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Subject

English Language Arts (NYS P-12 Common Core)

Materials

 

• The book: The Emperor and the Kite written by Jane Yolen and illustrated by Ed Young.
• The worksheet provided lists the 4 questions twice, so two copies can be printed out on one paper and then cut in half.

 

 

• Worksheet for The Emperor and the Kite

 

Description

This is an excellent lesson to use in preparation of the 4th grade ELA exam. It requires students to listen and think at a slightly higher level.

Objectives

The purpose of this lesson is to help students develop critical listening skills. In addition to listening carefully, students will answer four questions related to the story they just heard.

Procedure

The teacher will want to look through the story to identify any vocabulary that the students may not know. Vocabulary words to define ahead of time, or at least be ready to discuss when they appear in the story include: emperor, monk, plotting, neglected, unyielding. I usually ask students if they know what an emperor is when I introduce the title, author and illustrator. I discuss the other terms as they occur.

1. Read aloud The Emperor and the Kite.

2. Stop and discuss parts of the story as necessary with the students to help them gain an understanding of the story.
3. Students will listen to the story, and then answer four questions similar to types of questions asked on the ELA exam.

Modifications

During or after reading the story, you may choose to question students, discuss parts of the story, or have students question you. You may also choose to allow students to take notes while listening to the story. There is another vocabulary word, insignificant, that you may choose to discuss and define, depending on the level and special needs of your students. However, the word insignificant is part of a question on the worksheet.

Duration

It will take approximately 25 - 35 minutes to read the story (with some vocabulary discussion during the story) and have students complete the questions. Discussion of answers should probably take place at later time when papers are passed back.

Assessment

Use the worksheet provided for assessment.
Question #1 helps students identify main idea by asking for another title.
Question #2 involves determining meaning based on context.
Question #3 is a recall question that involves making a judgment.
Question #4 uses a haiku directly from the story, and asks students why the change made to the last line is important. This requires critical thinking by the student.

I collect their papers, look at their answers, and then at a later time go over the answers. I allow for discussion of different answers for questions #1 and 4 if students can offer a good explanation for their answers.

Related Academic Standards

New York State

4R4 Determine the meaning of words, phrases, figurative language, academic, and content-specific words. (RI & RL)

4RF3 Know and apply grade-level phonics and word analysis skills in decoding words.

AS.R.1 Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

AS.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

AS.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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