Reading Level:
U

Word Count:
1,629

Pages:
16 

Text Summary
The Sheriff of Nottingham arranges an archery contest, hoping to lure Robin Hood so that he can catch him. Robin Hood has other plans. He disguises himself as a beggar and wins the contest without raising the sheriff's suspicions. Later, a disgruntled sheriff receives a note at dinner revealing that Robin Hood was the beggar who won the contest.

Lesson Objectives

Comprehension
You will likely address a number of comprehension skills as students work to understand the text, for example, identifying character traits. The targeted comprehension strategy for this lesson is: retelling the story. 

Word Work

Synonyms
Understand that some words have the same meaning as other words

Comparatives
Understand how comparisons describe things

Visual Literacy
Understand the importance of illustrations for adding story details 

Before Reading

Introduce the Book
Introduce the book by showing students the front cover.
Ask: What do you think is happening in the picture? What do you know about Robin Hood and the Sheriff? 

Build Background
Some students may not have heard of Robin Hood. Familiarize them with the time period in which the story takes place. Explain who the character Robin Hood was and why his legend has lasted. Show them the first three illustrations in the book to help them picture the setting. 

Distribute the worksheet and have students complete the Before Reading section.
Say: On this worksheet there are words taken from the story. I want you to think about what might happen in the story. Then, using these words in the order in which they appear, I want you to write a few sentences that tell what you think happens. Make sure you use the words in complete sentences.  
Allow time for students to write their sentences. Then have students share their sentences and discuss each other’s ideas. 

Skim and Scan
Give students a copy of the book and have them look at the table of contents. Read the chapter titles, and have students consider what might happen in each chapter. Ask them on what page they can find the glossary, and have them turn to that page. Talk about the purpose of the glossary, and encourage them to use it as they read. Point out the word archers on page 5, and have students find it in the glossary. At this point, don’t have students scan the illustrations, because you want them to check their predictions through their reading. 

During Reading

Set the Purpose
Refer to the predict/retell worksheet that students have been working on.
Say: You have predicted a story based on the vocabulary on the worksheet. When you read the story, you’ll be able to see how close you came to predicting what really happens. When you are finished reading, I want you to retell the story as it happened in the book, using the same vocabulary words in your retelling.

After Reading

Build Comprehension
Give students time to write a brief retelling of the story, using the vocabulary words on the worksheet. Have students refer to their worksheets to answer the questions.
Ask: What happened in the story? How close did you get in your prediction at the beginning of the lesson? Why are these words important in the story?  

Help students understand the character of Robin Hood.
Ask: What words would you use to describe Robin Hood? Tell me some words and I’ll record them on the board. Looking at the words I’ve written, would you agree with all of them? Why or why not? How do you feel about him as a character? Why? Some might say that his appearance at the contest was foolish, while others might say it was brave. How would you describe it? 

Word Work

Comparatives
Have students turn to page 9 to find the word hardest. Ask them what the word describes. Repeat with the words nearest on page 11 and poorest on page 13. Also point out the word closer on page 13, and ask what it describes. Explain that we call these kinds of words comparative adjectives. Write the words hard, harder, hardest on the board, and talk about how the meaning changes as -er and -est are added to the root word. Have students use each of the words in an oral sentence. Write their sentences on the board and circle the words the comparative adjectives describe. 

Synonyms
Have students find the bold-faced word corrupt on page 6. Have them read the sentence in which it appears. Talk about the meaning of the word, and how the context can help them figure out a word they don’t know. Say: The words “taking advantage of” give the impression that these churchmen were doing something they shouldn’t, something that wasn’t fair or honest. The word corrupt is used as an adjective to describe the churchmen. From the context of this sentence, I get the impression that these corrupt men were dishonest. Dishonest is a synonym for the word corrupt, and it means almost the same thing. 

Have students find the word lure on page 6. Ask them what part of speech it is (verb). Have them explain the context of the word lure. Say: Robin Hood’s men are trying to get the lords to come into the forest so that they can rob them. They are trying to attract them with food. Attract is a verb, and it can be used as a synonym for the word lure: “They made feasts to attract the lords who traveled the roads.” 

Give students Worksheet 2. Instruct them to find and read the sentences in the book in which the given words appear. They should use the context of the words to help them find a synonym for the words. Remind them to think about the part of speech and to substitute an adjective for an adjective, verb for a verb, etc. If the word is a bold-faced word, tell them to use the context first to think of a synonym before checking the glossary. Then students should write their own sentences using the synonyms. 

Learning Through Visual Devices
Have students look at the illustrations and discuss how they can help the reader establish a time period for the story. Ask how the pictures contributed to their visual image of what happened in the story.

Writing Connection
Ask students to write up the archery contest as if it were on the sports page of a newspaper. You may want to have students look at some sports reports first and note the style in which they are written. Use the following process:

• Explain that sports reports usually answer the five W questions: who, what, where, when, and why.
• Before students begin writing their reports, have them list these questions on their papers, leaving space between each one.
• Question by question, help students establish and record: What was the event? Who was in the tournament? Where did it take place? When did it take place? Why did it take place?
• Refer to real sports reports in the paper and point out that most of this information takes place in the opening paragraph or paragraphs.
• Have students briefly jot down the main points of what happened at the contest.
• Have them use their notes to write their sports report. 

Assessment

• Review students’ predict/retell worksheets. Note whether their predictions were logical based on the Before Reading discussion. Then look at the retell section on the worksheet and note whether students retold the events in logical sequence and with accuracy.
• Review students’ completed synonyms worksheet, and note whether they supplied a synonym that makes sense in the context and is the correct part of speech.
• Review students’ written recount of the contest. Note whether they answer the five W’s in their account and whether it develops in a logical sequence.