Tall

Tales: John Henry and Sally Ann Thunder Ann Whirlwind Crockett
Grade: First
Subject: ELA, Social Studies
Description: These ten lessons on John Henry and Sally Ann Thunder Ann Whirlwind Crockett are the beginning of a longer
unit on folktales. This unit is taught during our daily 20-30 minute interactive read-aloud, during which we use a mentor text
to reinforce Common Core standards and Higher Order Thinking Skills. This literacy block provides multiple access points
for different learners to access content through mostly whole-class instruction. This block provides opportunities for mixed
ability learners to work together. Differentiation by ability-level occurs in the Literacy Center/Guided Reading block at
another point in the day. In this unit, we continue to use elements of story structure, while also introducing attributes of the
Tall Tale genre, to increase reading comprehension. Studying folktales also meets several Massachusetts Social Studies
standards for first grade.
This unit is designed for a first grade class in which half of the twenty-two students are ELLs of varying levels (2-5).
STAGE ONE Established Goals
Relevant Standards/Intended Learning Outcomes and Goals:

Content Standards
MA.SS.1.7:
After reading or listening to folktales, legends, and stories from America (e.g., Johnny Appleseed, Paul Bunyan,
Davy Crockett, John Henry, and Annie Oakley) and from around the world (e.g., Anansi, Issun Boshi, the KneeHigh Man, Lon Po Po, and Medioa Pollito), describe the main characters and their qualities.
MA.8.A
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or
moral.

Language Standards
CC.RL.1.1
Ask and answer questions about key details in a text.
CC.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CC.RL.1.3
Describe characters, settings, and major events in a story, using key details.
WIDA:

(Listening Level 2 Beginning) Sequence a series of oral statements using real objects or pictures.
(Listening Level 4: Expanding) Find details in illustrated, narrative, or expository text read aloud.
(Speaking Level 2 Beginning Repeat facts or statements.
(Speaking Level 4 Expanding) Retell stories with details. Sequence stories with transition
(Writing Level 2 Beginning) Provide information using graphic organizers.
(Writing Level 4 Expanding) Produce content-related sentences.

Essential Questions:
Why do people tell Tall Tales?
Why do they get told over and over for generations?
How do they bond people together?

Enduring Understandings/Take-Aways:

Folklore and fictional characters from the United

States provide a common thread that enable people
from different cultures to feel connected

Stories follow a pattern with a beginning, middle,

and end

Content Knowledge:

A folktale is a story told over generations.

A Tall Tale is a fictional story that stretches the

truth; Tall Tales have: a) a main character who has
exaggerated abilities; b) a problem solved in an
exaggerated or funny way; c) many exaggerated
details.

John Henry and Sally Ann Thunder Ann Whirlwind

Crockett are examples of American Tall Tales.

Tall Tales use exaggeration.

Skills:
I can:

retell a story by telling about the key details in order

(B-M-E), and name the problem and solution, the
setting and the characters.

recognize famous fictional characters from

American folklore.

identify the features of a Tall Tale in a story.

describe the main characters of Tall Tales and their

qualities.

differentiate between the realistic and exaggerated

parts of a Tall Tale.

Content needing un-coverage:

A story is entirely fictional or entirely nonfictional.

Stories never change.

Stories always exist in written form first.

STAGE TWO Assessment: Acceptable Evidence
Performance Tasks:
Students work in partners to sequence a series of pictures from John Henry by Ezra Jack Keats, and then retell the story to
each other, noting the character, setting, problem and solution.
Students complete a graphic organizer for Sally Ann Thunder Ann Whirlwind Crockett. On the graphic organizer, students
identify attributes of a Tall Tale as evidenced in this story and draw a picture of Sally Ann which reflects her character traits.
Other Evidence to be Collected:

Responses in class discussions, Turn & Talks, pair work and group work.

John Henry character graphic organizer.

Sequencing of story pictures.

STAGE THREE Learning Expectations
Outline of daily topics for the unit

John Henry:
Lesson 1: (1 day)

Consider how stories are passed down from person to person and change over time.

Define Tall Tale.

Set purpose for reading. We know Tall Tales are a type of fiction so we should be expecting story elements.

Read the beginning pages of John Henry and notice what the author tells us about John Henry, the character.

Start class graphic organizer about John Henry: What we know about him.
Lesson 2: (1 day)

Build background knowledge about railroad building and tunneling.

