SAUSD, Summer School · Please read all directions for each day’s lesson prior to teaching it....

SAUSD, Summer School

Teacher Tips with this Unit Thank you for teaching summer school! Writing instruction is a demanding task, but this guide will take you step by step through the process. With your enthusiasm for the material and belief that students can and must write daily, your students will have a successful experience and be prepared for this genre in 3rd grade. 1. Please read all directions for each day’s lesson prior to teaching it. This will help you understand the intent of the lesson – from the “warming up target lesson” to the conclusion; you will be able to pace it properly when you are prepared on a daily basis. 2. Your unit includes:

a. the Teacher Guide b. a daily power point making all material visual c. Student Learning Log (SLL) and Writing Handbook (in back of SLL) d. a video for lesson 4

3. Always begin with the content and language objectives which are on the power point for each day. If a lesson must continue more than one day, review the content and language objectives and update if necessary for that day’s lesson. 4. Establish partners and groups at the beginning of the Summer Session. Give time for students to discuss reading material and ask clarifying questions.

a. A collaborative conversation has been embedded into the unit with complete directions. Using some of the talk moves and prompts (at the back of your TE) prior to the formal discussion,

5. As the teacher, use of proximity and feedback as students work independently, with partners, or groups are essential. Pulling small groups for specific instruction is encouraged. 6. Writing cards and discussion cards are available for this unit on the Language Arts website under 4th grade writing. If you want to “build” your own large flee map for modeling, the cards (mini) lessons prior to the formal writing at the end. 7. This unit was designed to meet the following 2nd and 3rd Grade Common Core Standards:

2nd Writing: opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 3rd Reading Literary Text: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Distinguish their own point of view from that of the narrator or those of the characters. 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

3rd Reading Informational Text: 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine main ideas text; recount the key details and explain how they support the main idea. 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.4. Determine meaning of words. 6. Distinguish their own point of view from that of the author of a text.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

3rd Speaking & Listening: 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

3rd Language: 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences.

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2nd to 3rd grade SAUSD Summer School, HTross, 2013

Summer School Lesson Planner for 2nd going to 3rd Grade

Lesson 1: Piggies and Wolves Reading/Writing Plan Sequence:

15 min. Warming up / Motivation:

1. Display slide 1-3 Tell students that they will be studying folktales this summer.

What are folktales? Display slide 4 a. Explain to students about the genre of folktales by telling them that folktales are stories that come from all over the world. b. Folktales have no one specific author—they are handed down through storytellers in various cultures. c. Many have been collected and published by people whose names are then associated with them, such as the Brothers Grimm. d. They’re usually about ordinary characters in their ordinary lives and tell about something extraordinary that happens to those characters. e. There are lots of variations on folktales, but many of them share some common features, such as the following.

Display slides 5-8 • They have no specific time frame but are considered to have happened in the distant past (“Once upon a time,” “Long, long ago,” etc.). • The first characters are unsuccessful because they are foolish or unkind, while the final character is smart or loving and is successful. • May involve magic of some kind—wishes are granted, magic objects are found, etc. (Folktales with magic are called “fairy tales.”) • Animals, plants, and sometimes even machines have many human characteristics, such as the ability to think and talk. • Folktales often feature a monster or an evil character that the hero(es) must overcome • The characters often use trickery to defeat the monster or complete a quest (task). • Many things occur in threes (three main characters, three magic objects, three tasks to complete, and so on). • The stories are short enough to be told aloud in one sitting, with the plot moving along at a fast pace. • One or more of the characters usually learns a lesson or the reader learns a lesson. Explain that when they study these stories, students will be working on understanding the messages and real life connections that folk tales still give after many years.

Day 1: What are the elements of a folktale? Find them in the Story of the Three Little Pigs

Days: 8 Time: 1.30 hrs. per day

Content Objective: Students will understand the elements of a folktale as well as comprehend the story of The 3 Little Pigs.

Language objectives: Students will explain to a partner in complete sentences the evidence found as well as ask and answer questions about the story

Text Used Grimm’s The 3 Little Pigs

Powerpoint Slides 1 - 27 Student Learning

Log (SLL) Pgs. 1-3

Academic Vocabulary or phrases: “quick as a wink” & any words or phrases in the story, 3 Little Pigs Grammar Focus: none Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

2


Reading the Story: SLL log 3-4 pg. / PPT. Slides 9-26 Teacher Info: Determine the type of read you will use with your class. You can have students read some on their own, and some with you guiding them through the story by chunking the text, summarizing as you go and asking text dependent questions as well as clarifying the meaning of unfamiliar words and phrases. Since the essence of this story is familiar, most questions will focus on unusual vocabulary/figurative language, and syntax. Say: Let’s read a familiar folktale.

Text Dependent Questions 1. The sow “had not enough to keep them.” What do you think this means? Not enough food or big enough

house.

2. How was the 1st pig able to build his house “quick as a wink?” Follow-up Question: What does “quick as a wink” mean? The house was made of straw so it

can be quickly built.

3. What was the wolf’s next plan? Try to get the little pig to come

out of the house. 4. How does the 3rd little pig trick the wolf? He went at 5:00 – an hour early

to get the turnips.

3


5. How does wolf finally end up? Boiled and eaten by the 3

rd Little

Pig! Teacher Info:

A phenomenal site to find rare books and read them is from the read.gov (Library of Congress). The book you read on the power point is actually longer and is on this site:

http://www.read.gov/books/pageturner/2003juv81093/#page/6/mode/1up

Reviewing the Elements of a Folktale SLL pg. 5 Slide 27

Have students discuss in pairs or groups the folktale elements from the 3 Little Pigs:

1. How did it begin? (Once upon a time) 2. What are some things that came in threes? (pigs, 3 times with the wolf) 3. Who is the “monster” in this folktale? (wolf) 4. How do the animals act like humans? (talk, walk upright, think, etc.) 5. What are some traits of first characters? (The first two pigs are foolish and are eaten or

chased away, depending on your version of the story)

6. How does the final character differ from the first 2 characters? (The third character is smarter

and is able to get the wolf.)

7. Is there trickery in the folktale? (The third pig uses a trick to get the turnips and the wolf) 8. How long did it take to read? (It is short enough to tell in one sitting.) 9. Does anyone learn a lesson? (the reader learns a lesson – in other versions, the 1

st and 2

nd

pig learn their lesson when they move in with the 3rd

pig.)

Conclusion: Tomorrow we will look at the lesson learned in this story and act out 2 plays in your learning log. Teacher Info: You can assign parts to the students – Groups can practice the play so more students can participate.

4

http://www.read.gov/books/pageturner/2003juv81093/#page/6/mode/1up



PREPARATION NEEDED for today’s lesson: Make the character name cards by folding each one in half, so one side is for the traditional play and one side is for the “real life” play.

You can hole-punch the 2 top corners and place yarn to go around the necks of your students. Then they can just flip the card over to reveal their “real life” character. If you don’t, you can pin them on the shirts of actors, but then you will have to flip them over and re-pin. Side one Side two

Display Slide 28 – Content and Language Objectives

Target Lesson: 30 min. GTA: Follow this Target lesson after this lesson. SLL pgs. 1-2 Slides 29 – 40

Interacting with the Text/Task: Working on the Message (theme) of the folktale. Explain that today students will reenact the original story through an adapted short play. Often a play is much shorter than the original story because the characters show their feelings and emotions rather than it all being written out.

SLL pgs. 6 Slides 41-45 1st Play: 20 min. 1. Have students in groups practice the play. Remind students that when they act out the play, they must speak loudly and show emotion in their bodies and faces. 2. Then ask for volunteers to present it to the class. 3. This is extremely important in order for students to understand the theme:

a. Place the character cards around the necks of the actors. Make sure they are on the traditional character sides (pigs, wolves, and momma pig). b. Choose 4 narrators, or double up on narrators so more can be in the play. c. Act out the play as is.

4. Ask students if they understand the message of the story.

Day 2: What is theme or the author’s message of a story? Days: 8 Time: 1.30 hrs. per day

Content Objective: Students will understand the author’s message in the The 3 Little Pigs through reading and writing.

Language objectives: Students will use 2 plays to act out theme in groups.

Text and material used

a. Short play of the 3 Little Pigs b. real life play c. character cards


Log (SLL) Pgs. 1-2, 6 - 9

Academic Vocabulary or phrases: opinion lesson learned author’s message Grammar Focus: Complete sentences – subject/verb agreement Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

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2nd Play: 40 min. 5. Say: Well let’s try the play in a new way to help us understand the

author’s message to you in your own life. 6. Display slide 46. Explain that we will use people from your real life to act the next play. a. Tell the characters to turn over their character cards to show the real life character that represents the traditional character. Animate slide 47. SLL pg.7 to show the bridge map relationship.

