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Brer Rabbit Earns a Dollar a Minute
Adapted by
Susan LaBella
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Grade Level: 3-6
Story Preview: A quick-witted rabbit finds a way to steal, trick others to avoid blame, and evade any real consequences. This entertaining folktale segues nicely into discussions on taking responsibility for ones actions.
Roles: Narrator 1, Narrator 2, Narrator 3, Narrator 4, Narrator 5, Brer Rabbit, Brer Fox, Brer Bear
Setting: Southern United States; long ago
Theme: Folk Tale
Vocabulary:
- cleared some land: raked, hoed, and weeded earth for planting
- goober peas: peanuts
- hightailed it: left quickly
- mid-air: any place in the air; not touching earth
- skedaddle: run away quickly
Props: (optional) paper fox ears, rabbit and bear ears; section of plastic fence; peanuts in shells
Follow-Up Questions:
- Who planted the goober peas?
- Who got himself into a real fix?"
- Why did Rabbit tell Bear he was earning a dollar a minute?
- Which word best describes Rabbit -- silly or dishonest? Explain why.
- At the end of the story, had Brer Rabbit learned a lesson? Why or why not?
Follow-Up Activity: After discussing whether Brer Rabbit learned a lesson in the Dollar a Minute" story, ask children how they felt about the things he did to Bear and Fox. Ask: Was Rabbit a good friend? Why or why not? What would you like to say to him? Then invite children to write notes to Brer Rabbit ,including what they think of his actions and how he could have behaved differently.
Click here for a printable script.
Article by Susan LaBella
Education World®
Copyright © 2010 Education World
05/18/2010
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Subject: ELA- Reading
Grade: 3
Lesson Objective: To ask and answer questions about a particular text
Common Core Standard: CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Materials:
Printable Paragraph Student Handout
Starter:
Say:
Why do we ask questions? (Allow the students to answer.)
Main:
Say:
We ask questions to learn more about something. Sometimes we ask questions because we do not understand something and we need it to be explained more. And, sometimes we ask questions because we just want to know more!
Many times, when we are reading, we think of questions that we have about what we are reading. It might be a question about a word that we do not understand or a question about why something happened.
Raise your hand if you have ever asked a question out loud or to yourself when you were reading?
You are now going to read a paragraph about space. While you are reading, I want you to think about any questions that you might have. (Allow the students time to read the paragraph.)
Now that you have read about space, I want you to think about questions that you have about what you read. Raise your hand if you have a question. (Allow the students to share their questions. If the students cannot come up with any questions to ask, prompt them by asking them to think about questions using who, what, where, why and how.)
You came up with some really good questions! Now, you are going to answer questions about what you read.
You will write the answer on the line next to the questions. You will also need to underline the part of the paragraph that shows you where you got your answer.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the answers and where they came from.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Subject: ELA- Reading
Grade: 3
Lesson Objective: To sequence the steps of how to make chocolate chip cookies
Common Core Standard: CCSS.ELA-Literacy.RI.3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Materials:
Printable Paragraph Student Handout
Starter:
Say:
Do you think it is important to do something like following a recipe in order? Why or why not? (Allow the students to answer.)
Main:
Say:
When following directions to make a recipe or to put something together, it is important to following the steps in order.
If you do not follow directions in order, what could happen? (Allow the students to answer.)
Raise your hand if you have ever followed a recipe or put something together following directions.
When reading directions, it is important to start at the beginning and read everything. After you understand what the directions are telling you to do, you can start.
Today, you are going to read about how to make chocolate chip cookies. When you are reading the directions, make sure that you understand what the recipe is telling you. (Allow the students time to read the recipe.)
Raise your hand if you can tell me what the directions are telling you to do. (Allow the students to answer. Answers should refer to mixing ingredients together and baking.)
What is the first step? How do you get from step one to the last step? (Allow the students to answer.)
You are now going to sequence all of the steps. Under the recipe that you read are all of the steps, but they are not in order. You will put a number next to each step. The first step will have a number 1.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the sequence of steps.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
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