Read the rest of John Henry. Use new background knowledge to help comprehend the story.

Discuss: What does the author want us to know about John Henry? Cite evidence from the text.

View first 10 minutes of animated version.

Lesson 3: (1 day)

Reread the story.

As a class, complete graphic organizer on story elements (characters, setting, problem, solution)

View remainder of animated version.

Lesson 4: (1 day)

Differentiate between truth and stretching the truth (exaggeration).

Re-read John Henry. Use an anchor chart to note things which could really happen, and things which are
exaggerated.

Lesson 5: (1 day)

Take a picture walk of the story.

Students work in pairs to sequence pictures of the story and retell the story to each other.
Sally Ann Thunder Ann Whirlwind Crockett:
Lesson 6 (1 day)

Begin reading Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg.

Set purpose for reading. Make predictions about Sally Anns traits based upon what we know about Tall Tales and
the cover illustration. Read to find out if we are correct.
Lesson 7: (1 day)

Have students work in groups to sequence pictures from the first half of the story.

Read the book through the major problem. Identify the problem. Predict the solution.
Lesson 8: (1 day)

Are our predictions grounded in textual evidence? Read the ending of the book and identify the solution.

Have students work in pairs to sequence pictures from the second half of the story and retell.
Lesson 9: (1 day)

Complete the column for Sally Ann on the Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

Reread the story and ask students to notice the story elements we just listed on the anchor chart as well as their
favorite exaggerated detail.
Lesson 10: (1 day)

Take a picture walk of the story to review it.

Students work independently to complete a graphic organizer showing how Sally Ann has attributes of a Tall Tale.
Students draw a character picture which reflects the traits of Sally Ann.

Performance Task
Students work in pairs to sequence a set of pictures from the book John Henry: An American Legend
by Ezra Jack Keats. Partners then work together to retell the story using the pictures.

Performance Task Rubric

Grade 1

Introduction
and
Characters

Beginning
and Setting

Middle and
Problem

End and
Solution

Exceeds Expectations

Meets Expectations

Clearly states the Tall Tale

characters full name throughout
retelling
Includes details about his important
traits
Names of other characters in the
story are used.

All details about the setting are

clearly stated.
All main events at the beginning of
the story are clearly related in order.
Problem stated clearly with
important details.
All main events of the middle of the
story are clearly related in order.

Solution stated clearly with

important details.
All main events of the end of the
story are clearly related in order.

Part or all of the Tall Tale

characters name is given.
Some details about the characters
important traits are given. Names
of other characters in the story are
mostly used.

Approaching Expectations

Some details about the setting

stated.
Some main events at the beginning
of the story are related.
Some details about the problem are
stated.
Some main events of the middle of
the story are clearly related in
order.
Some details about the solution are
stated.
Some main events of the end of the
story are clearly related in order.

Expectations Not Met

The Tall Tale characters name

is not always used or clearly
stated.
Only 1 or 2 details are given
about the characters important
traits.
Other characters are not
referred to clearly or by their
names.
General statement about the
setting.
Not all main events of the
beginning included.
General statement about the
problem.
Not all main events of the
middle of the story included.

General statement about the

solution.
Not all main events of the
ending of the story included.

Characters name not used.

No important traits given or
incorrect traits are given.
Other characters are not
referenced clearly or referred
to by their names.

No setting or incorrect
setting.
No beginning or incorrect
beginning events given.
No problem or incorrect
problem.
No middle or incorrect
middle events given.
No solution or incorrect
solution given.
No ending or incorrect
ending events given.

Lesson One: John Henry

Overview:
1. Consider how stories are passed down from person to person and change over time.
2. Define Tall Tale.
3. Read the beginning of John Henry: An American Legend, by Ezra Jack Keats and notice what the author tells us
about the main character.
Materials:

Attributes of a Tall Tale Anchor Chart.

Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

John Henry Character Anchor Chart

John Henry: An American Legend, by Ezra Jack Keats

Hook: (10 minutes)
Play a game of telephone. Explain that this game will be used to show how stories can be told over and over again and get
changed. After the game, discuss the difference between the original message and the end message. How did the message
change.
Activities: (20 minutes)
Our new unit is on Tall Tales. (Write on chart paper and have students repeat the words as I point to them.) Tall Tales are
stories which, just like our telephone messages, were told person to person over time and changed. They are called tall
because these stories are based on something true that happened, but as they got re-told, the truth got stretched (show this
with hand and body motions. Have students stand up tall as we say Tall Tale together). So tall has two meanings. It can
mean someones height or it can mean something that is not true. That means people added fiction parts to their true stories.
Now their stories had some parts which were true, and some parts which were really fun to hear about but which were not
true. Over time, the stories became mostly fictional.
(On the Tall Tales anchor chart, add the definition: are fictional stories which stretch the truth.)
Our first Tall Tale is about John Henry. John Henry was probably a real man. He would have lived over 100 years ago
when railroads were being built all across the United States. John Henry was one of the workers who helped build the
railroads. (Show the cover of the book.) What do we know about John Henry just by looking at the cover of the book
(possible answers include: he uses hammers, he is strong, he is African American.)
Remember, when we read a book, we want to ask ourselves is this fiction or nonfiction? Now that we know Tall Tales are a
kind of fiction, what story elements will we expect to find? (characters, setting, problem, solution, B-M-E)
Read the book through to the page where John Henry saves the paddle boat. (5 pages of text)
Page 1-2: As I read this page, Im noticing how the writer used details to tell me that something important has happened. He
tells me that first the wind, the frogs and crickets all stopped their noises as if they wanted to listen to something. And then
they all started making really loud noises again as if they are reacting to something amazing that did happen. Some now Im
thinking well learn the amazing thing that happened on the next page.
Page 3-4: What do we know about John Henry from this page? What does the text tell us?(born with a hammer in his hand;
banged with his hammer, helped his mother around the house). Use Turn and Talk here.
Page 5-6: Now I know even more about John Henry. He knows hes taller and stronger and he likes to use these physical
characteristics. So he goes looking for adventurous work. I wonder how working on a paddleboat will be adventurous?
Page 7-8: (On this page, John Henry saves the paddle boat when the steel rod which turned the paddle wheel broke. Check
for comprehension by asking if someone can retell the events on this page. Clarify misunderstandings.) What was the
problem on this page? How did John Henry fix it?

Lesson One (cont.)

Differentiation:
The following techniques used in this lesson are consistent with SIOP (Sheltered English Immersion Observation Protocol)
for teaching ELLs:

hand motions to explain new vocabulary.

visuals provided by a picture book to support concept development.

Turn and Talk.

Grouping:
Turn and Talk is used once during the Read-Aloud. Students have pre-assigned mixed ability pairings at their rug spots.
Sponge Activities:

Show the first part of the John Henry short animation, with oral storytelling by Denzell Washington.

Have students draw a picture of John Henry which shows his strength and height.
Homework:
Not applicable
Wrap-up:
In just the beginning pages of this book, the author has already told us a lot about what John Henry is like. He is more strong
and brave than ordinary people. Understanding what the author has already shown us about John Henry will help us
understand the problem in the story and how John Henry solves it. We will read about that tomorrow.
If not already done as a sponge activity, at lunch, show the first 10 minutes of the video animation.
(https://youtu.be/B6MrrLKxvVc)
Potential Pitfalls:
I need to pay attention to the clock and make sure that students are not sitting on the rug for more than 30 minutes. If
students become wiggly before we are done, I may need to incorporate some on-the-spot movement such as having them act
out an action on each page as we read.

Lesson Two: John Henry

Overview:
1. Build background knowledge about railroad building and tunneling.
2. Read the rest of John Henry. Use new background knowledge to help comprehend the story.
3. Discuss: Who won the race? What does the author want us to think?
Materials:

Set up to show clip from History Channel on railroad building.

Attributes of a Tall Tale Anchor Chart.

Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

John Henry Character Anchor Chart

John Henry: An American Legend, by Ezra Jack Keats

Vocabulary: spikes, drive (as in hammering, not as in driving a vehicle), dynamite, fuse, sledgehammer, steel
Background Knowledge:

process for tunneling through mountains: first, hammer holes; second powder men fill holes with dynamite; third,
light the fuse and explode the dynamite; dangerous potential for cave-ins. Draw a picture on white board of the fuse
leading to the stick of dynamite. This will be important for understanding the story.

