This is what I am thinking of doing. Please let me know what you think!
Class Title: English
Grade: 7th
Short Story: The Frog Who Wanted to Be a Singer
Common Core Standards:
· 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Focus: Dialogue and Moral Message.
Learning Objectives:
· Discuss how the dialogue in the story creates a particular feeling or setting for the story (e.g., is the dialogue formal or informal? Why do you think so?).
· Explore the moral development in the story. Have students discuss and relate personal thoughts and feelings that they have with a particular character in the story as they create a conversation between a reporter and Frog in groups of two.
Learning Activities:
· Hand out (Literature book) to each student. If there are not enough books for each student, have some/all the students pair up. Once the books are passed out, inform the students that they will be reading a story called, The Frog Who Wanted to Be a Singer. Ask for volunteers to be the voices for the characters in the books (i.e., the frog, the fox, the birds, etc.). If there are not enough volunteers, select individuals’ to read the needed parts. After assigning each part, explain to the students that this story has been told in many different versions as a folktale to represent a lesson of morality. Meaning, the common morality theme of this story is that individuals should follow their dreams and never give up. Continue by explaining that because there are a variety of characters and dialogue within the story, that they should read it with some excitement/drama to make the story “come alive.” Further explain to students that while they are reading they should be thinking about if they agree with the moral of the story or/and if they can think of any other ones. (5 minutes).
o (If students have not learned what “moral of the story” is, explain that the “moral of a story is what the reader thinks is the life lesson learned from reading the story or what message the author is trying to convey through this story.” Write examples of “morals” of stories such as, “believe in yourself, pursue your dreams, do what is right, etc.”)
· Begin reading the short story. Once the class has begun to read the story, stop at the previously marked spots that you want to discuss what is going on in the story. At each particular “stop,” students will be asked questions like, “What is happening in the story?” “Would you be angry if you were the frog?” “Has there ever been a time when you felt like Frog or experience someone like Fox?” “What would you have done differently in this instance if you were the frog?” (25 minutes).
· After reading the story, ask the students what they thought about it; “What character are you most like in this story?” “What would you have done differently if you were the Fox or the Birds?” Then, divide the students into groups of two (if there is an odd number amount of students, have students get into groups of 3). Then, tell the students that they will be writing a conversation between an animal (the students can choose any animal like, Mr. Hippo, Ms. Giraffe) reporter from the Jungle Boogey Forrest Weekly, interviewing Frog about his difficult journey to accomplish his singing goals and on his performance last night. Have the students designate one individual as the reporter, and one as Frog. If there is a group of three, have two students be the reporter and have one be Frog. Tell them they will write an interview based on anything they saw important or found interesting in the story. Inform them that they need to use proper grammar and to be effective in writing in a dialogue form since this is a conversation between two animals/individuals. Hand out the list of questions you would like the reporter to ask Frog through their interview (See below). Encourage the students to use their imagination when writing these conversations and that they can also include other things various animals may have said to Frog (i.e. what animals encouraged him, who didn’t believe in him, did his parents support his decision, and what his future goals are.) Inform the students that they will be given 25 minutes to complete this conversation, so they need to be mindful of the time so that they can end the interview in a complete and finished way that will make sense to the reader reading this. (25 minutes).
· Also, inform the students that at the end of their conversation that the topic of Frog’s new album will be releasing soon needs to be included. They will be collaborating on a CD cover for Frog’s new album coming out (hand out plain square piece of paper). The students should illustrate the album cover and title the CD, and on the back they should come up with at least five song titles that will be on the CD. (15 minutes).
· Once adequate time has been given for the students to complete the activity, have any group who would like to share their album and interview with the rest of the class do so (If there are no volunteers, select a group). Have them read their interview and share the scene they drew on the album cover and the songs on the album. After each group has shared, have the students turn in the conversation and the album cover. (10 minutes).
o If there is not enough time in class for each group to share, have the groups share until the class period runs out and then tell the students to hold onto their work until tomorrow so that they rest of the students can share.
Assessments:
o There will be no formal assessment for this lesson. The students’ will be graded on their ability to accurately write a dialogue that represents their understanding and interpretation of the story according to the rubric. Their “interview” will be their participation points for the day as well.
















Jungle Boogey Forest Weekly Interview Rubric: 20 points total


5
Students’ wrote the dialogue with accuracy and minimal errors, as well as answered the four required questions that need to be answered in the interview.
5
The illustrated CD cover is representative of the students’ artistic interpretation of the story.
5
Effort and thought was put into the CD cover and song choices were creative.
5
The illustration demonstrates 7th grade maturity.

Total



































List of questions that need to be answered in the interview:

1. How did you feel when no one would believe or listen to you that you could really sing?
2. What was the hardest part about getting on stage in front of the other forest animals that doubted you?
3. What were you feeling right before you got on stage?
4. What have you learned from this experience?
5. What advice would you give to other individuals going through the same thing you went through?

Other ideas for questions:
o Who encouraged you along the way?
o Who didn’t believe in you?
o Did your parents support your decision? What did they say to you?
o What are your future goals?

*REMINDER: You must introduce Frog’s new album that is coming out before you end the interview.

*SUGGESTION: I recommend that if you are the reporter, you introduce yourself to Frog and tell them what newspaper you are from.