7. SLL pg. 8-9 You can have students read the real life play in groups first, or one group in front of the other classmates. Assist as needed. Help them use actions (like the messy desk or messy paper, etc.).

8. Have groups come up with the author’s message or what the author wanted the readers to learn from the story. Discuss how it is NOT about the real play, but rather “changing the characters into a real life situation” –how the message of the story actually relates to something that could happen in your life. Do not show slide 48 until they have had a chance to determine the message themselves Possibilities: Slide 48 “Always doing your best in all you do.” “Take your time to do the best job.” “Work hard and take your time to finish something well.” “Make Smart Choices” – Big Idea 9. If time, have them think of other situations besides school work that fit this lesson in life. (doing your chores, cleaning your room, etc.)

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Target Lesson: R to L Creating the GTA (Genre, Title, Author) Phrase

Materials: 1. “GTA” card optional) 2. Flee Map example (picture) 3. Genre Charts (on ppt)

SAY: When you are writing about something you have read, you need to tell your readers:

What you read (title), what kind of story (or genre) it was and who the author is, if possible.

We use this phrase to begin a “Response to Literature” essay. Today we will practice this

with several stories we know. Creating the GTA Phrase Display the tree map on slide 29, SLL #1. Show students how this is one part of the opening paragraph of a response to literature essay. Genre: Remind students what “genre” means by displaying slides # 30 - 37 and quickly going over some of the types. Focus on the last 2 slides where it speaks to types of storytelling. Explain that this is the type we will be focusing on today. ORAL PRACTICE: Have them practice phrases: In the fairytale and In the folktale Title: Now they can add the title of the story to the above phrase to continue the opening sentence. Say: Let’s use these title: Goldilocks and the 3 Bears and Cinderella ORAL PRACTICE: Have them practice the phrase: In the folktale, Goldilocks and the 3

Bears and In the fairytale, Cinderella

AUTHOR: Now add the author. It can begin with… by__ or retold by __ or written by _ ORAL PRACTICE: Slide 38 Have them practice the phrase: In the folktale, Goldilocks and

the 3 Bears retold by James Marshall and In the fairytale, Sleeping Beauty by the

Grimm Brothers….

WRITTEN PRACTICE: SLL# 2 Slide 39 - 40 Have students practice the GTA with the 3 Little Pigs on their flee map SLL # 11. Tell them that they will be using this when they write their final Response to Literature. Remind them that the title is always underlined if it is a fairytale or folktale. Have them read what they wrote.

In the student’s handbook at the end of their SLL, linguistic patterns and stems are available to help the students with writing each part of their response.

Conclusion: Tomorrow they will add the second part of this sentence – the nutshell statement.

folktale The Three Little Pigs James Halliwell-Phillipps

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Display Slide 49 Content and Language Objectives Display Slide 50 Tree Map – focus on nutshell statement

Target Lesson: Nutshell Sentence 30 min. SLL pgs. 10-12 The directions for this lesson are placed after this lesson. (slides numbers are on the target lesson plan)

Interacting with the Text/Task: 60 min. Working with the Message of the story After working with the message, or theme, students must turn it into a judgment statement or “claim” (common core). It is also considered their “argument” that they will have to defend.

1. Slide # 56 Ask students to review the message of the story for the 3 Little Pigs. Choose one that they like best. Now they will create a sentence called the Judgment Statement (or claim) about what they think the story means to them. 2. Slide # 57 Have student turn to SLL pg. 49 to review the linguistic patterns to create a claim, which has to be a complete sentence. You can model one: In my opinion, the real message of this story is “Hard work and patience

pays off in the end.” You can model this in your own flee map on the doc camera. Have them practice saying their claim before writing it on the flee map Slide # 58 SLL #11

Day 3: How do you write about a story in 1 sentence. How do you create a judgment statement? What evidence supports the theme or the author’s message of a story?


Content Objective: Students will understand the how to create the overall nutshell and message sentence about the The 3 Little Pigs.

Language objectives: Students will explain to a partner in complete sentences the nutshell and message


a. The Story of the 3 Little Pigs b. Flee Map c. Nutshell posters


Log (SLL) Pgs. 10-12 Handbook pg. 49

Academic Vocabulary or phrases: nutshell and message Grammar Focus: Complete sentences – subject/verb agreement Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

folktale The Three Little Pigs James Phillipps 3 pigs need to build their own houses

but a wolf tries to blow them all down.

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Teacher Info on choosing Supporting Details to support the Judgment Statement

3. After working with the message of the folktale, students need to prove that their judgment statement is true. They must provide specific evidence from the story (The 3 Little Pigs) and then explain it (comments). Today they will be learning how to choose the correct evidence to prove the message. Display Tree Map: Slide 59 a. Display Tree Map: Slide 60 Say: How do we know our message about “hard work and patience pays off

in the end” is truly the correct message of this story? We must look back at

our story to find the evidence that proves this is a correct judgment statement

for the 3 Little Pigs.

Have students turn back to the 3 Little Pigs story in their SLL 3-4. 4. First, find evidence in the story that show when characters DID NOT have patience and were not hard workers. Who were they? a. The 2 pigs did not use hard work or patience. They used wrong materials and built their home

too fast. We know that building a brick house works, but building a straw or stick house is

foolish. We will write evidence about each pig in each of the event boxes in sequential order.

b. Slide 61: Have students find the 1st event (evidence) box on their flee map.

1. Say: What evidence happens in the first part of the story that proves our judgment statement?

Look for what the 1st pig does that is not smart.

2. Have students find this in the story- or they will remember as they know the story. Model writing it in the first box of your flee map. You can use the summary cards here: The first pig chooses to use straw and (no need to use “Who”) quickly builds his house. 3. Then have the students write it in their box of their flee map. They can write it in their own words or use your words for this first time. SLL # 11

Conclusion: Explain that tomorrow they will be working on the text evidence about the other two pig’s choices from the story.

9

Target Lesson: R2L Creating a Nutshell Sentence

Materials: 1. “Nutshell” grid 2. Nutshell Poster

3. Optional: real walnut or peanut

SAY: You must tell your readers a basic understanding of the story at the beginning of your

response to literature. We call it a nutshell statement or the gist of the story. 1. Begin by explaining “in a nutshell.” Display the poster on slide 50 Slide 51 if you do not have a nut of your own (see next option) Optional: Take a nut (a peanut or walnut works), and break the shell in half carefully on the doc camera. Demonstrate that the “nut” is the whole story – the beginning, middle and end – (I break the nut into parts). It is the part we “eat” – and symbolizes what we read. Then take the nut parts and place them back into the shell. Cover the nuts back in the shell. Tell students that the shell “covers” the whole story – in one sentence. 2. Creating the Nutshell statement: Fun and Easy This little trick helps you write a nutshell sentence. SLL 10 slide 52 a. Put your “Somebody / Wanted-Needed / But / So” grid on your doc camera. b. Explain each part of the grid. The “somebody” is the main character. The verb “wanted, or needed” is what the character was hoping for or needing. The “but” is the person or thing that tries to stop the main character from reaching his goal. Finally, the “so” is the plan to solve the problem, or someone who helps the character. c. Practice with some stories they already know: Goldilocks, Cinderella or Little Red Riding

Hood. Example: Determine: Who is the “Somebody”? (Goldilocks) What did she want/need/do? (went inside the Bears’ house without asking, But: the bears found her. (Sometimes you can use the “So” section, but it is not always necessary. You could say… “…so she ran away.”) ORAL PRACTICE: Have students practice the nutshell statement of Goldilocks then add the GTA in the front and say the whole thing over and over! You can write together to practice. WRITTEN PRACTICE: SLL# 11 Slide 54: Add the “nutshell” to the 3 Little Pigs GTA on the flee map. Have them try several ways to do this: Example: In the folktale, The 3 Little Pigs, by James Phillipps, 3 pigs need to build houses but a wolf tries to blow them all down.

folktale The Three Little Pigs James Phillipps 3 pigs need to build houses

but a wolf tries to blow them all down. 10



Display slide 62 Content and language objectives Continuing to find supporting evidence to prove their opinion is true: 30 min.

1. Review yesterday’s evidence on the student’s flee map SLL pg. 11. Slide 63 Make sure they understand that they are writing what some characters did wrong and what some characters did right to prove their opinion. Students can write their evidence on their own or use yours (this first formal writing is more interactive and modeling rather than on their own). 2. Direct students to write what the 2nd Little pig did. The evidence for the 2nd little pig will be much like the 1st little pig. Use summary cards if necessary

3. Now direct student to write what the 3rd pig did. Make sure they explain what he did RIGHT and show the evidence that proves he has patience.

