UNIT X 198 | UNIT 5 DIFFERENTIATED INSTRUCTION Scaffold • Clarify the features of the myth genre. Then read and annotate the Student Model together. Project or copy the Student Model onto the board. Use one color to highlight the signal phrases and another one to highlight structure features, such as the explanation in the conclusion. (Alternatively, use underlining, circling, and bracketing.) • Provide sentence frames for students to practice describing annotations and identifying key elements of the Student Model: We used the color _____ to highlight the _____. _____ is a phrase used in myths. _____ is a phrase that orders the parts of the story. The _____ is in the conclusion. Amplify Have students look back in the book to find other examples of myth. They can work in pairs to choose a myth and identify genre language and features. Direct students to describe the specific purpose of the myths. (for example, not to explain “something in nature” but to explain why Orion is a constellation) Instructional Routine: Writing p. Txxxvi Write a Story: Mythology • Recognize characteristics of myth Write myth on the board. Ask: What do you know about myths? Help students recall The Story of Arachne from earlier in the unit. Elicit that myths include characters with special powers and explain something in nature or teach lessons. Remind students that pourquoi tales are like myths. • Understand text structure Have students follow along silently as you read aloud the introduction. Call attention to the terms world, universe, characters, special powers, and nature, and discuss their meanings. Point out the key word in bold type students should refer to for guidance when writing their stories. Prompt Activate prior knowledge Read aloud the prompt. Ensure students understand leopard and spots. Ask: What stories have we read that explain something in nature? Remind students about Anansi and His Sons, How Parrot Got Its Colors, and other texts in the unit. Then ask students to think about things in nature they want to understand. Student Model • Listen actively Read aloud the Student Model as students follow along. Then give students time to read silently to build comprehension. • Recognize genre language and features Point out the phrase long ago. Remind students that this and phrases like even so are used to signal that a story is a myth. Ask a volunteer to read aloud the last paragraph and work together to identify the genre feature in the conclusion. (explanation of something in nature: the face on a full Moon and why wolves howl at the Moon) Writing Strategy: Planning Your Idea Support opinions Read aloud the writing strategy. Then use the Student Model to review how the student told the story to explain something in nature. EXPLORE AND LEARN Student Model How Moon Got Its Face by Sami Fasil On some nights, when the Moon is full, you can look up and see a face on it. However, long ago, the Moon didn’t have a face. At the beginning of the month, the Moon was a small crescent. Each day, it got bigger until it was a gigantic, bright, white sphere. Wolf had a young daughter named Howl. She loved to howl at the Moon. Every night, she howled for hours and hours, but the Moon never responded. This made Howl very sad. Each night, Howl was sadder and sadder. She stopped howling. One night when Howl was sleeping, Wolf jumped quickly up to the Moon. She asked the Moon to answer Howl. The Moon said, “I don’t have time!” The next night, Wolf went to see the Moon again. She boldly painted a smiling face on the Moon. Wolf told her daughter to wait for the Moon to be full. Howl waited for many nights, and finally the Moon was full and smiling at her. Howl howled and the Moon smiled. Now there is a full Moon once a month that smiles at Earth’s creatures. The wolves always howl on the night of a full Moon. Narrative Writing Write a Myth Remember that a myth often explains something that happens in the world or the universe. A myth includes: • characters with special powers • an explanation of something in nature • a beginning, middle, and end Write a myth to explain something in nature. Use one of these ideas or your own idea. • why a leopard has spots • why leaves change color • why the North Star is so bright WRITING STRATEGY Planning Your Idea Think about a natural thing. It could be an animal’s appearance or behavior. It could be weather, such as a storm. It could also be a natural phenomenon like an earthquake. What story can you tell to explain this natural thing? CONNECT TO Writing UNIT 5 198 UNIT 5 / CONNECT TO WRITING
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