how a steam drill works: runs on coal, creates steam

Hook: (10 minutes)
If you had to make a tunnel through a mountain, but you couldnt use any machines, how would you do it? What tools would
you use? Have students Turn and Talk, then report out. Yesterday we began reading about John Henry. To understand the
rest of our Tall Tale about John Henry, you need to know how railroads were first built before there were machines.
Watch this short video and watch how tunnels were made.
Show a few seconds of this clip from about the 30 second mark to 1:20 second mark:
http://www.history.com/topics/inventions/transcontinental-railroad/videos/americanrailroad?m=528e394da93ae&s=undefined&f=1&free=false
This History Channel clip about the building of the American transcontinental railroad shows workers using sledge hammers,
pick axes and dynamite to tunnel through a mountain for a railroad.
What did you notice in the video? How did the workers cut a tunnel through the mountain? What tools did they use? (Draw
out vocabulary and background knowledge listed above. Draw pictures on white board of fuse, dynamite stick).
Activities: (20 minutes)
Take a picture walk review of yesterdays read-aloud. Review what we learned about John Henry by referring to our anchor
chart.
Continue Read-Aloud on page 9-10.
Page 11-12: Mountains in the way of the railroad!.... I am thinking back to our video about railroad building and tunneling
mountains. I am thinking the video will help me understand this part of the story.
Page 13-14: Check for understanding. I am not sure I understand what I am reading, so like good readers do, I am going to
re-read this part. (re-read part about fuse and cave-in.) So what will happen if the fuse gets to the dynamite? What does that
mean? I am thinking back to the video
Page 17: What can the steam drill do? (drill more holes faster than 6 men combined.) Do you think John Henry will think
this is a good thing? Why or why not? Turn and Talk. Im thinking about what I know about story elements, and that this is
the problem in the story. Theres going to be a competition between John Henry and the steam drill. So, whats the
problem? (make sure kids can state problem before continuing)
Page 19: Check for understanding. What is steel on steel? Notice how picture shows how the steam drill works.
Page 21-22: Make predictions. Who will win the contest? Why do you think so? Find evidence in the text.

Lesson Two (cont.)

As we read the book, add more ideas to our anchor chart about John Henrys character.
Reading Response (10 minutes)
Students return to their seats and complete the John Henry Character graphic organizer. In the six smaller bubbles, students
write or draw what they have learned about John Henry. In the larger middle bubble, students draw a picture of John Henry
which reflects their learning about his traits.
Our anchor chart on John Henry provides phrases and words the students can use on their graphic organizers.
Differentiation:
The following techniques used in this lesson are consistent with SIOP (Sheltered English Immersion Observation Protocol)
for teaching ELLs:

hand motions to explain new vocabulary.

visuals provided by a picture book to support concept development.

Turn and talk.

Anchor Chart
Grouping:
Turn and Talk is used twice in this lesson. Students have pre-assigned mixed ability pairings at their rug spots.
Sponge Activity:

Students choose books to read independently from the Tall Tales reading bin.
Homework:
Not applicable
Wrap-up:
Have a few students share how they drew John Henry and why. Through discussion, draw out what traits students tried to
portray.
Potential Pitfalls:
I am not sure if we will get to a discussion of the books ending. If not, this can be picked up tomorrow.
Listen carefully to student talk to determine if they are understanding the main story elements. Gaps in understanding and
misunderstandings can be addressed in tomorrows next look at the story.

Lesson Three: John Henry

Overview:
1. Watch train history video.
2. Predict story elements.
3. Reread book.
4. Fill out story graphic organizer as a group.
Materials:

History Channel video

Attributes of a Tall Tale Anchor Chart.

Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

John Henry Character Anchor Chart

John Henry: An American Legend by Ezra Jack Keats

Hook: (5 minutes)
Due to technical difficulties, I cannot project from my laptop onto the class Smart Board. So we will watch the video on the
new TV Screen in the front hallway.
Show a few seconds of this clip from about the 30 second mark to 1:20 second mark:
http://www.history.com/topics/inventions/transcontinental-railroad/videos/americanrailroad?m=528e394da93ae&s=undefined&f=1&free=false
Watch the video a second time and have students notice why tunneling work is so dangerous.
Activities: (20 minutes)
Predicting Story Elements
Move into classroom and have students at desks.
Display Story Elements anchor chart.
Recall that Tall Tales are fiction and se we expect to find the story elements (character, setting, problem, solution). Write
down our ideas of what we think they are on the anchor chart.
Rereading
Move to the rug and reread the story.
Our purpose for reading is to check our understanding of the story elements.
Continue to record our findings on anchor chart.
When reading about the competition with the steam drill, have students Turn and Talk to identify the problem presented on
that page.
Differentiation:

Turn and Talk

Anchor Chart recording the story elements discussed

History Channel video provides pictorial representation of concepts needed to understand the story
Grouping:
Students are placed into mixed ability pairs for Turn and Talk.
Sponge Activity:
Not applicable
Homework:
Not applicable
Wrap-up:
Reflect as a class on why we did what we did today. As good fiction readers, we know to look for story elements in what we
read. We increase our comprehension when we can recognize the parts of a story.