Interacting with the Text/Task: 60 min Building background to add more expert comments to the response to literature.

• Blow the House Down video: Click on link on slide 64 to play if you have

internet after explaining grid. • http://pbskids.org/dragonflytv/show/strawhouse.html - Making a straw house. • Also on your CD But to play you must down load VLC Media Player (Free)

Day 4: a.What evidence supports the theme or the author’s message of a story? b. Provide students with background knowledge to help them write constructive comments on their response to literature essay.


Content Objective: a. Students will understand the how to choose specific evidence to back up their judgment statement. b. Students will understand the how to use multi-media to gain information on straw houses.

Language objectives: a. Students will explain the evidence they chose using complete sentences in speaking and writing. b. Students will view a video and discuss and write what they see while working with partners.


a. Video “Blow the House Down” b. Experiment process grid and video guide


Log (SLL) Pgs. 11-14

Academic Vocabulary or phrases: waterproof, fire resistant, warm or cool Grammar Focus: Complete sentences – subject/verb agreement Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

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http://pbskids.org/dragonflytv/show/strawhouse.html


1. Explain to students that today they will be looking at a science experiment about making houses out of straw. Ask students: Why do you think straw really isn’t good to make a house out of? Have partners discuss and answer. Write predictions on the board.

1. Have students go to SSL pg. 13 and Slide 65.

2. Explain the grid prior to them watching the video. Tell them that as they watch the short video, they will be filling in the results the girls found. (You may have to watch the video several times and pause to explain as the girls speak quickly.)

3. To fill out the grid, they simply have to write “no” or “yes” – they can also add some notes if they like: No, because the rag was wet OR Yes,

it stayed dry.

4. Keep it short. It is more important that they understand the categories and what waterproof, fire resistant and thermal resistant means (retains cool or warm air on the inside) 5. Slide 66 SLL # 14 Students will look at the video guide questions. 6. They can discuss what they think the answers are from looking at the grid and from what they remember from the video. Conclusion: Tell them that we will continue with answering the questions by looking at a summary of the video on the next day you meet.

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Interacting with video and text: Using a Video Summary 45 min. SLL pgs. 15 Slides 66-69 Students will answer their video guide, SLL 14, by using extra information on a video summary. As they read the text they can write their answers on their guide, or you can wait until you are

finished reading the text. Text Dependent Questions 1. Where can you find evidence in this text to determine where the girls are from? Montana Crow Reservation – They can write this on their video guide. 2. Why do they need to find ways to make houses on their reservation? (IMPORTANT: not enough houses need a cheap way to build

strong homes

They can write this on their video guide. 3. Find the paragraph that explains the what the girls did (science experiment) with each type of material How can you tell that it is a sequence? First, then, finally 4. What were the results of their experiment? Straw house with stucco worked best because

it could be checked off on all 3 parts on the

grid. They can write this on their video guide.

Day 5: What information did you gain about straw houses? B. Write a letter to the 1st little pig, making suggestions on how to build the correct house.


Content Objective: a. Students will use a video summary to add to their information on straw houses. b. Students will understand how to comment on literature through an informal exercise by writing to the character.

Language objectives: a. Students will answer and ask questions in complete sentences about what they read.


a. Blow the House Down Video Summary b. Video guide C. Letter Writing Paper


Log (SLL) Pgs. 14 - 16

Academic Vocabulary or phrases: reservation Crow Nation Montana cinderblock stucco Grammar Focus: Complete sentences – subject/verb agreement Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

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Writing Task: Giving advice to a character by writing him a letter. 45 min. Students need to “play” with text and look at a story from different points of view through informal exercises using the text. This helps them write better comments on a formal assessment. Because this is informal and “fun,” do not expect a “perfect letter” to the pig. Rather, it will be short letter telling the pig a better way to build a house so he won’t get eaten! SLL pgs. 16 Slide 72

1. Informal prompt: Today we are going to use what we know about building a strong straw

house to provide advice to our first little pig. He needs your help! You will write him a letter

explaining what he should do when building his house.

2. Students can brainstorm with a partner what they might tell the pig and why. Let them have fun with it. They will be teaching the first little pig a lesson! 3. They should: a. Tell why they are writing the letter in the first paragraph. b. Give details on what the little pig should do to make his house. c. Remind the pig to take his time and do it well… or suffer the consequences!!!! 4. Have them follow friendly letter format – Starting stems have been placed on the ppt. slide 72 5. Assist as needed.

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Display slide 73 – Content and Language Objectives

Revising and Sharing: 40 min. SLL pg. 16 Slide 72 (go back one slide) 1. Ask any student if they want to share what they’ve written so far with their letter to the 1st Little Pig. Provide feedback to the student and provide any mini lesson on their letter writing.

2. Students should complete their letters to the 1st Little Pig. They can share them with groups, partners, and have a few read in class for the entire group.

Planning on the Flee map: Adding Transitions and Comments 50 min. SLL pg. 11 Slides 74 -75

You will model the following: 1. Tell students to look at their flee maps so far – slide 74. What have they written? (opening with their judgment statement plus some evidence from the story).

a. Transitions: Say: We will write the transition words for each section of evidence, to move the

story evidence along and keep it sequential.

b. Tell students to look again on the slide (75) (also in their SSL pg. 49) and find the transition stems section #2. They can use some of these if they like, but they can also use their own.

c. Model adding your own transitions on your flee map, discussing why you chose the ones you did. Tell students that they can always change them later if needed.

Day 6: Elaborating on the evidence: How to write reflective comments about the story using prior knowledge and their deeper understanding of the text/characters/theme.


Content Objective: a. Students will understand how to add more story details and opinions to support your opinion.

Language objectives: a. Students will share their letters with groups. b. Students will use oral and written practice to add correct transitions and comments on their flee maps.


a. Letters to Pig #1 b. Flee Map for Response to Literature and 3 Little Pig Text if necessary


Log (SLL) Pgs. 16, 11, 49

Academic Vocabulary or phrases: Comments of my own - “reacting to the text using your own opinion” Grammar Focus: Complete sentences – subject/verb agreement and asking questions. Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

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2. My Ideas: Display Slide 76 -77. Tell students that today they will learn how to add comments about the story evidence they wrote in the boxes of their flee map. Students ideas are their own thoughts and questions about what each pig did that was wrong or right… much like what they did in the letter to the pig, but shorter. They can write statement or questions. FOR easier comments use Flee Map # 46 - just one section after supp. details. 3. Have students look at Slide 78, SLL pg. 49 (section #4 Reflection/Connection). They can use these linguistic patterns to help them with creating statements and comments about the story evidence

4. Say: Watch me model adding comments on the first paragraph about the 1

st pig. You can help

me with this. I can use look at some of the sentence patterns to help me if I need them.

Using the doc camera or a large flee map on butcher paper do the following:

5. Say: I will reread the evidence I put in my first section.

Then model your thinking process aloud – you can also ask students for “help” on what to say. (example of metacognition: a. What this pig did is not a good idea… I will write this first so my audience understands the 1

st

pig’s mistake.

b. Hmmm… what happened because he used straw? Oh yeah, he was eaten up. I will write down

the consequences for his choices.

c. Now, I think I’ll tell what the pig SHOULD have done, from what I know about straw house.

I’ll tell my audience about adding stucco.

6. Students can write along with you, changing to their ideas if they wish. Since this is the first

time doing this, modeling and using students’ ideas to “help” you write it is appropriate. Remember: you can use the easier flee map on pg. 46 in your guide.

7. Conclusion: We will finish our comments tomorrow and you can write some of your own.

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Writing: Comments about evidence 50 min. Slide 79 – Language and Content Objectives Preparation: Students should have out their flee maps. The teacher will have the 3 Little Pigs Flee map ready to continue to model.

1. Slide 80 Tell students that today they will continue to comment on the story (evidence) about the last 2 pigs. Slide 81 Review what has been written so far and remind students that they are continuing to prove their judgment statement about the meaning of the story.

2. Slide 82 Ask students about the comments made about the 1st little pig. What kind of sentences was used? a. The 1

st sentence explains that what the pig did was not a good idea or choice to use straw.

b. The 2nd

sentence tells about the consequences of his poor choice – the wolf blows it down and eats him. This

sentence tells more about the story (evidence).

c. The 3rd

sentence gives advice as to what the pig should have done, using our prior knowledge about what we

learned from the Montana Nation girls’ experiment.

3. Slide 83 Ask students to think about the 2nd little pig and read the evidence about him. What kind of comments could be made about this pig?

a. Could you still use your prior knowledge about building a house out of sticks?

b. What could happen if you built your house out of sticks?

c. Would it be fire resistant?

d. Would it be strong and hold in heat or cold or a wolf’s huffing and puffing? These are ideas you could use when writing your comments about the 2nd little pig.

