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How the Camel Got His Hump

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LESSON:

How the camel got it’s hump

~Rudyard Kipling (read aloud)

 

 

 

 

 

COMMON CORE STANDARD (S): R.L. 3.2 Recount stories, including fables, folktales, and

myths from diverse cultures; determine the  central message, lesson, or moral and explain

how it is conveyed through key details in the text.

SKILLS TO LEARN:

Key Vocabulary: humph, hump, howling, howler, tamarisks, milkweed, thistle, scruciating, idle, Djinn, palaver, trot, bit, pow-wow, indaba (use ABC brainstorming organizer: http://www.educationoasis.com/curriculum/GO/vocab_dev.htm  )

Identify the main theme:  The importance of team work and work ethic

Comprehension questions:

  • Where does the camel live?
  • It says he is "scruciating idle." Discuss what that means.
  • What does the camel refuse to do?
  • Why did the horse, dog and ox get angry?
  • In paragraph ten, can you tell what these words mean: palaver, indaba, punchayet and pow-wow?
  • Who or what do you think a Djinn is?
  • What did the horse, dog and ox tell the Djinn?
  • What did the Djinn do?
  • What happened when the camel said "humph" again?
  • What is the purpose of the hump?
  • Do kids and grownups get humps?
  • What's the cure for humps?

 

 

ACTIVATE BACKGROUND KNOWLEDGE:

DIFFERENTIATION:

I WONDER…

  • Predict how camels may in fact get their hump/ predict and discuss the purpose of the hump
  • Explain:In the real world, camels’ humps serve that very purpose: camels can go for long periods of time without eating. Camels’ humps are made of fat, and will sustain the animal through long periods of travel and little food. They have other physiological features that also help them survive without eating or drinking, but camels’ humps are certainly the most noticeable. Since camels’ humps are made of fat, they provide immediate energy. Watch you tube video:  http://www.youtube.com/watch?v=3Jn-1ZGtzME&feature=relatedfor long periods.

-Vocab-Large butcher paper on wall: 3 columns

Word/predicted meaning/actual meaning

-Cooperative grouping

-Think Pair Share

-Pre-teach fable, folklore, fiction, non-fiction

-Consider a picture to pair with the vocabulary word

-Modeling how to find main ideas

-Discussion of different cultures (reference the video) How are camels used or valued in our culture (compare/contrast later)

 

EXPLICIT INSTRUCTION:

·       Activate Background knowledge (engage ALL students with the “I Wonder” questions above and video) Share a personal story that hooks students into finding the main idea or central theme. Chart their answers on the board, chart paper or Prometheanboard

·       introduce book  and elicit predictions on how camels may acquire humps and what purpose they might have.

·       Pre-teach vocab (paired with pictures)

·       Discuss the difference between fable, folklore, fiction, non-fiction

·       Discuss strategies for determining main idea/central theme (example of Main Street: like the main idea of the story.. all other streets connect to it)

·       Use graphic organizers to insert main ideas and supporting details http://www.colorincolorado.org/article/13349/

INDICATORS OF STUDENT ENGAGEMENT:

Positive body language      Interest/Enthusiasm        Meaningful AND quality work product   

Consistent Focus               Verbal Participation    Rigorous Thinking

 

 

 

Student only

 

 

Student collaborates

 

 

Student collaborates and shares out  XX

 

INTENTIONAL APPLICATION:

 

 

 

MEASURE OF ASSESSMENT:

·       Active engagement/participation, identify that the story is fiction and that the central themes are teamwork, laziness, and being productive. Students will also demonstrate an understanding of fact vs. fiction and broaden their vocabulary

·       Students may write a summary of the story in their own words to help them determine the central theme

·       Main idea graphic organizer will indicate their level of understanding for main idea of the story

http://www2.uwstout.edu/content/profdev/rubrics/elemteamworkrubric.html (coop grouping rubric)

 

 

REFLECTION/JOURNALING OPPORTUNITIES:

Students may journal their thoughts on what it must be like to be the camel. They may post their thoughts on a classroom blog or google plus

 

ENRICHMENT:

·       Students may choose to read Two articles about camels do a presentation to the class on what the student learned

·       Students may record their ideas on a tech device (ipod, cassette player, Ipad, computer)

·       Create a play or puppet show about the camel

REAL WORLD APPLICATION (S):Discussion on what others think when someone isn’t doing their part (or being lazy), discuss how a person might feel about themselves if they aren’t being a part of the team. Help students make the connection between hard work, self- respect, pride, and productivity. If time discuss how different cultures view camels.

 

 

TECHNOLOGY INTEGRATION:

OTHER:

TIMEFRAME:

-Blog journals  or Google +                                       

 

 

English Language Standards: 
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