the comprehension strategy of questioning while reading and be able to apply it to their independent reading practice. Under questioning strategy, students can also incorporate visualization and inferences/prediction.
Goal of Lesson
Tell students that this is an Irish folktale. Folktale teaches us about a moral or a lesson. It is passed down orally from one generation to the next. Students will learn that there are different forms of questions- through visualization, inferences, prediction and making connection. Asking questions helps students to become better readers and thinkers.
Tell students a little about the author. The author grew up hearing folktales from his beloved grandfather and he enjoyed it so much that it has inspired him to write this story. The love for reading starts when you are young.
Materials & Resources
•Jamie O'Rourke and the Big Potato by Tomie Depaola
•Chart ( The 5W's and H: Who, What, When, Where, Why and How)
•Post-its (give 3-4)
•Independent reading books
•Choose turn and talk partners
•Tell students that since this is a fiction folktale, it will teach us something.
•Tell students to look and listen carefully as I read aloud because we will learn to ask good questions.
•Tell students that good questions start with who, what, when, where, why and how (have chart already prepared).
•Show students the cover, and remind them that every story has a beginning, middle and end. Flip through the pages and tell them that we can create many questions from just by looking at the pictures alone or make inferences from reading through the text. As we read through the pages, we will know why the author enjoys reading and writing folktales. Furthermore, students will learn reading comprehension through deeper understanding from asking questions.
•Tell students that as I read through I will begin by thinking of some of the questions I have that start with these words. I will make sure my questions come right from the words on the pages. You will have a chance to practice this as well with your partner.
•Begin reading stopping at the following pages: (pick 3)
p.2. If her husband feels that the workload is too much even for him, I wonder what might happen to Eileen if she does it?
p.5. Thinking aloud: He is so lazy that he rather go to church to confess and await death than to work.
p.7. How will the leprechaun get out of this problem? Any ideas? (Turn and talk)
p.11. Inferring : How might Jamie feel after hearing his wife's negative remarks?
p.15. Imagine that you are passing by Jamie's home and you notice the big potato, what is one question you would ask your fellow neighbor. (Turn and talk)
p.19. What will they do now? Think of solutions. (Turn and talk).
p.28. What is the lesson of the story?
•When book is completed say, "We learned so much about asking good questions just from reading a picture book.
•Remind students of the strategy just modeled and how good readers ask questions as they read.
Send them back to their seats with 3 post-its each on which to write questions they have while reading their independent reading books.
•Go around the classroom and confer with a few students and choose 2 or 3 students to share their questions at the end of the independent reading period. (About 15 -20 minutes)
•Call the students back to the carpet, and ask the students chosen to share their questions.
Students will be hearing the teacher model questions using a think aloud. They'll refer to the chart.
ELL students can benefit a lot from looking at the picture book and hear a pair of turn and talk partners. They can illustrate on their post-its if they wish not to write, or converse with a fellow classmate.
All students will be reading in books on their independent reading level (narrative or informational texts). If they have already read their book, they can pick another book to read for independent reading. For early finishers, they can pick another book to read and compare the characters.
What method will you use to assess what the students have learned?
•Student watching and listening during read aloud and turn and talks.
•Collect post-its to see if their questions are insightful and provokes deeper understanding. See if their questions are derived from their texts.
•Confer with a few students during independent reading.