2. Say: Try to write some of your own advice to the 2nd

Little Pig. Look at what was written to

the 1st pig. This can help you. Remember that adding your own comments is like having a

discussion about the text –but you write it down. They can use the linguistic patterns on pg. 49 (section #4 Reflection/Connection), but sometimes just thinking about what they want to say about what they read works best. Also, in the Writing handbook in the back of the SLL on pg. 50, there are some verbs you can use to help explain what the character was doing.

Day 7: Elaborating on the evidence: How to write reflective comments using prior knowledge.


Content Objective: a. Students will understand the how to add elaboration to the evidence to prove their judgment statement. b. Students will understand why wolves have been given a bad reputation by reading expository text.

Language objectives: a. Students will use oral and written practice to use correct comments with the teacher. b. Students will use cause and effect language to explain the death of wolves.


a. Wolves Get a Bad Rap b. Flee Map for Response to Literature


Log (SLL) Pgs. 11, 49-50

Academic Vocabulary or phrases: smart and sneaky, government, necessary Grammar Focus: statements and asking questions for reflection Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

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Assist students in trying to write their own comments and advice to the 2nd pig. When students have tried, you can model your comments.

Use the doc camera or a large flee map on butcher paper to model

Remember: you can use the easier flee map on pg. 46 in your guide. 3. Slide 84 Continue with the same process with the 3rd pig, only describe why his plan was a better one. You might want to model this since it is different from the first 2 comments.

Interacting with text: One Point of View about Wolves 40 min. SLL pgs. 17-18 Slide 85 – 88 – with more photos Explain to students that in most of their reading experiences, they have seen a negative point of view towards wolves. This expository text provides an argument for wolves and how the perception of wolves in folktales has given the wolves a “bad rap.”

Text Dependent Questions 1. What were some of the stories told about wolves in Europe? 1st paragraph 2. What continued the fear of wolves? The

view of wolves in folktales 3. Why is the rancher and farmer’s point of view about wolves not true according to this author? More dogs and vultures kill

their livestock than wolves.

4. What are some reasons the wolf shouldn’t be feared? No deaths, not

aggressive – don’t attack like other

animals.

5. Why did the author use the hippo to compare with the wolf?

The hippo is the opposite of the wolf – but

people think they are sweet. They are

rarely killed; whereas wolves are killed

because they are not perceived as cuddly or

cute.

6. What do you think about the amount of wolves killed in America? Why do we need wolves in our forests? Answers will

vary – they should use the evidence from

the text to explain why it is not right – if

that is their opinion.

Conclusion: Explain to students that tomorrow they will learn more amazing facts about wolves. 18



Slide 89: Content and Language Objectives Writing a conclusion: 50 min. SLL pg. 11 Slides 90 - 91 Preparation: Students should have out their flee maps. The teacher will have the 3 Little Pigs flee map ready to model.

You will model the following: 1. Review the students’ flee maps so far. What is left on the map? (the conclusion).

Say: Today we will write a conclusion to our 3 Little Pigs Response to Literature. A conclusion

needs to explain what you learned from reading the 3 Little Pigs. How does it relate to your life?

What ways will you be better because you will take time and be prepared?

Slide 92 Review the linguistic patterns possibilities for beginning a conclusion

2. Here is one to model. Notice that it begins with one of the linguistic patterns. There are 1 or 2 sentences that show what the student learned in his OWN life. In this sample, the 1st sentence explains what the story reminds the student about doing. The second sentence is a confirmation about what he will remember to be like.

As you model, you can use talk it through. You can also shorten this closing paragraph by just using the last sentence. Mainly you want student to say what they will do NOW because they learned from the story, and how they will try harder. Example:

Day 8: Add a conclusion to the flee map. Learn some wolf facts and draw conclusions about wolves.


Content Objective: a. Students will understand how to add a conclusion using connections they made with the text b. Students will learn some wolf facts and draw conclusions about wolves.

Language objectives: a. Students will use oral and written practice to writing a conclusion paragraph.

b. Students will use drawing conclusion frames in speaking and writing.


a. True Facts about Wolves b. Flee Map for Response to Literature


Log (SLL) Pgs. 11, 18, 49-50

Academic Vocabulary or phrases: cherish, depredation, stamina, carnivores, rare Grammar Focus: statements and asking questions for reflection Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

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Interacting with text: True Facts on Wolves 40 min. SLL pgs. 18 Slides 93- 96, with more photographs Discuss what was read yesterday about wolves. Say: Today we are going to read some facts

about wolves. Let’s see what amazing new things you will learn about them!

Text Dependent

Questions 1. What word best describes how wolves feel about their family (pack)? protect,

love

2. Explain “close relative” (in the same family as _). 3. What facts could you tell a rancher to stop him from killing wolves? #4

4. What details help you understand that the wolf is a great athlete? 5. How does a wolf help keep a forest healthy? It kills animals that are

weaker or sick.

6. Explain “carnivores” – meat-eaters - by using the cognate “carne” meaning meat.

6. Slide 97 Have students write a short paragraph about what they think about wolves after reading these facts and the article yesterday. You can add these ideas: Are wolves treated right (fairly)? Why? What do you think about wolves in folk and fairy tales? What might you do about it?

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Lesson 2: Stonecutter Reading/Writing Plan Sequence:

Slide 98: Content and Language Objectives Oral Rehearsing the Flee map: 20 min. Slide 99 SLL. Pg. 11 Students should have out their flee maps. The teacher will have the 3 Little Pigs flee map ready to use. 1. Model orally rehearsing your flee map. Make any phrases turn into complete sentences. Revise anything that doesn’t sound or look right as you model your reading aloud.

2. Student Oral Rehearse: Each student should review their flee map by reading their own and then sharing it with partners. Assist and provide feedback as you listen to students read their work.

Say: Tomorrow we will be taking our words off the flee map onto paper to create an essay.

Motivation: Understanding the Big Idea Slide 100 -101 SLL pg. 19 70 min. 1. Tell students that now we are beginning a new big idea which we will create by the end of the next 2 weeks. 2. Explain the multi-flow map – causes and effects. 3. Say: We will be reading some stories about people who wish for things. Look at the middle box – the event

is people wish to be someone or something else. Why would someone wish to be someone else?

Think –Pair- Share and Write 4. Have students work with you to think why people say… “I wish I was __________ to create all the REASONS WHY a person would want to be someone else. Write together as many as they can think of on the causes side of the multi - flow

5. SLIDE 102 Practice using cause/effect language. You can write “so” or “therefore” on the lines. Have students share out. ________ so _________ ________ therefore ______ Example: People are jealous so they wish to be someone else.

6. Students will probably not know some of the effects of wishing to be someone else, but they can make a prediction if they come up with one. 7. SLIDE 103 Tell them that after they read a story, they will add more ideas on what happens. (After they read the Stonecutter and the Magic Fish, they will fill in more on both sides.)

Day 9: a. Oral Rehearsing the 3 Little Pigs Response to Literature b. Understand the big idea of wishing to be someone else.


Content Objective: a. Students will understand how an entire response to literature sounds and reads. b. Students will use their prior knowledge to formulate ideas about “wishing to be someone else”

Language objectives: a. Students will use oral and written practice to read their flee map

b. Students will use cause and effect language in speaking and writing.


a. Multi-flow Map b. Flee Map for Response to Literature


Log (SLL) Pgs. 11, 19

Academic Vocabulary or phrases: prosperous, unbelieving air – other words in Stonecutter Grammar Focus: Cause and Effect Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

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pros Slide 104: Content and Language Objectives SLL pg. 11 Slide 105 Students should have out their flee maps and ready to write on the lined paper provided in their SLL. The teacher will have his or her 3 Little Pigs flee map ready and chart paper to use for shared writing.

1. Model taking the opening sentences off the flee map. Demonstrate how you add commas, underline the title, and other conventions. Using large chart paper is best, but you can also model it on the document camera. Talk about what you are doing as you model.

2. Optional Student Writing: Students will write their own opening paragraph. Provide proximity and feedback.

Interacting with the Text/Task 60 min. Slide 106-116 SLL pg. 23-24 Say: Today we will begin a new folktale – read the title and where it originated. Ask students to

think about what a stonecutter might do. Text Dependent Questions

1. Do you think being a stonecutter is a good job? Why or why not?

2. What is meant by “asked for nothing better than what he had.” Need for nothing

more than what he owned.

3. Have student explain: prosperous, “unbelieving air” - from the context, what do these word/phrases mean?

4. Folktales forewarn the reader that something is about to happen. Which sentence does that in the 2nd paragraph? But a time came when he learned to change

his opinion.

Follow-up: What predictions can you make from this forewarning?

