Six + One Character Unit: Voice (Day 6)

Reading Time: 25 minutes Skill:  Point of view (David vs. author), Making inferences, Extend understanding (between two familiar texts) Approach: Shared, guided, independent Materials:       The story David gets in trouble by David Shannon Chart paper for venn diagram Assessment: Observations - Determine students level of understanding as they process and share their ideas. Questioning - Will be used to determine the student’s comprehension of the two books by the same author	- Introduce the story David gets in trouble by David Shannon and as a class, discuss what inferences are made based on the title of the story.    - Ask: “Who do you think the story is about?”, “who do you think the point of view of the story is from?”, “what kind of things would get in trouble?”, “what other stories have we read that have people getting into trouble?”  - Read the story - Ask: “Whose voice did you hear?” - Discuss the elements of voice and how it is used through the character of David.   (Note:  Tone of the story can also be indicated through the voice of character in the story.) - Develop a list of key events that happened throughout the story for the students to refer back to. - Having read both stories, as a class analyze and create a venn diagram based on the comparison of the two David Shannon books.   - Students will be asked to compare: The use of illustrations and details in the stories How were the elements of voice used in the two stories Character traits/emotions
Guided Reading Time:  15 minutes Skill:   For the guided reading group Spelling familiar words (homophones) For the literary center group Comprehension Approach: For the guided reading group Modeled, shared, independent For the literacy center group Independent and/or shared Materials: .For the guided reading group A broken legs for Bonk by Maribeth Boelts    For the literacy center group Computer with connected printer Website http://www.ezschool.com/Games/Homophones.html Assessment: For the guided reading groups Observation - Teacher will use the At a glance guided reading observations, to record the students comprehension of the strategies used during their reading. Anecdotal notes - Taking notes of the progress the students have made over time and how their development of reading has grown over time.  Such as sentence fluency including flow, accuracy and expression.  For the literacy center group Checklist - Able to work with homophones (different spelling-same sound) - Able to differentiate the different homophones Rating scale   - Degree of mastery of homophones - Duration of ability to work independently and in pairs	- Lower level readers will be working with the teacher on the level I book entitled A broken legs for Bonk by Maribeth Boelts   - Each student will read two pages followed by questions based in text features: Student one:  “What do you think this story will be about based on the cover?” Student two:”How do you think Bonk will feel once Lurk pushes him?” Student three: “How do you think Bonk will break his leg?” Student four: “What do you think Lurk will do, once Bonk takes him to the doctors?” Student five:”How do you think Lurk will help Bonk at home if he needs help?” Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs Literacy Center (homophones) - Students will pick up a notebook from the trolley which is plugged into the sockets and log into the following website: http://www.ezschool.com/Games/Homophones.html - Students will be reviewing and working on homophones (different spelling-same sound), which they have covered the past few weeks. - Once they have completed the activity they are to print off their scores for the teacher.
Writing Time:  25 minutes Skill: Form (writing a letter), Voice (decide who your audience will be and write as you were speaking to your readers ), Spelling familiar words, purpose for writing (making readers think about what you have to say) Approach: shared, independent Materials: Smartboard Char paper and marker Assessment: Questioning - Determines students level of understanding Self-assessment - Using the success criteria created as a class	- Ask: “Have you ever written a letter to anyone?”, “Have you ever received a letter?”, “What kind of letter?”, “What kinds of things would you find in a letter?” - Discuss the letter format and what to include: date, greeting, body, concluding sentence, name - State: You will write a letter to the author and tell them which book you liked better (make readers think about what you have to say). - Students will be asked to write a letter using the letter head paper to the author and answer the following questions in the body of the letter I really like this story because.... I like the part of the story when.... - Ask: “What should we include in our success criteria for our letter?” - Students respond with and can include: Use “I” statements in my writing (speak to readers using I) I can let the reader know how I feel about the topic (answer both questions) I can use proper sentence structure, capitals and periods I can use the word wall for spelling of familiar words and for words unfamiliar I will sound them out - Ask: “What are the key important parts to put in a letter”, this determines level of understanding. - Teacher will say, “What is the first thing to include in our letter?” “How do we know when we wrote it?”, “How do we know who we are sending our letter to”. - Teacher will facilitate the discussion by giving helpful hints while teaching students the proper formatting for writing a letter (Include: Date, greeting, body, concluding sentence and name). - Students will work independently on completing their letter to the author. - Students will use the success criteria to self- assess their completed work. - Students will then hand in their self-edited work to the teacher.
Word Study Time: 20 minutes Skill: Student will be using simple endings (“ing”) Approach: Independent and Shared Materials: Spelling journals Assessment: - Teacher will assess the work the students have completed in their spelling journals.  Teacher will have students go back and make corrections as needed.  Teacher will assess the process and not the product of the completed work, for this is an on-going skill for the week.	- Students will be introduced to a number of high frequency words with “ing” endings. Play Do Score Work Wish Give Buy Walk Run Turn - Ask students to identify what the similarities with the words are.   - Teacher will instruct what ‘ing’ ending words mean and why you need to remove the ‘e’ replace with an ‘ing’ ending to some words some of the times.     - Student will enter the words in their spelling journal - Students will write out each word letter by letter down the page.     Example: P, Pl, Pla, Play, Playi, Playin, Playing
Teacher Read Aloud Time: 15 minutes Materials:   Short Novel, Captain underpants and the Wrath of the Wicked Wedgie Woman by Dav Pilkey	- Teacher will read chapter seventeen to twenty of the short novel selected - Discussion question asked after section read are: “In the story, the Wedgie Woman used, screws, wires, gears and computer chips to build something, what was she building?”, “where else would you find those same materials?” “If you had to build a robot like the Wedgie Woman, what would your robot be used for?”, “what would it do?”