Six + One Character Unit: Voice (Day 3)

Reading Comprehension Time: 30 minutes Skill: Comprehension, Analysing text (comparison of two poems) Approach: Shared Materials: Poem Amazing Bats by Anonymous Poem The Bats by Anonymous Chart paper Bat puppets The book, The Truth About Bats by Joanna Cole and Bats by Elizabeth Carney Assessment: 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 concepts need to be retaught   - Student responses to questions throughout the lesson will demonstrate level of understanding.	- As a hook to the lesson, use the bat puppets and the books The Truth About Bats by Joanna Cole and Bats by Elizabeth Carney. - State: As a class, we are going to discuss two poems about bats and discuss how the authors use elements of voice in their writing. - Poem One: Present the poem Amazing Bats by anonymous on chart paper and read as a class - Ask: “How do you know how the author feels about bats in this poem?” - State: In your groups decide how the author feels about bats in this poem; be prepared to justify your decision.   - Students will be given 5 minutes and then be asked to share their ideas with the class. - Once student’s ideas have been shared, teacher will tell the class that they can draw a conclusion based on the title of the poem and through the word choices describing bats.   - As a class, create an anchor chart with words illustrating how the author feels about bats. - Poem Two: Present the poem The Bats by anonymous on chart paper and read as a class.   - Ask: “How do you know how the author feels about bats in this poem?”   - State: In your groups decide how the author feels about bats in this poem be prepared to justify their decision.   - Students will be given 5 minutes and then be asked to share their ideas with the class. - Once student’s ideas have been shared, teacher will tell the class that they can draw a conclusion based on the title of the poem and through the word choices describing bats - As a class, compare the two author’s points of view (or voice) based on bats.  Create a venn diagram based on how the author feels about bats.
Guided Reading Time:  15 minutes Skill: For the guided reading groups Comprehension (sequencing events) For the literacy center group Comprehension (sequencing events and storytelling) Approach: For the guided reading groups Modeled, shared, independent For the literacy center group Shared Materials: For the guided reading groups At level book, Best guess by Jeanne Boca For the literacy center group The story of the Goldilocks and the Three Bears and The Three Little Pigs Puppet stage Puppets of the appropriate characters Materials that may help the students enhance their story telling 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 Observation - Teacher will make observations based on student's appropriate use of the materials.  As well as if they are appropriately retelling the story	- At level readers will be working with the teacher on the level m book entitled Best guess by Jeanne Boca.   - Each student will read two pages followed by comprehension question. Student one:  “What was Harlen waiting for?”  Student two:  “What happened after Mr. Mac turned on Pine Street?” Student three:  “Harlen wanted chocolate ice cream, what flavour did Nora?”   Student four:  “What happened after Nora tallied the month of June?” Student five:  “What happened after everyone made their guesses?” - During this time teacher will make observations and anecdotal notes using At A Glance Guided Reading Observations Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs.  Students already have the knowledge and understanding of the literacy centers and how they work.  Literacy Center (sequence and story retell) - In small groups, students will work quietly at the puppet center. - Using the puppets and the puppet stage with small manipulative materials related to books Goldilocks and the three bears or The three little pig, students will use the materials to retell the stories and create sequels to the stories if they wish to do so
Writing Time: 25 minutes Skill: Point of view (of author) Approach: Shared, independent Materials: Poem My Friend, the Snake by Anonymous Worksheets Snake puppet Books National Geographic Readers: Snakes by Melissa Stewart and Time for Kids: Snakes by Lisa Jo Rudy Poem-My Friend the Snake Assessment: Questioning - Determine level of mastery Anecdotal - Students identify words of phrases how the author feels about snakes - Describe the authors voice in the poem *Cross-curricular * - This lesson will lead into science.  During this time, students will be observing and comparing physical characteristics and behaviours of various animals including insects by observing these animals in the school yard.	- As a hook to the lesson, use the snake puppets and the books National Geographic Readers: Snakes by Melissa Stewart and Time for Kids: Snakes by Lisa Jo Rudy - Ask: “How do you feel about snakes”, “have you ever seen a snake”   - Present the poem My Friend, the Snake by Anonymous on chart paper to the class. - Students will read poem as a class, one line at a time. - At the end of each line teacher will ask students to clarify the meaning of certain words (Example:  Shimmer, slink, slither, etc.) - State:  Independently students will complete the worksheet given on describing the authors feeling towards snakes.   - 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 word study activity. - During this time, teacher will check students work and have students make necessary corrections.
Word Study Time:  15 minutes Skill:  Spelling unfamiliar words and developing understanding.  Approach: Independent, guided 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.	- Teacher will review what vowels are (a, e, i, o, u) - Using their spelling journal, students will write out the words from their word study and circle the vowels in the words. - For those students that finish early, students will draw a picture of the action in which the word represents.     (Example: Pull – drawing a picture of someone or something pulling an object or a person.)
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 five to eight of the short novel selected - Discussion question asked after section read are: “Has anyone experienced a time where you did something that you shouldn’t have done?” (Note:  Based on the comfort level of the class, teacher can alter the question to referring to a ‘friend’ instead of themselves doing something they shouldn’t have.)   - Possible additional questions to build on answers from previous question may be: “Did anyone find out?” “How did the people involved feel?” “Was there a solution to the problem?”