Published on AASL Learning4Life Lesson Plan Database
Pourquoi Tales
Created by: Cyndi Jensen
Title/Role: Elementary School Teacher/Librarian
Organization/School Name: Anchorage School District/Ravenwood Elementary
Location: Alaska
Grade Level: 4
Type of Lesson: Lesson in a unit
Type of Schedule: Fixed
Collaboration Continuum: Limited
Content Area:
Language Arts
Content Topic: A Pourquoi tale, French for why... because; explaining why something came to be in
nature.
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
1.1.9 Collaborate with others to broaden and deepen understanding.
Dispositions Indicator(s):
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when
necessary to achieve success.
1.2.6 Display emotional resilience by persisting in information searching despite challenges.
Responsibilities Indicator(s):
1.3.4 Contribute to the exchange of ideas within the learning community.
Self-Assessment Strategies Indicator(s):
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as
necessary.
Scenario: While informally meeting with teachers on an upcoming unit it was identified that students have
had difficulty distinguishing unique elements of a Pourquoi tale. Student frustration was experienced when
attempting to write a Pourquoi tale which is the unit final project. Teacher/Librarian (TL) suggested the
development of a chart identifying the essential features of the Pourquoi genre. Initial classroom and
Library work will include reading a variety of tales to gain familiarity with these tales.
Overview: Unit Focus: What purpose do Pourquoi tales serve in the understanding of early peoples about
the natural world in which they lived? Essential question for this lesson: Can students identify the unique
features that distinguish a Pourquoi tale to enable them to write their own tale?
Final Product: The final product is a student created Semantic Feature Analysis Chart. The chart will
serve as a guide and student self-assessment tool when writing their Pourquoi tale. Students will create by
using notebook paper to underscore that charts are helpful when developing understanding of
new/complex information and require easily accessible materials.
Library Lesson: Using the Inquiry method, students will develop an understanding of the critical
differences of the Pourquoi genre by comparing and contrasting its features with the more familiar fiction
genre.
Estimated Lesson Time: 30 minutes
Assessment
Product: A student created 2x7 Semantic Feature Analysis chart which will be assessed using an
instructor created rubric. See attached example.
Process: TL circulates as students work independently, clarifying/assisting where needed. During the
second session students will do one category as whole group and complete the chart independently.
Student self-questioning: Am I confident that I can identify the features that make a Pourquoi tale
different from other stories I have read? Will I be able to use my chart to guide my writing of a Pourquoi
tale? Am I working with my group to improve my understanding of these features?
Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)
Text (books, letters, poems, newspapers, etc.)
Resources instructor will use:
Projector
Laptop
White board
Instruction/Activities
Direct instruction: TL will introduce a 2x7 Semantic Feature Analysis chart for student use to clarify
and identify distinctive Pourquoi story features. TL will demonstrate how to fold paper to create columns
of the chart. Students to follow. Ask table partners to check to insure all have completed. Additionally TL
moves around room to help as needed. Inform students that the chart will allow for feature comparison
between two types of stories: Pourquoi and general fiction; students write those terms horizontally on
chart.
Modeling and guided practice: TL poses the question to whole class: What is the purpose of authors
who write fiction? Why did ancient people tell Pourquoi tales? Note answers on teacher chart as
students share answers. Remind students to use the previously read tales as examples to form their
answers. Ask partners to check each other insuring that each member has filled in the terms fiction and
Pourquoi tale and have written the comparison of the first feature: Purpose. Ask class to identify another
feature of a story to share with class. Remind them of 60 second think time. Call on one pair. Ask one
partner for the feature; the second partner is to identify how it appears in fiction. Pose question to whole
class, How would it appear differently in a Pourquoi tale? TL models by adding to master chart. Class
adds to their charts. Partners double check each other.
Independent practice: Students to fill out next comparison individually. Students are reminded to use
previously read examples to develop their answer. Individual charts are checked as teacher/librarian
moves throughout the room.
Sharing and reflecting: Ask several students to share their examples of features of Pourquoi tales with
the class. TL will note additions on master chart. TL reminds students their chart will be used when
writing their Pourquoi tale. At the next library session students will complete their chart. Students to
leave charts in library allowing TL to review for accuracy and completion.
Have you taught this lesson before: No
Strategies for differentiation: The reading differentiation method in previous library sessions was
Pourquoi Readers Theater scripts. Using the previously read scripts, students will highlight five Pourquoi
features. Students will use different colored highlighters to identify critical features of the Pourquoi tales.
Students will develop a legend to identify specific features.
AASL/Common Core State Standards Crosswalk
English Language Arts:
CC.4.W.6 » English Language Arts » Production and Distribution of Writing » 6. With some guidance
and support from adults, use technology, including the Internet, to produce and publish writing as well as
to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of one page in a single sitting. (4)
CC.4.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Recall relevant
information from experiences or gather relevant information from print and digital sources; take notes
and categorize information, and provide a list of sources. (4)
This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or
educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office
of Rights and Permissions.
Assessment: 2x7 Semantic Feature Analysis Chart.
5 – Chart has title, 2 horizontal headings, 7 vertical categories. Correct spelling, neat and easily read.
3 – Chart has title, 2 horizontal headings, 5 vertical categories. There are some misspellings, neat.
2 - Chart has title, 1 horizontal heading, 3 vertical categories, misspelling make understanding difficult.
1 – Chart has title, attempt made at 2 or less headings and categories but does not follow format. Multiple misspelling.
0 – Missing title, has few headings or categories, difficult to read due to misspelling and displays little effort at neatness.