Lesson Three (cont)

Potential Pitfalls
I would like to provide enough time for students to talk about the book during the Read Aloud, especially through Turn and
Talks. But I am also aware of time constraints.

Lesson Four: John Henry

Overview:

Differentiate between truth and stretching the truth (exaggeration).

Re-read John Henry: An American Legend, by Ezra Jack Keats. Use an anchor chart to note things which could
really happen, and things which are exaggerated.
Materials:

Anchor chart (realistic vs. exaggerated)

John Henry: An American Legend, by Ezra Jack Keats

Hook: (5 minutes)
Give examples of things that have happened to our class but include exaggerations. For example, we were so noisy in the
hallway during bathroom break that the people in downtown Boston could hear us. Or, for example, we worked so hard to do
well on our math test that our brains must be as big as basketballs. Have the students pick out the truth in each statement.
Then have the students pick out the fiction in each statement. In the same way, Tall Tales have elements of both truth and
fiction. These stories may be based on something that actually happened, but as the story has been re-told over the years, the
real events have become exaggerated so that they are no longer real. Teach the vocabulary word exaggeration. Have the
class suggest a hand motion to associate with exaggeration.
Activities:
Read Aloud (20 minutes)
Display Tall Tale anchor chart with two columns:
Tall Tales
Realistic
(it could happen)

Exaggerated
(could not happen)

Read aloud the story of John Henry again. Throughout the book consider whether the events are realistic or exaggerated.
Record them on the anchor chart. Dip in and dip out of text as necessary to accommodate a whole reading of the book in the
time allotted. Model thinking aloud about the first example identified. Use whole class discussion for a second instance.
Then use a Turn and Talk once.
Differentiation:
The following lesson features scaffold comprehension:

Teaching vocabulary word exaggeration using real class examples and hand motions

Use of graphic organizer: realistic vs. exaggerated

Turn and talk

Grouping:
Students are placed into mixed ability pairs for Turn and Talk.
Sponge Activity:
Students draw themselves with an exaggeration. (very tall, very small, having a special power)
Wrap Up:
How does knowing what exaggeration means help us to understand what is real and what is not real in Tall Tales?
Homework:

Lesson Four (cont)

Not applicable
Potential Pitfalls:
We will not have enough time to read the whole book through. Being conscious of the time and dipping in and out of the
book judiciously will be important.

Lesson Five: John Henry

SIOP Features

Preparation

Scaffolding

Grouping Options

__ Adaptation of content
__ Links to background
X_ Links to past learning
__ Strategies incorporated

__ Modeling
__ Guided practice
__ Independent practice
X_ Comprehensible Input

X_ Whole class
___ Small group
X_ Partners
__ Independent

Integration of Processes

Application

__ Reading
X_ Hands-on
__ Writing
X_ Meaningful
X_ Speaking
X_ Linked to objectives
X_ Listening
X_ Promotes engagement
Overview:

Picture walk of story

Sequence pictures and retell with a partner.

Assessment
X_ Individual
X_ Group (Partner Work)
__ Written
X_ Oral

Materials:

John Henry: An American Legend, by Ezra Jack Keats

Attributes of a Tall Tale Anchor Chart.

Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

John Henry Character Anchor Chart

scissors

Copies of story sequencing pictures for each pair of students.

Laptop set up for students to videotape themselves retelling the story.

Hook:
Show a few pictures throughout the book where the students engaged in Call and Response during our Read-Aloud (Try
me! when John Henry accepts the challenge with the steam drill; hour after hour after hour after hour when John Henry
perseveres hammering through the tunnel, etc..). Notice how you began to tell the story with me in an exaggerated (use hand
motion) way as we read. You were doing oral storytelling! If you were going to tell this story to your family, what would be
the part which would be most fun to tell? Share some responses. Comment on the effective ways in which students retell
that part of the story.
Activities:
Picture Walk
Today you are all going to get a chance to practice telling the John Henry story with a partner. We are going to take a
picture walk through the book one more time. Then we will get into pairs, sequence a set of pictures and retell the story to
each other. As the picture walk proceeds, remind students about story structure: the characters, setting, problem and
solution.
Sequencing and Retelling
Students work with assigned partners to sequence pictures from the story. Students are asked to:

Cut apart the pictures.

