Text-to-Text Criticism: Mrs. Katz and Tush vs. Chicken Sunday by Patricia Polacco
Objective: Students will analyze thematic similarities and differences between two narrative texts.
Age: 4th grade
Time: 45 minutes
Materials: Mrs. Katz and Tush and Chicken Sunday by Patricia Polacco, chart paper, markers, pencils, Character Map (attached), plain paper, colored pencils
Procedure:
Introduction (5 minutes)
Students will engage in a brainstorming activity to help them begin thinking about the theme they will be discussing.
What comes to mind when you think of the word “elder”?
(Teacher records students’ responses on white board or chart paper.)
Now that we have recorded some of our ideas about who elders are, let’s look at the elders in Patricia Polacco’s books and we’ll see if those characters reinforce any of your ideas.
The teacher reintroduces two texts students will be comparing: Mrs. Katz and Tush and Chicken Sunday by Patricia Polacco. The teacher should read both texts aloud to the students earlier in the day or the day before beginning the lesson.
The teacher asks students to summarize each book during a whole-class discussion.
The teacher explains that students will compare and contrast main characters from the two books they read.
After the teacher feels that students have a basic understanding of the characters and plot of each text, the teacher divides the students into two groups. One group will create a character map (attached) of Miss Eula from Chicken Sunday. The other group will create a character map of Mrs. Katz from Mrs. Katz and Tush. Each of the groups will split into smaller groups of three or four students who will work together to complete a character map.
Activity 2 (15 minutes)
When students have finished their character maps, they will return to their seats where they will transform their character maps into visual representations of their characters.
Now that you all have finished your character maps, you will now draw a picture representing the character you studied. Remember that your picture does not need to look like the pictures in the book. You may use symbols to represent your character if you wish. Be creative and use your imaginations!
Reflection (15 minutes)
When students finish completing their drawings, they will post their drawings on the white board under the appropriate character name. After students take a few minutes to look at their peers’ drawings, students will reconvene for a whole-class discussion.
The teacher will help students think about the similarities and differences between their drawings by creating a Venn diagram on a large piece of chart paper. Students in the “expert” group for each character will share characteristics that make their character unique. Students will also consider the ways in which Mrs. Katz and Miss Eula are similar.
You all created beautiful representations of your characters. I would like you to look at the pictures and think about the ways that Mrs. Katz and Miss Eula are different. How are they similar?
What do you think each character values most in their lives?
How do their positions as elders in their communities affect their relationships with other characters in the stories?
How do their cultural or religious traditions influence who they are?
(If time, the teacher may consider splitting the class into small groups to discuss these questions before the whole-class discussion)
Excellent thinking today! You are all interpreters of literature! Often when we draw pictures about our ideas, we think about them in a different way. How did drawing your character help you think about her in a different way?
Thank you for sharing! Tomorrow we will consider how Patricia Polacco used illustrations to help us think about her characters in a certain way.
Assessment: The teacher will assess students primarily through their responses on their Venn diagram worksheets and during the whole-class discussion. The teacher will be able to informally measure students’ progress and understanding largely by listening to students’ comments and contributions during both their group work and large group discussions as they explain their drawings and ideas.
