Six + One Character Unit: Voice (Day 4)

Listening/Comprehension Time: 30 minutes Skill: Inferences, Sequence,  Point of view Approach: Guided, shared, independent Materials: Book Diary of a worm by Doreen Cronin Bookflix Smartboard Chart paper Assessment: Observations - Students engaged, on task, make observations to determine level of mastery Questioning - Will be used to determine the student’s comprehension of the concepts being explored (how author uses voice in his story, making inferences). * Cross-curricular * - This lesson will lead into science. After having read the book students will help make a list of items worms may eat and some basic needs.  Next class students will research and investigate on what they really eat and make a list and create a Venn diagram to compare the key concepts.	- As a hook to the lesson, use a real worm and a puppet worm to help introduce the concepts of fiction and non-fiction books.   - As a class, compile a list of traits both type of worms have using chart paper. - Use those concepts to introduce the traits of what fiction and non-fiction books - Present the students the book “Diary of a Worm” by Doreen Cronin by just showing the front cover. - Ask:  “By just looking at the title of the book, what do you think the story is about?”, “what is the worm doing?”, “have anyone ever kept a diary?”, “why do people keep diary’s?”, “what kind of feeling or things are written in a diary?” - Students will listen to the story using Bookflix, where students can watch the video and follow along using the caption underneath. - As a class, discuss how the predictions that were made compared to the events that took place in the actual story.   - As a class, discuss how the author uses the worm to convey his voice, by using first person narration. - Make observations to determine level of mastery. - Ask: “What sort of feelings did the worm have throughout the story?” (Example: How the worm felt while he was writing in his diary.) - Ask: “Is there a connection between the worm and you as students” (text to self) - Students will complete the online puzzler as a class or teacher can hand out a copy to each student “Then What Happened”. - Students will place numbers 2-7 and show correct order of events.
Guided Reading Time:  30 minutes   Skill: For the guided reading groups Group O: Text features Group I: Inferencing (sequencing) For the literacy center group one Inferencing (sequencing)   For the literacy center group two Reading comprehension (classifying ideas) Approach: For the guided reading groups Shared, independent For the literacy center group one Independent For the literacy center group two Independent Materials: For the guided reading groups At level book, Bats by Ned Jenson. Lower level book, Authur’s bad news by Lara Henderson For the literacy center group one The story, Where the Wild Things Are by Maurice Sendak Writing journal For the literacy center group two The article Dino Teeth Tell a Traveling Tail by Stephen Orne A KWL charts 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 Checklist Literacy Center One - Teacher will look at the students sequencing for accuracy Literacy Center Two - Teacher will look at the appropriate and accurate use of the KWL chart.	- On this day, teacher will split her time with two level groups. - First group will be with the at level reading group.  This group will be working with the teacher on the level O book entitled Bats by Ned Jenson.   - Each student will read two pages followed by questions based in text features: Student one:  “What types of content can you find in an informational text?” Student two: “If I wanted to know what a bold word meant, where would I look in the book?” Student three: “What do the titles on the pages indicate?” Student four: “If I wanted to find specific information about bats, where would I look?” Student five: “Why does a table of contents help you?” - Second group will be with the lower at level reading group.  This group will be working with the teacher on the level I book entitled Authur’s bad news by Lara Henderson   - Each student will read two pages followed by questions based in text features: Student one: “What happened after Authors mom tickles his feet?”  Student two: “After Author is done school, what do they do together?” Student three: “What does Author do after he eats his cookie?” Student four: “What does Author react when his parents tell him the news?” Student five: “What does Author say after his parents suggest he may need a babysitter?” Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs Literacy Center One (sequencing) - Students will be given the Where the Wild Things Are by Maurice Sendak and will be asked to read it and sequence the series of events . Literacy Center Two (KWL chart) - Students will be given the article Dino Teeth Tell a Traveling Tail by Stephen Ornes and will be asked to complete a KWL chart.  Under each categories students will be expected to write at least three facts
Writing Time:  20 minutes Skill: Developing ideas, Voice (including as many elements of voice) Approach: Modelled, independent Materials: Visual supports Chart paper of what is a diary Chart paper qualities of voice within the book Assessment: Peer assessment - Students place self-sticky notes with comments for students work Anecdotal records - Use of voice in their writing -Which elements of voice included in their writing	- As a class students will go over the chart paper created earlier on what a diary is and what kinds of things are included in a diary. - Students will go over the qualities of voice from the book created on the chart paper during the reading lesson. - Model diary entry of “What happens next” from the story Diary of a Worm. - In the prospective of the worm, students will write a passage on what they feel would happen next in the story. - Teacher will model by writing a passage and drawing an illustration of “What happens next” as “My family vacation”.   - Ensure students include the 5 W’s and to keep in mind to establish a personal voice within their work, by using the components within voice.  Students need to also focus on using familiar words that convey their attitude or feeling towards the subject or audience and use as many elements of Voice as possible.   Which are: Decide who your audience will be Write as if you are speaking to your readers Let readers see how you feel about a topic Make readers think about what you have to say - Once students have finished their diary entries the teacher will ask the students to place their entries on the back wall by taping it up. - State: “You will be given self-stick notes on which you will write comments next to student’s work”. - Students will do two stars and a wish for each piece of writing and illustration.  If someone’s work has two stars, students will need to go back and think of another wish or critique. - State: A good critique is, “looking at the word wall, or spelling book” or “checking your work for the right placement of capitals and periods in appropriate spots” - State: “The purpose of the gallery walk is to provide immediate supportive feedback that will help you incorporate new ideas into your writing projects” - Students become motivated when teacher’s aren’t the only audience. - Teacher models how to view, read, and respond during the gallery walk and what behaviour is expected of the students. - Once gallery walk is coming to a close, teacher will state, “students go back to your diary piece and look over the comments”. - Often a few people will want to share their responses or comments from the experience. Students will have an opportunity to review the comments made, and make appropriate changes to their writing piece. - All students will hand in their diary entries whether they present or not.
Word Study Time:  10 minutes Skill:  Spelling familiar words, spelling unfamiliar words, revision, Approach: Modeled, shared, independent Materials: Smartboard, using the popping balloons Word study 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.	- Using the Smartboard, students will review their word study by popping the balloons (Smartboard program) that have the correct spelling of the words for the week. (Note: Students may use their word study journal to help them, if needed) - Students will then use their word spelling journal to create sentences with the words of the week in them.  They will also need to draw a picture of their sentence.
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 nine to twelve of the short novel selected Discussion question asked after section read are: “In the story, Harold and George meet a rabbi, what is a rabbi?” “Where did Harold and George meet the rabbi and why would you find the rabbi there?” “What other religious figured may you see in weddings or other types of celebrations?”