Work with your partner to put the pictures in the correct order.

Tell the story to each other being sure to name the character, setting, problem and solution.
Students may take turns telling each other the story. Alternately, the students may tell the story jointly, i.e. one student tells
about a picture, then the other student tells about the next picture, etc Students will be reminded that they can use our
class-created anchor charts on John Henrys traits, and the storys elements.
Pictures will be of these pages:

Page 3: born with a hammer

Page 6: left home to go to work

7-8: saved the paddleboat

Lesson Five (cont)

Page 9-10: went to work building railroads

Page 11-12: a mountain in the way of the railroad
Page 17-18: a steam drill shows up. John Henry and the steam drill have a race.
Last page: John Henry beats the steam drill. But then he dies.

Circulate among students and have them refer to the book as necessary. Have as many pairs as time permits videotape
themselves telling the story using the laptop.
Differentiation:
The following techniques used in this lesson are consistent with SIOP techniques:

Mixed ability pairs provide scaffolding for ELLs and lower level students

Use of pictures to sequence the story aids comprehension and gives lower level ELLs an opportunity to express
their learning.

In addition to having read the picture book, students will have viewed a video animation as well. Having seen this
video will aid their comprehension and understanding of the storys sequence.

Associating a total physical response with definition of key vocabulary word exaggeration.

Using visuals provided by a picture book to support concept development.

Class-created anchor charts (Character Traits bubble map, Story Structure) give students access to key words and
phrases for use in their retellings.

The routine of sequencing pictures and retelling a story is familiar to the students because they have practiced it
throughout the year.
Sponge Activity:

Pairs can compare their sequencing with another pairs work.

Students who finish the retelling quickly will use the laptop to record each others retellings.
Homework:
Not applicable
Wrap-up:
Discuss: how did retelling go? What did it look like and sound like? Comment on effective characteristics of retelling
observed.
Potential Pitfalls:
Before setting students loose to work on pair work, set expectations for what should be happening in the room, i.e. reflect on
what pair work should look like and sound like.
Be on alert for students not working well together.
Are most students able to sequence the story and talk about it? Can they pick out the story elements?

Lesson Six: Sally Ann Thunder Ann Whirlwind Crockett

Overview:

Begin reading Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg.

Set purpose for reading. Make predictions about Sally Anns traits based upon what we know about Tall Tales and
the cover illustration. Read to find out if we are correct.
Materials:

Attributes of a Tall Tale Anchor Chart.

Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

Sally Ann Character Anchor Chart

Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg

Hook: (10 minutes)
Tell students that we are ready to read our second Tall Tale. Recall the attributes of a Tall Tale on the anchor chart.
Although this story is a Tall Tale just like our John Henry Tall Tale, it is also very, very different from that one. Show
students the cover of the book. What do you see? Given what you know about Tall Tales and what you see, what predictions
can you make about Sally Ann? Record predictions in one color on the Sally Ann Character anchor chart.
Activities:
Read Aloud (20 minutes)
Read the first half of the book (stop right before she saves Davey Crockett). Throughout the reading, discuss what we learn
about Sally Ann. Be sure students cite textual evidence. Record findings on anchor chart in a different color than the
predictions.
Some stopping points for discussion include:

Running down mountain: How does the author show us that Baby Sally is fast?

After she beats her brothers in the footrace: What has the author shown us and told us about Sally Ann so far?

When the bear threatens Sally Ann: Make a prediction. How will Sally Ann solve this problem?
Differentiation:

Use Turn and Talk.

Summarize story after reading each page of text.

Use of picture book.

Grouping:
Students are placed into mixed ability pairs for Turn and Talk.
Sponge Activity:
n/a
Wrap Up:
Compare the predictions we made about Sally Ann to what we found out. Were we right?
Homework:
Not applicable
Potential Pitfalls:
Pay particular attention to whether the students understand the events in the story. Do they see parallels between Sally Ann
and John Henry (for example, both are born talking, and both have exceptional abilities from birth)?

Lesson Seven: Sally Ann Thunder Ann Whirlwind Crockett

Overview:

Have students work in groups to sequence pictures from the first half of the story.

