Six + One Character Unit: Voice (Day 9)

Listening/Comprehension   Time: 20 minutes Skill:  Inferencing, Analyzing text Approach: Shared, modeled, independent Materials: Ish by Peter Reynold.   Assessment: Questioning	- As a class, students will listen to the story Ish by Peter Reynold.   -  Before introducing the book ask the class what they think the story will be about.   - Ask:  “What does the title page tell us about the story?”, “what will the story be about?”, “how do we know this?”   - Read the story - Questioning students will be essential to determine student’s comprehension. - Ask:  “Who was the main character in the story?”, “who was telling the story?”, “whose perspective did we hear” - After reading the book Ish, discuss what Leon could have said to Ramon to be kinder. - Ask:  “Have you heard people say hurtful things about someone’s art, or their attempt to try something new? - As a class, brainstorm some things you can say to encourage them rather than discourage
Guided Reading Time: 15 minutes Skill: For the guided reading groups Sequencing (story retell) For the literacy center Spelling familiar words (from word study) Approach: For the guided reading groups Shared, independent For the literacy center Independent Materials: For the guided reading groups At level book,  Anansi and the talking watermelon by Maribeth Boelts   For the literacy center Spelling journal Dry-erase board Dry-erase pens Magnetic letters Metal cooking sheet to stick magnetic letters   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 - 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.	- At level readers will be working with the teacher on the level O book entitled Anansi and the talking watermelon by Maribeth Boelts    - Each student will read two pages followed by questions based in text features: Student one: “What did Anansi do after she picked up the rock?” Student two: “What happened after Anansi got stuck?” Student three: “What does Anansi do after she is trapped inside the watermelon?” Student four: “What does Possum do after she brings the watermelon to King Bear?” Student five: “What does King Bear say to Anansi after she eats some of his watermelon?” Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs Literacy Center (word study) Students will use dry-erase board and magnetic letters to practice the spelling word of the high frequency words with “ing” endings. Play Do Score Work Wish Give Buy Walk Run Turn
Writing Time: 25 minutes Skill: Making connection (text to self), Elements of Voice Approach: Guided, independent Materials: Ish by Peter Reynolds Legal size paper Assessment: Observations - Determine students level of understanding as they process and share their ideas (text to self examples) Self assessment - Through success criteria created as a class	- After reading the book, ‘Ish’ students will have brainstormed things people say that may sometimes be hurtful. - Students will be asked to write about a time or a situation where they felt ‘Ish’ - State: Students will be handed a legal size paper and asked to create their own ‘Ish’ comic strip/mini story. - Students have an opportunity to create at least 6 pictures with words on a time when they felt ‘Ish’. - Ask: “What should we include in our success criteria?” - Students respond with and can include: 1.      I can let the reader know how I feel about the topic, using familiar words 2.      There will be at least 6 pictures with words in my comic strip/mini story 3.      I can use proper sentence structure, capitals and periods 4.      I can use the word wall for spelling of familiar words and for words unfamiliar I will sound them out -Teacher will let students work independently while circulating to assist them. - Make observations of students as they complete their task. - Once students have completed their comic strip/mini story they will self-assess their work by referring to the success criteria which they created as a class.
Word Study Time: 20 minutes Skill: Fill in the blank using words of the week and circle the appropriate homophones Approach: Guided, Independent Materials: Handouts with fill in the blanks. 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 complete sentences by filling in the missing word from a selection of words provided. - Students will then circle the appropriate homophone provided. - Homophones are listed below. e.g. (hoarse/horse), (there/their/they’re) (to/too/two) (would/wood) (won/one) (wear/where) (whether/weather) (write/right) (meet/meat) (I/eye)(made/maid) - Students will select the appropriate words that they have explored throughout the week to complete sentences that include homophones. - Students are drawing on previous knowledge and the use of homophones to complete activity Play e.g. I don’t _____ (walk/crawl) to school I ride my (hoarse/horse) - Students will submit work to the teacher to be marked and then placed in their spelling folder.
Teacher Read Aloud Time: 10 minutes Materials:   Short Novel, Captain underpants and the Wrath of the Wicked Wedgie Woman by Dav Pilkey	- Teacher will read chapter twenty-six to the end of the short novel. - Discussion question asked after section read are: “How were Harold and George being good friends to the Wicked Wedgie Woman?” “Has there been a time where someone has been a good friend or had something good been done to them?”, “How did that make you feel being on either side?” “Based on the inferencing we made about the book at the beginning, how were we right? How were we wrong? How were we deceived?”
Independent/Limited Self-Selected Reading Time: 10 minutes	- Students can choose from a selection of National Geographic Magazines which present articles that deal with crafts, nature, world culture and science or, Sports Illustrated Kids which is devoted to sports and articles on sports figures, games, cartoons, fiction and advice from athletes.