rainplayer

Could You Meet the Challenge?

Annotation:

This is a fourth grade social studies and language arts lesson about one of the legends of the Mayan Indians. The students will listen to the story, Rain Player by David Wisniewski and complete a story map. The book describes a game created by the Mayans known as pok-a-tok and describes some of the aspects of the Mayan culture.

Primary Learning Outcome:

After listening to the book, the students will complete a story map identifying the main characters, the plot, the problem, and the resolution. The students will become familiar with the Mayan vocabulary words: Chac, poc-a-tok, Quetzal, chilans, cenote, and kintunyaabil.

Assessed QCC:

Social Studies

Strand: Core Social Studies

28 Topic: Information Processing

Standard: Gathers information through reading, listening, observing, and surveying.

Language Arts

Strand: Written Communication

24 Topic: Reading

Standard: Recognizes EXPLICIT main ideas, details, sequence of events, cause-effect relationships in fiction and nonfiction.

Strand: Written Communication

47 Topic: Literature

Standard: Responds appropriately to questions about author's purpose, techniques, character development, and plot structure.

Total Duration:

45 minutes

Materials and Equipment:

1. Book: Wisniewski, D. (1995). Rain player. New York: Clarion Books.

2. Story Web Handout

3. Grading Rubric

Technology Connection:

URL

(QCCs)http://www.glc.k12.ga

Procedures:

Step One

I will begin this lesson by explaining that part of the grade for this assignment is class participation. This lesson will begin by a brief introduction of the Mayan culture. I will prompt the students to give me information about what they have already learned about these ancient people. After the discussion, I will talk about legends and folklore and how the stories are passed from generation to generation. Next, I will introduce the book Rain Player and tell them a little about it. I will write the vocabulary words on the board and explain the meaning of each word. We will briefly discuss the religion of the Mayans. We will talk about the importance of the priests and their predictions.
Estimated time: 5 minutes

Step 2

Before beginning the story, I will talk about story grammar and the parts of a story. I will review the plot, the problem, the characters, the setting, and the problem resolution with the students. I will ask the students to be listening for the parts of the story because after we finish reading the book, we will be completing a story map. I will introduce the new vocabulary words and spend a few minutes talking about them. I will read the story to the students. As I am reading, I will periodically stop to allow students to predict the outcome of the story.
Estimated time: 15 minutes

Step 3

After completing the story, discuss with the students the parts of the story and ask for volunteers to answer the various parts of the story. After the discussion, distribute the story maps. I will have the students complete the story map.

Estimated time: 15 minutes

Step 4

After students have turned in their story maps, I will discuss the answers to the story map and answer questions the students may have. I will also summarize the story again and how it is related to the unit we are studying about Ancient Civilizations. I will also talk about how story maps can help us keep the story straight and help to reinforce what we have read.
Estimated time: 10 minutes

Lesson Materials to be Attached:

Title: Rain Player Story Map

Annotation:

This is a story map to be completed after reading the book.

Web Links: Title: Can You Solve the Mystery of the Mayans?

URL: http://www.valdosta.edu/~crtaylor/intro.html

Annotation

This is a web site I created about the Mayan Indians. Students who complete the assignment early can navigate the website for more information about the Mayan Indians.

Title: Classroom Connections: David Wisniewski
URL: http://www.eduplace.com/rdg/author/wisniewski/classroom.html
This is a web site where students can learn about the author and his unique way of illustrating the book, The Rain Player.

Assessment:

The students' story maps will be assessed using the attached rubric.

Extension:

For students who complete the project quickly, they can use the computer and my website to locate other information about the Mayan Indians.

Accommodations/Modifications

Students with IEP objectives or other alternate learning outcomes which may include QCCs off grade level:

Students can be allowed to work with a partner.
Teacher can provide one-on-one instruction.
Teacher can provide a written list of the answers for the students to use to complete the story map. The students would have to decide which answer fits which block.

Name ____ Date

Rain Player
by David Wisniewski

Story Map

Setting of the story: (Where does it take place?)

Time: (What is the time period of this story?

Theme: (What issues are being dealt with in this story?

Main Characters:

Characteristics of Pic:

Characteristics of Chac:

Problem: (What conflict has to be solved?)

Resolution: (How is the problem solved?)

Vocabulary Words to Know from the Story

Chac--He was the rain god and one of the most important of the Mayan gods because he controlled the rainfall. He also had thunder, lightening, and storms under his control. He alone could determine whether the corn crops survived or not.

pok-a-tok--This was a favorite game of the Maya. It was a fast-moving combination of present day soccer and basketball, played with a solid rubber ball on a walled court. Opposing teams tried to send the ball through the stone rings above their heads. Hands and feet were not allowed to touch the ball; it had to bounce off padded hips, shoulders, and forearms. The winning team was allowed to collect the jewelry and clothing of the spectators. Losers received nothing, and sometimes lost their heads as well as the game.

Quetzal--These birds are found in the southern highlands. Their feathers were used as headdresses for the royalty and priests. They are also the national bird of Guatemala.

chilans--These were prophets who assisted the high priest. They made projections and predictions of things to come. If a predicted good failed to occur, the people would lose faith in the prophet.

cenote--This is the ceremonial well that the people offered their sacrifices to the over 150 gods. It is a naturally occurring well that forms in lime rock.

kintunyaabil--This is a calamity that is sometimes predicted by the prophets which means "sun intense all year." A kintunyaabil meant a terrible year of drought. When it was forecasted, the people simply waited for it to occur. Any attempt to stop or change it would have been considered useless.

Rubric for Lesson 1

Name ____________________ Date ______________

Content	3	2	1	0
Overall Participation	Student was on task and successfully answered the teacher directed questions and participated in group discussion.	Actively Involved	Somewhat involved, could not provide information from previous lesson on Mayans.	No Attempt
Successfully completed story map	Completed 6-7 parts of the story map	Completed 4-5 parts of story map	Completed 2-3 parts of story map	No Attempt
Total Points

1. How did the character from the book end up with the name "Rainplayer?"
         a. He liked to play in the rain.
         b. It was raining on the day he was born.
         c. He was given the name because he won a bet with Chac and helped end
              the drought.
         d. He was named by Chac.

Answer: C

2. From the book Rain Player, what is your impression of Chac, the rain god.

Answer: Answers will vary but students should be able to descibe the fact that all of the people were afraid of him. He is depicted as being larger than life. He required human sacrifices made to him in order to bring rain to the people. He did not like to be challenged by mortals. His pictures in the book are frightening and he is shown to be angry. He uses thunder and lightening to scare the people.

Rubric for Question 2

Content	5	3	0
Student described the characteristics of Chac.	Student was able to provide 2 or more characteristics of Chac. Student used details from the story to support his/her opinion.	Student provided one characteristic of Chac. Student used details from the story to support his/her opinion.	No Attempt.
Total Points	...	...	...