Read the book through the major problem. Identify the problem. Predict the solution based on textual evidence.
Materials:

Attributes of a Tall Tale Anchor Chart.

Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

Sally Ann Character Anchor Chart

Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg

Four sets of color-coded story sequencing pictures

chart paper
Hook: (2 minutes)
Randomly pass out a story picture to each student. Tell students to be ready to say what is happening in the picture. Students
may confer with their neighbors if they need help.
Activities:
Sequencing (10 minutes)
Assign each of the four colors a different corner of the room. Have students notice the colors on their pictures and move to
the appropriate place in the room. Once there, students will work together to place themselves in story order. After 5
minutes, call time and have each group line up holding pictures so that we can compare each groups sequencing.
Read Aloud (20 minutes)
Recall that yesterday we learned a lot about Sally Anns character. Today we will read to find out what is the major problem
that she faces. All that we have learned about her so far will help us understand how she will solve her problem. Read
through to the alligators playing King of the Mountain on Sally Anns house. Through class discussion, identify the major
problem: alligators are stealing the pigs; alligators might steal baby Hardstone; the alligators are playing King of the
Mountain on the roof and destroying the house; Sally tries to get rid of them by smiling and yelling at them but they ignore
her.
Predicting the Solution (10 minutes):
Ask students to predict how they think Sally Ann will solve her problem. Prompt them to think about what they know about
Tall Tales and what they have learned so far about Sally Ann. Refer to our anchor charts. Have students think for a moment,
then give a thumbs up in their laps when they have an idea. Divide students up into their color teams again and give them 4
minutes to discuss together their ideas for a solution. Then call teams back together again on the rug. Have each team report
out and record their predictions on chart paper.
Differentiation:

Mixed ability groups provide scaffolding for ELLs and lower level students

Use of pictures to sequence the story aids comprehension and gives lower level ELLs an opportunity to express
their learning.

Using visuals provided by a picture book to support concept development.

Class-created anchor charts (Character Traits bubble map, Story Structure) give students access to key words and
phrases for use in their retellings.

The routine of sequencing pictures and retelling a story is familiar to the students because they have practiced it
throughout the year.
Grouping:
Students are placed in mixed ability groups and have mixed ability pairings for Turn and Talk.
Sponge Activity:
n/a

Lesson 7 (cont)
Wrap Up:
Today we made predictions about how Sally Ann will solve her problem based on what we know about Tall Tales and what
we know about Sally Ann. Tomorrow we will see if we can find evidence in the text for our predictions. Then we will read to
find out what the solution is!
Homework:
Not applicable
Potential Pitfalls:
In an effort to give students more talk time, this lesson gives student two opportunities to work in groups of 5-6 to sequence
the story and predict the solution. For students to work in such large groups, the task needs to be structured, specific and
clearly stated. Pay attention to group dynamics and classroom management needs.
Are the students able to sequence the first half of the story? Do their predictions accord with what they have learned so far
about Tall Tale attributes and Sally Anns traits?

Lesson Eight: Sally Ann Thunder Ann Whirlwind Crockett

Overview:

Are our predictions grounded in textual evidence? Read the ending of the book and identify the solution.

Have students work in pairs to sequence pictures from the second half of the story and retell.
Materials:

Attributes of a Tall Tale Anchor Chart.

Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

Sally Ann Character Anchor Chart

Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg

Set of sequencing pictures for each pair of students

Activities:
Read Aloud (15 minutes)
Review the predictions we made yesterday for the solution to the story. For each one, discuss if we can find textual evidence
to support it.
Read the rest of the story. Through class discussion, have the students articulate the solution. Return to our predictions.
Were any of our predictions correct? Were parts of any of our predictions correct?
Story Sequencing (15 minutes)
Students work with assigned partners to sequence pictures from the story. Students are asked to:

Cut apart the pictures.

Work with your partner to put the pictures in the correct order.

Tell the story to each other being sure to name the problem and solution.
Students may take turns telling each other the story. Alternately, the students may tell the story jointly, i.e. one student tells
about a picture, then the other student tells about the next picture, etc Students will be reminded that they can use our
class-created anchor charts on Sally Anns traits, and the storys elements.
Differentiation:

Mixed ability groups provide scaffolding for ELLs and lower level students

Use of pictures to sequence the story aids comprehension and gives lower level ELLs an opportunity to express
their learning.

Using visuals provided by a picture book to support concept development.