5. What made the stonecutter change his mind about never wanting anything more? Saw the rich man’s possessions.

6. Whose “voice” do you think is speaking to the stonecutter?

Day 10: a. Shared writing of the 3 Little Pigs Response to Literature b. Reading the Stonecutter and summarizing 2 events


Content Objective: a. Students will understand how a response to literature is written. b. Students will understand what could happen by making wishes by reading the Stonecutter.

Language objectives: a. Students will use oral and written practice to create a rough draft. b. You will ask and answer questions while reading a story


a. Flee Map for Response to Literature b. The Stonecutter folktale c. Circle Flow Map d. Summary Cards


Log (SLL) Pgs. 11, 21-22 (optional writing paper – if students are writing their essay- they can write at the same time as the teacher shares her writing.) 23-26

Academic Vocabulary or phrases: dwelt, prosperous, Grammar Focus: Cause and Effect Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

22


7. Whose bed had the stonecutter “envied?” To envy is to want something you do not

have. The stonecutter had envied the rich

man’s bed.

8. Why do you think he wants to be the prince? He thinks the prince is cooler

because he has an umbrella over his head

9. Explain “bore” in its context. bore means

“carry” in this context.

11. How does the man’s personality change from the beginning? He tries to act powerful

and important – to be better than others and

is not satisfied.

Summarizing the Text so far – Slide 112 SLL pg. 25 This can be done orally or with the map depending on time. Most importantly is that the students see that it is a “circle story” – ending where it began. Using the summary cards, students will summarize the events so far in the story aloud. They can write each summarized event on the circular flow map provided with your help. Teacher Info: It is easy to “chunk” this story for summarizing: every time the Stonecutter interacts with a new character and changes into someone new. Each “chunk of the text” becomes one section in the flow map. When you chunk the text first, students know when to stop one flow map box and begin another.

1. Use the first event and begin asking the summary questions: (the When and Where boxes can be used interchangeably depending on the text)

Once upon a time, a careful stonecutter cut gravestones.

and was happy being who he was. not in this section – make a new box

and start over.

2. Slide 113 Show students that the first box was done for them. Students should notice that the summary is shorter and the sentences are combined. Also explain how the adjective “careful” was put in front of the subject - a shorter way of explaining the kind of worker he was, instead of writing another sentence in the summary. Finally, when asked “anything else,” 3. Complete the 2 next events in the same way.

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Slide 114: Content and Language Objectives Taking the Words off the Flee map: 30 min. SLL pg. 11 Slide 115: Students should have out their flee maps and ready to write on the lined paper provided in their SLL. The teacher will have his or her 3 Little Pigs flee map and chart paper ready to use.

1. Model taking the 2nd and 3rd paragraph off the flee map (event 1 and 2 with comments and transitions). You will show to add the commas after the transition. Talk about what you are doing as you model.

2. Optional Student Writing: Students will write their 2nd and 3rd paragraph. Provide feedback and proximity.

Interacting with the Text/Task 60 min. Slide 116 -122 SLL pg. 23-24 Say: We will continue the story… Let’s look back at what we did so far. The stonecutter has just

wished to be the prince in the cart, under the umbrella. Text Dependent Questions 1. What were the results of the Stonecutter’s new wish to be the prince? He became

scorched and burned from the powerful sun.

2. What actions show us that the Stonecutter was vengeful, or unforgiving? He burned up

the faces of other princes, poor people, grass

3. What actions show us that the Stonecutter was vengeful, or unforgiving? He burned up

the faces of other princes, poor people, grass,

etc.

4. What is meant by “discontent once more filled his soul?” unable to maintain

happiness – becomes bored w/ his power.

5. How does the Stonecutter’s power get out of hand? Why do you think so? He has to do

more and more to fulfill his need for power.

So he floods the earth.

Day 11: a. Shared writing of the 3 Little Pigs Response to Literature cont. b. Understanding a circular folktale- Stonecutter and its message.


Content Objective: a. Students will understand how a response to literature is written. b. Students will understand the consequences of making wishes by reading the Stonecutter.

Language objectives: a. Students will use oral and written practice to create a rough draft. b. You will ask and answer questions while reading a story and summarize with partners.


a. Flee Map for Response to Literature b. The Stonecutter folktale c. Circle Flow Map d. Summary Cards


Log (SLL) Pgs.

Academic Vocabulary or phrases: discontent scanty “gloried in his power” Grammar Focus: Cause and Effect language; complete sentences – subject/verb agreement. Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

24


6. How is the rock more powerful than the cloud and the sun? Neither rain or

heat can’t destroy it.

7. How is the rock more powerful than the cloud and the sun? Neither rain or

heat can’t destroy it.

8. Deconstruct the sentences in the last paragraph with students and how the message is revealed: “sweat on his brow… toiled again at his trade.. “bed hard…food scanty” “he learned to be satisfied with it”

Summarizing the Text - This can be done orally or with the map depending on time. Most importantly is that the students see that it is a “circle story” – ending where it began. SLL pg. 25 Slide 123 Using the summary cards, help students complete the circle flow map together. They can write each summarized event on the circular flow map provided after they have said it many times. They can simplify the sentences in the example below.

Conclusion: Allow students read and practice the Stonecutter Play at home or in class if time allows – choosing a character to portray.

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Taking the Words off the Flee map: 30 min. Slide 124: Content and Language Objectives SLL pg. 11 Slide 125 Students should have out their flee maps and ready. The teacher will have his or her 3 Little Pigs flee map and chart paper ready to use.

1. Model taking the last event, comments and concluding paragraph off the flee map. You demonstrate how to add the commas after the transition, and change to the last paragraph. Talk about what you are doing as you model.

2. Optional Student Writing: Students will write their last event and concluding paragraph. Provide feedback and proximity. Have students read their drafts to revise as necessary.

Interacting with Text and Task 30 min. SLL pg. 27-29, Slide 126

Allow students to act out the Stonecutter Play in groups – or choose a group to perform it in front of the rest of the class. Some students LOVE to act out the play with pictures of characters and settings. This is available for them to take out, cut and “play” with. They can also be pinned on the actor. SLL 29-30 Interacting with Text and Task 30 min. Slide 127 SLL pg. 32 (larger, for just the Stonecutter story only)

(Time is allowed to complete this on Day 13 so you can have more time on doing the Stonecutter Play if needed) 1. Assist students with filling out the process grid for the Stonecutter, following the same format as they did with the 3 Little Pigs. 2. Discuss the theme of the Stonecutter in the last section of the grid. (example is in next lesson)

Day 12: a. Shared writing of the 3 Little Pigs Response to Literature cont. b. Understanding literary elements of The Stonecutter.


Content Objective: a. Students will understand how a response to literature is written. b. Students will understand the story by looking at the story elements.

Language objectives: a. Students will use oral practice to retell a story through a play with partners and in a large group.

Text and

material used a. Flee Map for Response to Literature b. The Stonecutter Folktale


Log (SLL) Pgs. 11, 21-22 (paper), 27-30, 31-32 (only if time – can wait until next day)

Academic Vocabulary or phrases: none, depending on your students’ abilities when reading the play. Grammar Focus: complete sentences – subject/verb agreement. Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

26


Lesson 2: The Stonecutter Reading/Writing Plan Sequence:

Slide 128: Content and Language Objectives Catch-up 30 min. SLL 31-32 If students have not completed the process grid on the Stonecutter, this can be done at this time.

Interacting with Text/Task: Reflecting on the character 50 min SLL pg. 33 Slide 129

This text task focuses on the main character in the story. It will help the students learn how to comment on the character more, understand his dilemma, and what change of events could have helped the character.

1. Review the outside parts (frames of references) on the map with the students. The students write their answers inside the separate parts of the circle map. This is an excellent project to do in groups and then share their findings with the entire group.

2. Discuss how doing this exercise will help them write better comments on their response to literature essay.

Interacting with Text/Task: 20 min Reflecting on the big idea Slide 130, SLL 19

1. Return to the multi-flow map that was used before reading “The Stonecutter.” Remind students that this is what they thought from their prior knowledge.

2. Write the title “The Stonecutter” line provided on the bottom of the page. This is a new source of information that will cause the students to think in a new way “Wishing to be someone else.”

3. Now they will add new ideas because they read the story about The Stonecutter - who wished to be someone different. 4. Ask students: Why did the Stonecutter wish to be someone different? Not good enough, powerful Have students add new reasons with your help. 5. Ask students: What happened when the Stonecutter kept wishing for more? Never happy, sad, mean and

destructive. Have students add new effects – what happened to the Stonecutter. Practice using cause/effect language. You can write “when” over the event box. Have students share out. when_________, ______ or ____ therefore _____. Example: When a person wishes to be someone else, he will always be sad.

Conclusion: Tell students that tomorrow they will be learning about a new story!

