Rebecca Romero

October 8, 2019
Lesson Plan:
Origin Stories

Standard:
ELA Text Types and Purposes:
5.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences. a. Orient the reader by
establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally. b. Use narrative techniques, such as dialogue,
description, and pacing, to develop experiences and events or show the responses of
characters to situations. c. Use a variety of transitional words, phrases, and clauses to
manage the sequence of events. d. Use concrete words and phrases and sensory
details to convey experiences and events precisely. e. Provide a conclusion that
follows from the narrated experiences or events.

Objective:
To examine folklore origin stories across various Native American cultures. At the end of the
learning period, students will be able to craft their own origin story, that hosts a clear
sequence of events and has a well thought out narrative.

Lesson Materials:
● A Tail for a Tail: Cherokee Trickster Stories by Julia Giachetti
● Paper (lined)
● Pencils (colored/ graphite)

Lesson Length:
Approximately 200 Minutes (over the span of eight sessions)

Instructional Methods:
● Direct, small group instruction (learning center)
● Tiered Lesson
● Cooperative Learning

ELA Support:
● This lesson hosts a large segment of small group time. Within these small groups, one
is better able to reach the needs of all students, since we can slow down and dissect
the text as needed.
● The text and the storyboards, provide visual aids that help students formulate ideas.
● An ELA coordinator will be pulling students, to help read essays and correct any
formatting or spelling/ grammar errors.

Lesson:

In a small group setting, students will read and dissect the text A Tail for a Tail: Cherokee
Trickster Stories by Julia Giachetti. This story goes over various animal origin stories, such
as the creation design of possums’ and rabbits’ tails, how deer got their antlers, etc. We will
also discuss the cultural relevance of the text and talk about reasons tribes, such as the
Cherokee, created shared these origin stories. During this time, students will take turns
reading the text, and the teacher will pause reading in order to facilitate discussion and ask
questions. (40 minutes)

After reading the text, students will create their own origin stories. In order to be culturally
sensitive, the focus of the lesson will be on the creative aspect of explaining a topic, rather
than any religious aspect. Before writing, students will brainstorm ideas with one another,
about what animal or object they will choose to write about. They can also discuss “how” or
“why” the thing was created or transformed into its known counterpart. The teacher will help
any student during this time who is having trouble brainstorming ideas. (20 minutes)

Students will create a story-board to organize their ideas. They will then share their stories
orally in small groups using the storyboard to facilitate conversation. During this time, the
teacher will observe group dynamics and help facilitate discussions as needed.
Finally, students will get a block(s) of time to write their story. Their text must show a clear
sequence of events that explains the reasoning behind something’s creation. They must
include a key cast of characters and include some form of dialogue. The teacher will walk
around in order to help with formatting/writing issues. (120 minutes)

This lesson will allow students to not only better understand the historical purpose of origin
stories, but let them showcase their creative side.

Assessments:
Informal:
● In a small group setting, the teacher will observe and gauge student
understanding by assessing how students are communicating and contributing
with one another based on the lesson material and assignments.
Formal:
● Students writing will be gauged and assessed based on their writing piece. In
the text, the teacher will look for logical sequencing, developed character
arches, clear explanation of origin, and various other spelling/structure
components.