Class-created anchor charts (Character Traits bubble map, Story Structure) give students access to key words and
phrases for use in their retellings.

The routine of sequencing pictures and retelling a story is familiar to the students because they have practiced it
throughout the year.
Grouping:
Mixed ability partners.
Sponge Activity:
n/a
Wrap Up:
Discuss: how did retelling go? What did it look like and sound like? Comment on effective characteristics of retelling
observed.
Homework:
Not applicable
Potential Pitfalls and Reflection:
Students will work in pairs rather than in the larger groups in the previous lesson. Hopefully this will give them greater
opportunity to talk about the story and be on task.

Lesson Nine: Sally Ann Thunder Ann Whirlwind Crockett

Overview:

Complete the column for Sally Ann on the Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

Reread the story and ask students to notice the story elements we just listed on the anchor chart as well as their
favorite exaggerated detail.
Materials:

Attributes of a Tall Tale Anchor Chart.

Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

Sally Ann Character Anchor Chart

Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg

Activities:
Story Elements (10 minutes)
As a class, record our learning about Sally Ann on the Tall Tales Story Elements Anchor Chart next to the column about John
Henry. How can we describe Sally Ann? What is her problem and how is it exaggerated? How does she solve her problem
in a funny or exaggerated way? What are some exaggerated details?
Read Aloud (20 minutes)
Read through the whole story for a second time without much stopping or discussion. Explain to students that so far we have
studied how the author has told us about Sally Ann and we have noticed the story elements in this tale. By re-reading the
book, we will better understand what we are reading and we can better enjoy the story! As we read, ask students to notice
their favorite exaggerated detail.
Differentiation:

Using visuals provided by a picture book to support concept development.

Class-created anchor charts reinforces concepts about Tall Tales, story structure and character traits

Read-aloud scaffolds comprehension

Grouping:
N/a
Sponge Activity:
n/a
Wrap Up:
Ask students to think of their favorite exaggerated detail from the story. Have them give a thumbs up sign in their laps when
they have an idea. Now tell them to remember this idea because in our next lesson they will be writing and drawing it.
Homework:
Not applicable
Potential Pitfalls and Reflection:
During our discussion of story elements, make sure that students are listening to each other by calling on students to repeat
what others have said, and to add on to what others have said. When students suggest what to write on the chart, draw out
vocabulary we have been developing such as exaggeration. Make sure that students are identifying the major problem in the
story, and not the minor problems leading up to it.

Lesson Ten: Sally Ann Thunder Ann Whirlwind Crockett

Overview:

Take a picture walk of the story to review it.

Students work independently to complete a graphic organizer showing how Sally Ann has attributes of a Tall Tale.
Students draw a character picture which reflects the traits of Sally Ann.
Materials:

Attributes of a Tall Tale Anchor Chart.

Tall Tales Story Elements: John Henry, Sally Ann Anchor Chart

Sally Ann Character Anchor Chart

Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg

Student Tall Tale Graphic Organizers

Activities:
Picture Walk (10 minutes)
Explain that today students will get a chance to show what they have learned about the Sally Ann Tall Tale through writing
and drawing. First we will take a picture walk through the book. While working through the book, notice attributes of a Tall
Tale story, such as exaggerated character traits, exaggerated solution and other exaggerated details.
Student Graphic Organizer (15 minutes)
Students complete the graphic organizer. Students must write down character traits, the problem, the solution and a favorite
exaggerated detail. Then students will draw a picture of Sally Ann which reflects her traits. Students can reference our
anchor charts. In addition, can suggest words and phrases which might be useful. These words and phrases will be written
on the white board.
Differentiation:

Using visuals provided by a picture book to support concept development.

Class-created anchor charts give students access to key words and phrases for use in their writing.

Use of graphic organizer.

Writing key words and phrases on white board for students to use in their writing.

Having students draw a picture to demonstrate their understanding

Grouping:
n/a
Sponge Activity:
Independently read books from the Tall Tale bin in the class library.
Wrap Up:
Showcase students who have used effective strategies for representing, through words or pictures, the character traits and
story elements of Sally Ann. Ask a couple of volunteers to share their work and have other students reflect on how their
work shows attributes of a Tall Tale in the story.
Homework:
Not applicable
Potential Pitfalls and Reflection:
Students will work in pairs rather than in the larger groups in the previous lesson. Hopefully this will give them greater
opportunity to talk about the story and be on task.