Day 13: a. Understanding literary elements of The Stonecutter. b. Character Thinking Map about the Stonecutter


Content Objective: a. Students will find the folktale elements of The Stonecutter. b. Students will reflect on the Stonecutter’s choices in the story.

Language objectives: a. Students will use oral and written practice to explain the literary elements of the Stonecutter with partners and in a large group.

Text and

material used a. The process grid b. The Stonecutter text and character circle map


Log (SLL) Pgs. 11, 21-22 (paper), 27-30, 31-34

Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

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Lesson 3: The Magic Fish Reading/Writing Plan Sequence:

Slide 131: Content and Language Objectives Interacting with Text: Unencumbered Read - 40 min. SLL pg. 35-36 Slide 132 Now that the cause and effect map and process grid are completed for the Stonecutter story, students should recall the theme - “Wishing to be someone else or wanting more than you need.”

1. Tell students that today, they will be reading a new folktale called, “The Magic Fish.” As they read this folktale, see if they can find the similarities to “The Stonecutter.” This will be an unencumbered read as it is a simple tale, unlike the original version by the Grimm Brothers, which I determined not to use for this grade level.

2. If needed, summarize as you go (you can use the power point slides) and ask clarifying questions. See if the students see the connection to last week’s story of the Stonecutter.

Interacting with Text/Task: Reflecting on the character 50-60 min SLL pg. 37 Slide 161 This text task focuses on the Fisherman’s Wife rather than the fisherman, as she is the greedy person in the story. It will help the students compare the 2 stories – and the similarity of the theme.

1. If needed, review the outside parts (frames of references) on the map with the students. Students can again work in groups and then share their findings with the entire group. Conclusion: A discussion of the 2 characters and the stories will be explored tomorrow.

Day 14: a. Read The Magic Fish. b. Fill out The Fisherman’s Wife thinking Map to understand the character.


Content Objective: a. Students will find the folktale elements of The Magic Fish. b. Students will analyze The Fisherman’s Wife to understand theme and character.

Language objectives: a. Students will use oral and written speak about a character with partners and in a large group.

Text and

material used a. The Magic Fish b. Character Thinking Map


Log (SLL) Pgs.

Academic Vocabulary or phrases: None – depends on your class’s abilities with this simple story Grammar Focus: complete sentences – subject/verb agreement. Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

28


Lesson 3: The Magic Fish Reading/Writing Plan Sequence:

Slide 162: Content and Language Objectives Interacting with Text and Task 25 min. SLL pg. 39 Slides 163-164 Students will fill out the process grid for The Magic Fish, following the same format as they did with The Stonecutter. Discuss the theme of the Magic Fish and how it is probably the same in the last section of the grid.

Interacting with Text/Task: 20 min Reflecting on the big idea Slide 165 SLL 19

1. Return to the multi-flow map about the theme. Remind students about what they wrote after reading their first source, “The Stonecutter.”

2. Write the title “The Magic Fish” line provided on the bottom of the page. This is a new source of information that will cause the students to think in even a newer way about “Wishing to be someone else.”

3. Now they will add new ideas because they read the story about The Magic Fish - who wished to be someone or thing different. 4. Ask students: Why did the Fisherman’s Wife’s wish to have

more and be someone different? Greedy, wanted to have the most Have students add new reasons – if any.

5. Ask students: What happened when the Fisherman’s Wife kept wishing for more? Bossy, greedier, and then

loss of everything. Have students add new effects – what happened to the Fisherman’s Wife.

Conclusion: Tell students that tomorrow they will discuss what all this means to them in a collaborative conversation.

Day 15: a. Understanding literary elements of The Magic Fish b. Students will understand the theme of greed and wishing by referring to both stories.


Content Objective: a. Students will understand literary elements of The Magic Fish b. Students will understand the theme of greed and wishing (envy) by referring to both stories.

Language objectives: a. Students will speak about the theme and characters with their partners and in a large group.


a. The Magic Fish b. Process Grid c. Multi-Flow Map


Log (SLL) Pgs.

Academic Vocabulary or phrases: greed envy Grammar Focus: complete sentences – subject/verb agreement. Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

29


Lesson 5: Formal Response Reading/Writing Plan Sequence:

Interacting with Text and Task: Discussion about the Theme - 30 min. Slide 166: Content and Language Objectives Slide 167-169 SLL pg. Pull out pg. 51, their 2 character maps 33 and 37, and process grids as evidence

Discussing the Characters and Theme: Students need to have their multi-flow map and both of their character maps with them so they can use them to talk about the characters and general meaning that both stories reveal. Students should be sitting in a circle or facing each other somehow (chairs turned).

Teacher Background – Working with productive talk. 1. Slide 167 Go over the norms for collaborative talk. You want students to all participate and listen. You want students to add to other students ideas or agree/disagree.

2. YOUR JOB as the facilitator is to NOT express whether you agree or disagree. You do not want to say, “Good idea” – stay neutral. But as the facilitator, you will want to prompt students. Prompt pages are at the back of your TE for you to use. It helps you use language to facilitate a collaborative conversation talk moves:

3. Help students…

A. SHARE their ideas: thinking, jotting down, or sharing with a partner first before sharing to a whole class.

B. EXPAND their ideas: Tell more, using evidence from the story

C. CLARIFY what they mean: YOU clarify what they’ve said, by restating.

D. REPHRASE OR REPEAT: Maybe they weren’t clear. Have them explain it again.

E. SLIDE 168: ASK FOR EVIDENCE: Why does the student think like he does? It is somewhat like expanding.

F. AGREE OR DISAGREE: Does everyone think the same thing?

G. ADD ON: Can someone add on to ____’s idea?

H. EXPLAINING SOMEONE ELSE: Who can explain what ____ said or means?

4. SLIDE 169: Students can either take out the talking mat that is at the back of their SSL #__, or display the slide during the conversation – if needed.

5. Make sure students listen to your first question and give them WAIT time or talk to a partner before beginning the conversation.

Day 15-19: a. Writing a formal response to The Magic Fish (with ideas from the Stonecutter too)


Content Objective: a. Students will understand the theme of greed and wishing (envy) by referring to both stories. b. Students understand how to write an argument in the form of a response to literature using the Magic Fish and the Stonecutter

Language objectives: a. Students will speak about the theme and their connections using linguistic patterns on a talking mat with partners and in a large group.


a. Talking Mat b. Process grid OR Flee map c. Writing Paper in the SLL


Log (SLL) Pgs. 51 Handbook (last page – students can take it out of book) 33, 37, and filled process grids

Academic Vocabulary or phrases: Grammar Focus: complete sentences – subject/verb agreement. Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

30


Oral Response Questions:

Choose some of these to ask to begin the conversation. You will notice that depending on what the students share, you may change the questions as you go.

a. What did you think of any of characters in the 2 stories? b. What do you think the authors of both stories want you to learn? c. Have any of you ever wished for things you don’t have? Do you think your wishes could come true? d. If you didn’t get your wishes, would you still be happy or unhappy? Why or Why not? e. Will reading these stories change your mind about wishing for too many things? Why or Why not? Teacher Notes to take during the conversation to help you:

CATCH UP or SPEED UP:

After having the conversation, you can begin the next lesson on writing a response to literature – just using the process grid. If you need to catch up, this is the time.

31


Lesson 5: Formal Response Reading/Writing Plan Sequence:

Interacting with Text and Task Depending on how far your class is with the lessons, these last 3 days can be “catch up” or if possible writing a formal response to literature. Steps to Completion: 1. First of all the process grid must be finished. If this is complete then it will be easier to “copy” much of it onto the flee map. If not, then this should be your main focus, because in 4th grade, these are elements of a story they need to get down prior to writing a formal response. 2. Then students can do a short writing using these elements and basically putting them into paragraphs. Some of the sentences must be made into complete sentences. They could do The Stonecutter or the Magic Fish Paragraph 1 would be the 1st 2 boxes of the process grid. The 3rd box, details of the story, could be the next paragraph. Finally the concluding paragraph could be the “Comments” section. 3. There is a writing paper provided in the SSL 41-43 for students to use.

Day 15-19: a. Writing a formal response to The Magic Fish (with ideas from the Stonecutter too)


Content Objective: a. Students understand how to write an argument in the form of a response to literature using the Magic Fish and the Stonecutter

Language objectives: a. Students will speak and write using academic language while writing the essay on the Magic Fish.


a. The Magic Fish b. Process grid OR Flee map

Powerpoint Slides 170 Student Learning

Log (SLL) Pgs. 39 – Magic Fish process grid 41-43 (writing paper) 47 (optional flee map – if you decide to do the more formal writing with flee map.

