Citation:
Harris, J. C. (1989). Jump on over: The adventures of brer rabbit and his family. New York, NY: Harcourt Brace Jovanovich, Publishers.
Summary:
Jump on Over by Joel Harris is a compilation of popular Brer Rabbit tales that highlight Brer Rabbit's relationships with Brer Bear, Brer Fox, and Brer Wolf. The language in this text is too advanced for second grade readers to independently read, but this would be a great choice for a read-aloud to learn new vocabulary or writing techniques. The illustrations in this text are also very unique, making this a perfect book choice for a picture-walk. These classic Brer Rabbit tales are entertaining for children, and the more advanced language can be a great tool for improving students' reading skills.
Lesson/Activity:
SC State Standards:
Social Studies Standard 2-1 - The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States.
Social Studies Indicator 2- 1.4 - Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. (G, H)
Harris, J. C. (1989). Jump on over: The adventures of brer rabbit and his family. New York, NY: Harcourt Brace Jovanovich, Publishers.
Summary:
Jump on Over by Joel Harris is a compilation of popular Brer Rabbit tales that highlight Brer Rabbit's relationships with Brer Bear, Brer Fox, and Brer Wolf. The language in this text is too advanced for second grade readers to independently read, but this would be a great choice for a read-aloud to learn new vocabulary or writing techniques. The illustrations in this text are also very unique, making this a perfect book choice for a picture-walk. These classic Brer Rabbit tales are entertaining for children, and the more advanced language can be a great tool for improving students' reading skills.
Lesson/Activity:
SC State Standards:
Social Studies Standard 2-1 - The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States.
Social Studies Indicator 2- 1.4 - Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. (G, H)
ELA Standard 2.3 - The student will use word analysis and vocabulary strategies to read fluently.
ELA Indicator 2- 3.1 - Use context clues to determine the meaning of unfamiliar words.
Lesson Objectives:
The student will use context clues to determine the meaning of unfamiliar words.
Materials
1. Jump on Over by Joel Chandler Harris.
Procedures:
1. TTW pick a particular story from the text.
2. TTW find words that he/she thinks will be unfamiliar to his/her students.
3. Before reading the text aloud, TTW talk to the students about context clues (what it means, how we use context clues when reading, when we would use context clues, etc.)
4. TTW read the text aloud to the students. When the teacher encounters a vocabulary word that needs context clues, TTW engage the class in determining the meaning of the word.
5. TTW model for the class how to look at the context clues to find the meaning of unfamiliar words as he/she reads. Some examples of possible vocabulary words are brash, victuals, vow, etc.
ELA Indicator 2- 3.1 - Use context clues to determine the meaning of unfamiliar words.
Lesson Objectives:
The student will use context clues to determine the meaning of unfamiliar words.
Materials
1. Jump on Over by Joel Chandler Harris.
Procedures:
1. TTW pick a particular story from the text.
2. TTW find words that he/she thinks will be unfamiliar to his/her students.
3. Before reading the text aloud, TTW talk to the students about context clues (what it means, how we use context clues when reading, when we would use context clues, etc.)
4. TTW read the text aloud to the students. When the teacher encounters a vocabulary word that needs context clues, TTW engage the class in determining the meaning of the word.
5. TTW model for the class how to look at the context clues to find the meaning of unfamiliar words as he/she reads. Some examples of possible vocabulary words are brash, victuals, vow, etc.
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