Social Studies (Citizenship): 1.01, 1.05, 4.04, 6.01, and 6.03

GRADE 3

Social Studies (citizenship): 1.01, 1.05, 4.04, 6.01, and 6.03

Theatre Arts: 1.02 Recognize the beginning, middle, end of a story. 1.03 Infer lessons from multi-cultural stories, fairy tales, tall tales, fables, legends, and myths. 1.07 Discuss how characters attempt to resolve conflicts.

Science: 1.05 Observe and discuss how bees pollinate flowers.

FL OBJECTIVE: 4.05 SWBAT demonstrate understanding of children’s literature including stories, poetry, folktales, fables, and legends of the target cultures. SWBAT use the conditional tense during a role-play exercise. Ex. I would/would not…

FOCUS AND REVIEW: Review story using 10 picture cards that depict the plot. Through discussion about pictures the teacher will activate prior knowledge of vocabulary relevant to the story regarding animals (fox, bear, bees, big bird), plants (flowers, trees), habitats (forest/jungle), and present tense verbs (comprar, hacer, cambiar, polinizar, comer, tener, querer, pedir), which relate to the story. Students will have been introduced to the conditional tense in the previous lesson, so this is not the first time they have heard it. This lesson will reinforce it and give students the need to use the conditional tense.

STATEMENT OF OBJECTIVE: Students will be able to use the conditional tense during a role-play exercise. (I would/would not…) We are going to use the conditional tense to say what we would or would not do as one of the main characters in the story. Next we will vote as a class on who would be the best citizen, who would be the worst, what would our forest look like as a result of the changes in the story.

TEACHER INPUT: The teacher asks, “What would you do as a character in card number 1?” The teacher then says, “I would/would not….” Give several examples of a possible answer.

GUIDED PRACTICE: The teacher will give students a worksheet that has pictures that represent events of the story. The students number the pictures in order as the teacher retells the story with the help of students. Have students mark the pictures as either good or bad choices with check marks or x marks. Teacher uses worksheet exercise to guide students to say what they would/would not do in various pictures as a response to their x marks. This worksheet will be used as a guide for their responses.

INDEPENDENT PRACTICE: Students must think about the following questions: What character would you be? What would you do to change the story? Students will use paper maché masks that they have already made in a previous lesson to act out what they would do in the characters’ situation in order to change the story. For each card, one bear, fox, bee, etc. (whichever characters are appropriate) will be called on to come to the front of the class and say what they would change about the story as it relates to the character depicted in the mask. This is repeated for all the cards and until all students have participated. The class would vote on whether or not the group members were acting as good citizens of the forest.

CLOSURE/ASSESSMENT: We will assess during role-play with a rubric whether or not students can say what they would have done with the conditional tense. We will also have the class tally the number of good/bad citizens and then answer the question-If our class was the forest, would our flowers live or die?

MATERIALS: masks, pictures of animals/characters in the story, shortened version of story, worksheets