Academic Vocabulary or phrases: Grammar Focus: complete sentences – subject/verb agreement. Standards Focus: CCSS Writing 1.a-d; Speaking & Listening 1.a-d & 2; Language 1a-d, 2a-d, 3a-b, 4a-c, 6

32


4. To teach a more formal response, a model flee map is provided, SLL 47. This is advanced for beginning 4th graders but depending on your class, this could be used. Notice that most of the elements from the process grid are used. There are just more comments for each event that is described.

5. If you decide to use this, follow the same procedures that were used in lesson 1-8 to write this response. a. Begin with the opening paragraph b. Add the important events c. Add the transitions d. Write the comments for each event e. Write the conclusion 6. On the last day, celebrate what the students have learned about Folktales. They can reenact some of the plays or have a discussion about what they learned and what they will take with them to 4th grade.

33

What

we

lear

n in

our

fol

ktal

es

Ele

ment

s of

F

olkt

ales

Thre

e Lit

tle

Pigs

In

the f

olkt

ale,

The

Thre

e Lit

tle P

igs,

by

Jam

es P

hillipp

s,

3 p

igs

need

to

bui

ld

their

ow

n hou

ses

but

a w

olf

trie

s to

blo

w t

hem

all d

own.

Har

d w

ork

and

ta

king

you

r ti

me

Mak

e g

ood c

hoi

ces

The

1st

and 2

nd p

ig

chos

e to

use

str

aw o

r st

icks

to

bui

ld t

hei

r hom

es

& g

et

eate

n by

the w

olf.

The

3rd

pig

use

s bri

cks,

ta

kes

his

tim

e, an

d

tric

ks t

he w

olf.

The 1

st &

2nd

Pig

did

not

hav

e

good

ideas

and

were

laz

y. T

he

wol

f ble

w t

heir

hou

ses

dow

n an

d a

te t

hem

up!

They

shou

ld

hav

e m

ade a

str

ong

hou

se lik

e

the 3

rd p

ig.

Con

nect

ions

: D

on't

’ be laz

y &

do

my

best

at

firs

t, e

ven

if it

take

s lo

nger.

The

Sto

necu

tter

In t

he f

olkt

ale,

The S

tone

cutt

er,

a

man

wis

hes

to

be s

ometh

ing

els

e, but

is

hap

py

when

he is

him

-se

lf a

gain

.

Be h

appy

who

you

are.

Don

’t b

e j

ealo

us o

f ot

hers

. B

e p

roud

of

who

you

are!

The

Sto

necu

tter

wis

hes

to

be m

ore p

owerf

ul. H

e

wis

hed

to

be a

ric

h m

an,

a pr

ince

, th

e s

un, a

clou

d, an

d a

roc

k.

He w

as n

ever

hap

py

unti

l he

was

him

self

ag

ain.

The

Sto

necu

tter

beca

me

a m

ean

and

ang

ry p

ers

on

when

he t

ried

to

be t

he

best

. H

e c

ould

nev

er

be

hap

py f

or m

ore t

han

a

litt

le b

it.

Con

nect

ions

: I s

hou

ld n

ot w

ish

to b

e s

omeon

e e

lse b

esi

des

who

I a

m.

The

Mag

ic

Fis

h

In t

he f

olkt

ale,

The

Mag

ic F

ish, w

ritt

en

by

Fre

ya L

ittl

edal

,

a m

an a

nd h

is w

ife

mak

e w

ishes

to g

et

bett

er t

hin

gs, but

th

ey

ask

for

too

muc

h.

Be h

appy

who

you

are.

You

shou

ld n

ot b

e

gree

dy,

but

hap

py

wit

h t

he t

hin

gs y

ou

hav

e.

The

wif

e a

sks

the

fish

fo

r a

pret

ty h

ouse

and

th

en

a ca

stle

. S

he

asks

to

be t

he

queen

of t

he

cast

le t

hen

she

asks

to

be t

he q

ueen

of t

he s

un

and t

he m

oon

and t

he

star

s. I

n th

e e

nd t

he

fish

erm

an a

nd h

is w

ife

are b

ack

in t

heir

old

sh

ack.

This

sto

ry t

each

es y

ou

that

if

you

wis

h f

or t

oo

man

y th

ings

, yo

u w

ill

neve

r be h

appy

. I

t’s

okay

to

wis

h f

or s

ome t

hin

gs,

but

you

shou

ld b

e h

appy

w

ith w

hat

you

hav

e n

ow.

Con

nect

ions

: I s

hou

ld n

ot b

e

greed

y an

d lear

n to

be a

pp

what

I h

ave.

34

35

36

37

ho

w t

o

sum

mar

ize

plo

t in

1 s

ente

nce

38

39

What

we

lear

n in

our

fol

ktal

es

Ele

ment

s of

F

olkt

ales

Thre

e Lit

tle

Pigs

The

Sto

necu

tter

The

Mag

ic

Fis

h

40

41

Name __________________ Flee M

ap

for

Resp

onse

to

Litera

ture

Date

___________

Date _______________

T

T

T

42

43

Name __________________ Flee M

ap

for

Resp

onse

to

Litera

ture

Date

___________

Date _______________

T

T

T

44

45

(G)

In t

he f

olkt

ale,

(T)

The T

hre

e L

ittl

e P

igs

(A)

w

ritt

en

by

Jam

es

Phillipp

s, (

N)

3 p

igs

need

to b

uild t

heir o

wn

hou

ses

but

a w

olf

tries

to b

low t

hem a

ll d

own.

Less

on/m

ess

age):

I t

hink

this s

tory

is

really a

bou

t wor

king

hard

and

taking

you

r time t

o finish

.

Resp

onse

to

Litera

ture

: Theme F

lee M

ap

3 L

ittle P

igs

Easy

2nd

to

3rd

Gra

de

At

the b

egi

nnin

g, _

__

Then

, __

____

____

__

Fin

ally

, __

____

____

__

Tran

siti

on

Tra

nsi

tio

n

T

ran

siti

on

the f

irst

pig

use

d s

traw

and

qu

ickl

y b

uilt

his

hou

se. T

he

wol

f ble

w it

dow

n.

Mo

re d

eta

ils a

nd

ide

as a

bo

ut

the

sto

ry

M

ore

de

tails

an

d id

eas

ab

ou

t th

e st

ory

M

ore

de

tails

an

d id

eas

ab

ou

t th

e s

tory

The 1

st a

nd 2

nd p

ig w

ere

not

sm

art

beca

use t

heir

hou

se w

ere

not

str

ong.

.

So

the w

olf

ate t

hem

up!

The 3

rd p

ig t

ook

long

er

but

his

hou

se w

as s

tron

g.

He w

as s

afe.

Relate

to

your

own

life

– H

ow d

id t

he s

tory

teach

you

someth

ing?

This

sto

ry r

em

inds

me t

hat

I s

hou

ld t

ake m

y ti

me w

hen

I d

o m

ay s

choo

l w

ork

and c

hor

es

at

hom

e. I

will re

mem

ber

to w

ork h

ard a

nd d

o m

y best

.

46

(G)

In t

he f

olkt

ale,

(T)

The T

hre

e L

ittl

e P

igs

(A)

w

ritt

en

by

Jam

es

Phillipp

s, (

N)

3 p

igs

need

to b

uild t

heir o

wn

hou

ses

but

a w

olf

tries

to b

low t

hem a

ll d

own.

Less

on/m

ess

age):

I t

hink

this s

tory

is

really a

bou

t wor

king

hard

and

taking

you

r time t

o finish

.

Resp

onse

to

Litera

ture

: Theme F

lee M

ap

3 L

ittle P

igs

2nd

to

3rd

Gra

de

At

the b

egi

nnin

g, _

__

Then

, __

____

____

__

Fin

ally

, __

____

____

__

Tran

siti

on

Tra

nsi

tio

n

T

ran

siti

on

the f

irst

pig

use

d s

traw

and

qu

ickl

y b

uilt

his

hou

se. T

he

wol

f ble

w it

dow

n.

the s

eco

nd p

ig u

sed s

tick

s an

d it

was

eas

y.

But

the

wol

f ble

w it

dow

n.

the t

hir

d p

ig u

sed b

rick

s to

bui

ld h

is h

ouse

. I

t to

ok

long

er

but

the w

olf

coul

d

not

blo

w it

dow

n.

Mo

re d

eta

ils a

nd

ide

as a

bo

ut

the

sto

ry

M

ore

de

tails

an

d id

eas

ab

ou

t th

e st

ory

M

ore

de

tails

an

d id

eas

ab

ou

t th

e s

tory

This

was

not

sm

art

and t

he w

olf

ate

him

up!

He s

hou

ld h

ave u

sed s

tucc

o on

the

stra

w!!

This

pig

was

not

thin

king

so

he w

as

eat

en

up!

