Home Plan - [JG3-L2-U1-LC5-23 Cultures – Traditional Tales – Stormalong]

The document covers the analysis and understanding of traditional tales, particularly focusing on the text “Stormalong.” It discusses identifying tall tales through hyperboles, exaggerated events, and American folk hero characteristics, with tasks for students to interpret hyperboles and evaluate Stormy’s journey. Pages 21-33 delve into hyperbole analysis, character traits examination, and understanding the narrative’s development. Additionally, pages 34-47 introduce tips for understanding characters, hyperboles, and point of view in storytelling to explore Stormalong as a legendary figure among sailors. Pages 48-62 focus on story continuation writing tasks, detailing requirements and examples. The final pages 63-68 provide a writing task for a frustrated player, emphasizing grammar and task completion post-class, underlining the importance of neat handwriting and thorough review before submission.

Contents

• Pages 1—20: “Stormalong” analysis, tall tales
• Pages 21—33: Analyzing hyperbole and characters.
• Pages 34—47: Character analysis guidance.
• Pages 48—62: Story continuation instructions
• Pages 63—68: Writing task instructions

The section discusses the analysis of the text “Stormalong” as part of studying traditional tales. It covers how to identify tall tales using exaggerated events, hyperboles, and characteristics of American folk heroes. The text considers Stormy’s quest to find where he belongs and how sailors accepted him despite his enormous size. It includes tasks for students to understand hyperboles in storytelling and their usage for emphasis. The analysis involves interpreting Stormy’s journey and determining if he found a place where he felt comfortable. The section encourages students to engage with the text and identify literary elements like hyperboles, common in tall tales.

The section of the document discusses identifying and analyzing the use of hyperbole in a selected text. An example of hyperbole, “It’ll take a month o’ Sundays for him to untie himself,” is provided, and it’s explained that it emphasizes a long time without literally meaning thirty weeks. The effect of hyperbole in the story is noted to make it more interesting. The activity involves students identifying, analyzing, and discussing hyperbole with the help of a teacher. Additionally, the document touches on understanding characters by examining Stormy’s personality traits, actions, relationships with others, and thoughts. The narrative reveals Stormy’s quest for a place to call home and how his bravery led him to explore different locations. Through the text discussion and analysis, students are prompted to understand characters, their motivations, and how they contribute to the story’s development.

This section of the document provides tips for analyzing a text related to the target skill of “Understanding Characters.” It includes instructions for listening to questions, rereading selected text, and answering questions using the target skill with the help of another person (T). An example related to a character named Stormy is provided, describing his quest and actions. The text also introduces the concepts of hyperbole and point of view in storytelling, focusing on first-person and third-person perspectives. It highlights how the story character, Stormalong, is described in the third-person point of view to give readers insights into different characters’ perspectives. The document further delves into the legend of Stormalong among sailors, emphasizing his courage, problem-solving abilities, and bravery. Lastly, it includes scaffolding questions and an essential question about passing down stories over the years to impart values and character traits.

This section of the document provides tips and instructions for completing a story continuation writing task. It begins with highlighting the requirements, which include using at least five of the ten underlined words in the story, writing more than 120 words, and much more. The story introduced involves Mrs. Carpenter’s students discovering that Lester, the alligator lizard, has gone missing. The students brainstorm ideas to find Lester, including forming a search party and making posters. Eventually, Lester returns with a new friend, Lizzy, surprising and delighting the children. The section further explains the steps for planning the continuation of the story, emphasizing the importance of incorporating key elements from the given part of the story and including the underlined words in the draft. It concludes by introducing the writing task related to a frustrated player named Omar in a Little League game and prompts the reader to complete the story continuation with their own ideas, using at least five of the underlined key words in the draft.

The document section details a writing task given to a frustrated player who needs to write a story with neat handwriting and check grammar, punctuation, and capitalization before uploading. The main character needs to finish their draft after class, and the teacher may remind them of the task requirements. After reflecting on what they learned, the student is advised to review and complete the writing task of more than 80 words as part of a continuation writing task. The tips suggest reading additional material and ensuring completion after class.