Six + One Character Unit: Voice (Day 1)

Listening Comprehension Time: 50 minutes Skill: Introduction to Voice, Oral, Comprehension Approach: Modeled, shared, guided, independent Materials: Goldilocks and the Three Bears, By Jim Aylesworth Smartboard activity Three puppets to represent the bears in the story Goldilocks outfit for the teacher to wear.   (Example: blond curly wig, long dress, apron, etc.) Assessment: Observations - Students able to identify the different emotions Goldilocks was feeling - Steps taken to come to their understanding of those emotions.   - The level of mastery in all the areas Questioning - Will occur during the lesson to ensure the students level of understanding.  The question will be used as a means to know if material need to be re-read or concpts need to be retaught	- Teacher will be dressed up as Goldilocks in order to be ‘teacher in roll’, to introduce the story Goldilocks and the Three Bears, By Jim Aylesworth. (Note: Teacher will need to memorize the story in order to retell it to the students) - Ask: “How did I feel throughout the story?” (as the teacher being Goldilocks) - In small groups, students will apply their knowledge and understanding of the story and discuss how Goldilocks was feeling in the beginning (on the way to the bear’s house), middle (at the bear’s house) and end (when the bear’s find her). -  They will be asked to share their answers as a class and give reasons for their decisions. - Students will be given 5-10 minutes to discuss in their groups. - Make observations of students to determine their level of mastery based on identifying the key emotions Goldilocks was feeling and identifying how they came to those understandings.   Introduction to Voice - State the components within Voice using the Smartboard. - In addition, we will use the poster on elements within Voice to our Writing Wall (area of the classroom where definitions will be posted for the students to refer to). (Note: Throughout the unit of Voice, examples will be added to any of the four components of Voice to our Writing Wall)   1.  Decide who your audience will be (such as parents, children, teenagers)   2.  Write as if you are speaking to your readers (such as using “I” statements)   3.  Let readers see how you feel about a topic (such as sad, happy, angry, etc.)   4.  Make think about what you have to say (such as moral of the story, entertain, inform) - Ask students to discuss in groups of four or five the components within voice and apply them to the story of Goldilocks as told by the teacher.    - They will be given 5-10 minutes to discuss. - Make observations of students to determine their level of mastery based on identifying the key qualities of Voice based on the story told by the teacher as Goldilock’s.
Teacher Read Aloud and Writing Time: 30 minutes Skill: Comprehension, Point of view, Perspective Approach: Modeling, independent Materials: Goldilocks and the Three Bears, By Jim Aylesworth Work sheet with four bubbles Pencils Smartboard with the activity Assessment: Anecdotal checklist (look for’s) Two components: Write as if you are speaking to your readers (such as using “I” statements) Make think about what you have to say (such as moral of the story, entertain, inform)	- Read Goldilocks and the Three Bears, By Jim Aylesworth - On the Smartboard, present the “Who Said What” activity for the class. - Read each example together. - Ask: “Which character from the story said each statement?” - Students will come up and circle the correct charter to the statement. - State: Independently students will complete the work sheet with the four speech bubbles, that will represent each character and something they would say (using “I” statements) - On the back of the same worksheet, students will identify what the author was trying to say (the moral of the story) - Students will be given the remainder of the class to work on the task. - State:  Students will hand in their finished work and move on to self-selected reading.   - During this time, teacher will check students work and have students make necessary corrections. (anecdotal)
Independent/Limited Self-Selected Reading Time: 10 minutes	- Students will choose from a selection of fairy tales categorized in bins based on their corresponding reading levels.