He s

hou

ld h

ave u

sed s

tron

ger

mat

eri

als.

This

was

an

inte

llig

ent

pig

and

the

pig

ate

the w

olf

inst

ead

!

It

took

lon

ger

but

his

hou

se w

as

stro

ng.!

Relate

to

your

own

life

– H

ow d

id t

he s

tory

teach

you

someth

ing?

This

sto

ry r

em

inds

me t

hat

I s

hou

ld t

ake m

y ti

me w

hen

I d

o m

ay s

choo

l w

ork

and c

hor

es

at

hom

e. I

will re

mem

ber

to w

ork h

ard a

nd d

o m

y best

.

47

Ca

teg

ori

es

Str

aw

by i

tsel

f C

ind

erb

lock

S

traw

cov

ered

wit

h s

tucc

o

Wa

terp

roo

f

(rai

n w

ou

ld

no

t d

amag

e

the

insi

de)

Fir

e

Res

ista

nt

(Does

it

bu

rn

all

the

way

thro

ug

h t

o t

he

insi

de?

)

Kee

ps

the

ho

use

wa

rm

or

coo

l

(do

esn

’t g

et

too

ho

t o

r to

o

cold

on

th

e

insi

de

)

Ch

eck

th

e b

ox

es f

or

“y

es”

or

“n

o”

on

th

e w

ha

t th

e g

irls

fo

un

d o

ut

wh

en t

hey

tri

ed e

ach

typ

e o

f m

ate

ria

l.

48

49

Wis

hin

g to

be

som

eon

e el

se

P

rior

Kno

wle

dge

Wh

y w

ou

ld s

om

eon

e

wan

t th

is?

Wh

at h

app

ens

wh

en s

om

e-

on

e w

ish

es t

his

all

the

tim

es?

50

51

A s

tone

cutt

er

mak

es g

rave

ston

es

and is

hap

py b

ein

g w

ho

he

is.

52

7.

5.

3.

1. O

nce u

pon

a ti

me, a

care

ful

ston

ecu

tter

cut

grav

est

ones

and

w

as h

appy

bein

g w

ho

he w

as.

4.

2.

6.

8.

53

Fin

d s

om

eth

ing

that

the

Sto

nec

utt

er

SA

ID t

hat

tel

ls

you

what

he

is

lik

e.

Wh

at w

ou

ld t

he

Sto

nec

utt

er s

ay

was

th

e m

ost

imp

ort

an

t

even

t in

th

is

sto

ry?

The

Sto

necu

tter

If t

he

Sto

nec

utt

er

cou

ld h

ave

chan

ged

on

e th

ing,

wh

at d

o

you t

hin

k i

t

wo

uld

be?

Wh

at i

s o

ne

thin

g t

hat

yo

u w

ill

alw

ays

rem

emb

er

abo

ut

the

Sto

nec

utt

er?

54

55

Fin

d s

om

eth

ing

that

the

wif

e S

AID

th

at

tell

s y

ou

wh

at

she

is l

ike.

Wh

at w

ou

ld t

he

wif

e sa

y w

as

the

mo

st

imp

ort

an

t

even

t in

th

is

sto

ry f

or

her

?

The

Fis

herm

an’s

W

ife

If t

he

wif

e

cou

ld h

ave

chan

ged

on

e th

ing,

wh

at d

o

you t

hin

k i

t

wou

ld b

e?

Wh

at i

s o

ne

thin

g t

hat

yo

u w

ill

alw

ays

rem

emb

er

abo

ut

the

Fis

her

man

’s

wif

e?

56

57

Goal One Help Individual Students Share, Expand and Clarify Their Own Thinking

1. Time to Think - Partner Talk - Writing as Think Time - Wait Time

2. Say More: “Can you say more about that?” “What do you mean by that?” “Can you give an example?”

3. So, Are You Saying…?: “So, let me see if I’ve got what you’re saying. Are you saying…?” (always leaving space for the original student to agree or disagree and say more)

Goal Two Help Students Listen Carefully to One Another

4. Who Can Rephrase or Repeat? “Who can repeat what Javon just said or put it into their own words?” (After a partner talk) “What did your partner say?”

Goal Three Help Students Deepen Their Reasoning

5. Asking for Evidence or Reasoning “Why do you think that?” “What’s your evidence?” “How did you arrive at that conclusion?”

6. Challenge or Counterexample “Does it always work that way?” “How does that idea square with Sonia’s example?” “What if it had been a copper cube instead?

Goal Four Help Students Think With Others

7. Agree/Disagree and Why? “Do you agree/disagree? (And why?)” “What do people think about what Ian said?” “Does anyone want to respond to that idea?”

8. Add On: “Who can add onto the idea that Jamal is building?” “Can anyone take that suggestion and push it a little further?”

9. Explaining What Someone Else Means “Who can explain what Aisha means when she says that?” “Who thinks they could explain why Simon came up with that answer?” “Why do you think he said that?”

The Inquiry Project: Bridging Research & PracticeSupported by the National Science FoundationCopyright 2012, TERC. All Rights Reserved.Adapted from: Chapin, S. O’Connor, C., & Anderson, N., (2009). Classroom Discussions: Using Math Talk to Help Students Learn, Grades 1-6. Sausalito, CA: Math Solutions Publication

ChecklistGoals for Productive Discussions and Nine Talk Moves

Notes/Frequency of Use

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Goals for Productive Discussions

and Nine Talk Moves

Stems

GOAL 1: Help Students Share, Expand and Clarify Their Own Thinking

Stems

1. Share Time to Think 1. “Think about …”

2. “What do you think about…?” 3. “I want everyone to take just a minute and think about...” 4. “Turn to a partner next to you and talk about it for a

quick second.” Writing as Think Time

1. “I want everyone to take just a minute to jot down …”

Wait Time

1. “Take your time. We’ll wait.” 2. “Take time to reflect on …”

2. Expand

1. “Can you say more about that?” 2. “Can you give me an example?” 3. “What do you mean by…?” 4. “Tell me more … “ 5. “Can you elaborate on…?” 6. “What makes you think that?”

3. Clarify

1. “So, let me see if I’ve got what you’re saying. Are you saying…?”

2. “Let me see if I heard you right…” 3. “Let me see if I’ve got that right. Are you saying…?” 4. “I am a little confused about the part …”

GOAL 2: Help Students Listen Carefully to One Another

Stems

4. Who Can Rephrase or Repeat? 1. “Who can repeat/rephrase?” 2. “Who can repeat what_____ just said?” 3. “Who can say what ____ said in your own words?” 4. “Can you say that again?” 5. “What did your partner say?” 6. “Please repeat what you just said.”

GOAL 3: Help Students Deepen Their Reasoning

Stems

5. Asking for Evidence or Reasoning

1. “What’s your evidence?” “How did you arrive at that conclusion?” 2. “How did you figure that out?” 3. “How did you know?” 4. “Where in the data/text did you see evidence for that

claim?” 5. “Why? Can you explain why?” 6. “Can you give me an example from the text? A quote?” 7. “Can you show me where it says that?” 8. “What are examples from other texts?” 9. “What is a real-world example?” 10. “What is an example from your life?”

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11. “Why is that a good example?” 12. “Where does it say that?” 13. “How does that example support…?” 14. “Why did you make that claim?” 15. “Can you give us some ideas about why you made that

claim?” 16. “What convinced you?” 17. “Can you prove that to us?”

6. Challenge or Counterexample 1. “Does it always work that way?” 2. “How does that idea square with ___’s example?” 3. “What if it had been ___?” 4. “How about ___’s idea?” 5. “How does that connect to the idea…?” 6. “Why is this important in…?” 7. “What would happen if…?” 8. “Doesn’t that contradict your claim?”

GOAL 4: Help Students Think With Others

Stems

7. Agree/Disagree and Why? 1. “Do you agree/disagree and why?” 2. “What do people think about what ___ said?” 3. “Does anyone want to respond to that idea?” 4. “What do you think about that idea?” 5. “What are your thoughts on ___’s idea?” 6. “Does someone disagree with that?” 7. “Could you give us a reason why you

agree/disagree?” 8. “Can you explain why you agree/disagree with ___?”

8. Add-On 1. “Who can add on?” 2. “Who can add to the idea that ____ is building?” 3. “Who wants to add a little more to it?” 4. “What might be other points of view?” 5. “What are other ideas?” 6. “What other ideas or examples relate to this idea?” 7. “What contradicts this?”

9. Explaining What Someone Else Means

1. “Who can explain what ___ means when __ says that?” 2. “Who thinks they could explain why ___ came up with

that answer?” 3. “Why do you think ___ said that?” 4. “What have we discussed so far?” 5. “How should we synthesize what we talk about?”

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