Kissing Coyotes

In the classroom/library:

Introduction
GRADE LEVEL: 4
SUBJECT: Kissing Coyotes by Marcia Vaughan, illustrated by Kenneth J. Spengler
OVERVIEW: Students will hear a read aloud. They will take notes, make predictions, answer questions and they will either draw or write responses.
PURPOSE: The purpose of this lesson is to invite the students to use their imaginations to complete a story and strengthen their listening and note taking skills. They will also use simple mathematics.

Outcomes
Students will
1. Listen to the text being read
2. Look at the illustrations
3. Make predictions and inferences
4. Use imagination in writing or drawing
5. Take notes of important features in text

Standards - Reading Comprehension, Writing, Mathematics and Fine Arts

Reading
Strand 2: Comprehending Literary Text
o Identify, analyze, and apply knowledge of the structures and elements of literature. (4-R2-C1)
PO 3. Identify the moral of literary selection (e.g., fables, folktales, fairytales, legends).
PO 5. Describe a character's traits using textual evidence (e.g., dialogue, actions,
narrations, illustrations).

Mathematics
Strand 1: Number Sense and Operations
Concept 2: Numerical Operations
o Understand and apply numerical operations and their relationship to one another. (4-M1- C2)
PO 1. Add whole numbers

Writing
Concept 2: Organization
o Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together. (4-W2-C2)
PO 5. Create an ending that provides a sense of resolution or closure.

Concept 3: Voice
o Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose. (4-W2-C3)
PO 2. Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic
and type of writing.

Concept 4: Word Choice
o Word choice reflects the writer's use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose. (4-W2-C4)
PO 2. Use descriptive words and phrases that energize the writing.

Art
Standard 1: Creating Art
o Choose the most appropriate media, techniques, and processes to enhance communication of one's own ideas and experiences. (AV1-E1)
PO 1. create artwork using the most appropriate media to communicate ideas and experiences

Resources
Kissing Coyotes by Marcia Vaughan, illustrated by Kenneth J. Spengler

Materials
Paper, crayons, and pencils

Process

1. Introductory Set
Have you ever read a book and wished that the ending were different. Thought that the characters should have made different choices? Have you ever wanted to tell the author that there was a better way to end the story? There are books available that allow you to choose the course that you want to follow throughout the story. You get to make decisions throughout the story that determine the outcome. Kissing Coyotes is a perfect book for this to be done. The ending is left open enough to allow for the reader to imagine, What would happen if?

Just imagine for a moment, the story of the tortoise and the hare. What if it had ended differently, what if the hare was not so confident in his superior speed, or if the tortoise was a little lazy, do you think that he would have won?

What about the boy who cried wolf, imagine if he did not abuse the signal for help, do you think that there would have been a different ending?

2. Objective/purpose
In order to fully grasp the author intent, sometimes students need to explore with creativity. This activity will enable them to take the text that is being read and expound on it. They will use their listing skill in order to answer simple questions. They will use the very basic math skill in order to improve their listening skill. All of these tools will lead to a better comprehension of text.
Throughout this lesson, students will:
1. Listen to the text being read
2. Look at the illustrations
3. Make predictions and inferences
4. Use imagination in writing or drawing
5. Take notes of important features in text

3. Input
First the students will be shown the book that will be read, they will be told the title, and the author and illustrators names. Then the worksheet pages will be gone over the pages. The students will be asked to listen for things that they need to write down on the paper in there worksheets. These notes will assist in them answering the questions. The text will then be read. After reading the text, the worksheet will be gone over once more. Understanding will be confirmed before the students begin the worksheets. They will have time to answer the questions and choose between drawing or writing and alternate ending to the story.

4. Modeling
The teacher will talk to them about what a moral of a story is. Then he/she will ask if there is importance to the moral of the story. The teacher will share with the group his/her favorite character in the story that we are reading and why that character is liked.

5. Check for Understanding
The teacher will ask for them to repeat what is expected of them. If there is any confusion it will be clarified.

6. Guided Practice
They will be sitting next to the teacher at a small desk, but if they were not, he/she could circulate around the room to see how students were doing and lend a hand when needed.

7. Independent Practice
This will be completed alone, in class.

8. Closure
After the students have completed the worksheet, we will talk about the moral of this story and why it is important. We will also talk about what they thought of being able to change the ending.

Assessment
In order to assess this activity, the worksheet will be looked at to see if it is complete.

Extensions/Modifications
To extend this lesson, students can write and illustrate their own text based upon a moral.

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