Six + One Character Unit: Voice (Day 5)

Listening/Comprehension Time: 20 minutes Skill:  Point of view (Alice’s vs. author), making inferences, Approach: Shared Materials:       The story Alice the fairy by David Shannon 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 voice is demonstrated through the story, making inferences).	- Introduce the story Alice the fairy 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’s point of view is the story from? “ (Alice or the author), “what is a fairy?”, “what other stories or movies have a fairy in them?” - Read the story - Refer back to the part of the story that Alice is casting a spell on the family dog.   - Ask: “what are the words that Alice’s uses?”, “are the words real?”, “what do the words mean?  What do they describe?” - Ask: “Whose voice did you hear?” - Discuss the elements of voice and how it is used through the character of Alice.   (Note:  Tone of the story can also be indicated through the voice of character in the story.) - Develop a list of key components that happened throughout the story for the students to refer back to.
Guided Reading Time: 20 minutes Skill:   For the guided reading group Informational text (features) For the literary center group Spelling (patterns and phonetic awareness) Approach: For the guided reading group Modeled, shared, independent For the literacy center group Independent Materials: .For the guided reading group Frogs and toads by Kira Freed.   For the literacy center group Letter cards with the jumbled cards Spelling journals 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 - Ability to problem solve through the word scrambles.   - Self-correct through using available resources for assistance	- At level readers will be working with the teacher on the level m book entitled Frogs and toads by Kira Freed.   - 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 frogs, where would I look?” Student five: “Why does a table of contents help you?” They will be asked: What can you tell me about frogs and toads? What is one difference between a frog and a toad? What was a fact that we read in the text about frogs and toads? Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs Literacy Center (making words) - Students will be provided with a set of small letter cards containing the word “permanent”, but it will be jumbled, for instance, “emaprtnen”. - Quietly students will use the letter cards to spell words containing two, three, four, five, six or more letters and list the words they can spell on a chart paper. - Teacher can monitor student’s work and encourage them to fix misspelled words.
Writing Time: 20 minutes Skill: Voice (let readers see how you feel about a topic through word choice), non-verbal cues (eye contact and facial expression) Approach: Modelled, independent Materials: Alice the Fairy by David Shannon Chart paper and markers Assessment: Observation - Determine students level of understanding Anecdotal/checklists: - Elements of voice in writing -Spelling familiar words -Communicate ideas orally with considerable effectiveness -Identify non-verbal cues (eye contact and facial expression) with considerable effectiveness * Cross Curricular* This will lead into Math. Students will analyze a data management and probability problem solving task. Question: “Alice casted a spell that made her dads cookies hers in the book. There were 8 cookies and Alice could share them with 3 of her closest temporary fairy friends. Alice decides they each do not need to get the same number of cookies, but each person gets at least 1. If the children don't break any of the cookies how many different ways can they share the cookies?	- Ask: “Who can tell me what a spell is?”, “Who uses spells?” - Refer to the pages where Alice creates her spells. We already discussed they are not real words. - State: “When an author makes up words or phrases, they are engaged in a topic and as a result their voice is more energetic.  You will assume the role of a temporary wizard or fairy and are going to do some writing that will let you show strong voice through energetic ideas and words of your own”  Furthermore, “You will be handed a Powers and Spells sheet where you will need to include a power you would like to possess, describe your power, how do you cast your spell and what happens when you cast it” - Model an example to the students then have them work in table groups to assist each other throughout the tasks.  Examples of powers:  Able to fly, be invisible, turn everything into candy and so on - Make observations as students are working to determine level of understanding -Once students have completed their spells worksheet, have them join you on the carpet and do an authors chair to share their writing pieces. - State: “I will draw students name out of a hat and if your name is picked you have a right to pass, but keep in mind you will have to sit in the authors chair at least once this year”.   As the audience you will have an opportunity to ask the author questions, make compliments, or other comments about the diary entry.”  - Make anecdotal/checklist of student’s clarity and coherence and non-verbal cues. This will be evaluated for every authors chair for the year and students will be aware for when they share. - All students will hand in their spell worksheet whether they present to the class or not.
Word Study Time: 15 minutes Skill:  Ability to spell words, proofreading Approach:  Independent Materials: Blank lined paper Assessment: - Based on the right or wrong answer of the students	- Teacher will ask the students to clear their desk. - Paper will then distributed and students will need to write the numbers 1 to 10 down their paper. - Teacher will then dictate the words - Once the words are done, they will go to their self-selected reading.
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 thirteen to sixteen of the short novel selected - Discussion question asked after section read are: “What did Harold and George do to Ms. Ribble and why?” “Connecting the story today in reading (Alice the fairy by David Shannon), what did both Harold and George do that Alice also did?” (Note: Teacher will ask the class to focus on both the similarities and the differences of the spells) “When you were younger, did you ever have a time where you were in bed and you heard something not quite right?”, “what sounds or things did you hear or see?”, “did someone check for you or did you do it yourself?” and so on
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.