Six + One Character Unit: Voice (Day 8)

Listening/Comprehension Time: 20 minutes Skill: Comprehension, Analysing text (comparison of two stories) Approach: Shared Materials: The True Story of The Three Little Pigs by Jon Scieszka Smart board    Assessment: Observations Determine students level of understanding as they process and share their ideas Questioning Will be used to determine the student’s comprehension of the two fairy tales of which one is a fractured fairy tale	- As a class we will discuss and recall events that occurred in the first version of The Three Little Pigs and any noticeable elements of voice the author used. - Before introducing the book that will be read, instruct how the stories can change but the overarching theme can stay the same.   - Read The True Story of the Three Little Pigs - As a class discuss what happened in the fractured fairy tales The True Story of the Three Little Pigs and any noticeable elements of voice. - Questioning is essential to determine students comprehension. - Ask:  “Who was the main character in the story?”, “who was telling the story?”, “who’s perspective did we hear and how was is it different from the once from the original story of The three little pigs?”    - Students will create an anchor chart using the smart board of the two stories while comparing and contrasting them to one another. - Make observations as students process their ideas.
Guided Reading Time: 30 minutes Skill: For the guided reading M groups Group M: Inferencing Group I: Comprehension (analysing text) For the literacy center group one Self-guided reading, Comprehension strategies For the literacy center group two Writing (developing ideas) Approach: For the guided reading M and I groups Shared, independent For the literacy center group one Shared For the literacy center group two Independent Materials: For the guided reading groups At level book, The day before Thanksgiving by David Cockscroft. Lower level book, Building a bridge by Ned Jenson For the literacy center group one Variety of stories on tape Tape/CD player with headphones For the literacy center group two Paper and/or writing journals Variety of materials to help develop writing Example: Postcards, dictionaries, and word walls, cardboard, wallpaper, cloth, paper, yarn and markers 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 One Observations - Teacher ensure students stay on task - Teacher will ask: “What was the story about?”, “What did you like about the story?”, “was it different from when it was read in class?” Group Two Checklist - Use of materials in help to enhance their writing - Use of the resources in the class to help them with spelling of familiar and unfamiliar words - Organize ideas in an appropriate manner - Express ideas and feelings with clarity - Revises work throughout - Sentence fluency	- On this day, teacher will split her time with two level groups. - First group will be with the at level reading group.  The at level readers will read level M book entitled The day before Thanksgiving by David Cockscroft.   - Each student will read two pages followed by questions based in text features: Student one: “By looking at the cover of this story, what do you think the story will be about?” Student two: “When the Hoppers jumped out of their beds and ran to the window, what do you think they saw?” Student three: “What do you think is in the letter that mother Hopper is about the read?” Student four: “How do you think the Hopper family will get to grandpa Grizzles house for Thanksgiving?” Student five: “How do you think the Hoppers will be saved? - Second group will be with the lower at level reading group.  The lower level readers will read level I book entitled Building a bridge by Ned Jenson    - Each student will read two pages followed by questions based in text features: Student one: “Where do we find bridges?” Student two: “What are bridges used for?” Student three: “What are bridges made out of?” Student four: “What are some of the names of bridges?” Student five: “What is the final step to building a bridge?” Note:  All other students that are not doing guided reading, will doing their literacy centers independently or in pairs Literary Center (listening) - Student will listen to a variety of stories that have been explored during the unite so far.   - They will use both the tape/CD player and headphones to listen to the stories. - Students will follow along using the copies of the texts, that will be provided for them.   Literacy Center (writing) - Students will write about Thanksgiving and what it means to them, why they enjoy celebrating it etc.    - Students will have the opportunity to use the variety of materials that will be available.  Such as pens, papers, postcards, dictionaries, and word walls. - Bookmaking supplies such as cardboard, wallpaper, cloth, paper, yarn and markers will also be available.
Writing Time: 25 minutes Skill: Form (letter), Elements of voice, Spelling familiar words, Punctuation (capitals and periods) Approach: Guided, independent Materials: The Jolly Postman by Janet and Allan Ahlber Letter paper Assessment: Questioning - Recall students prior knowledge, demonstrates their level of understanding - Peer assessment looking for proper punctuation, details/reasons for letter of complaint and the proper format for writing a letter -checklist for components indicated in peer assessment	- Teacher will read The Jolly Postman by Janet and Allan Ahlberg. - State: There are different reasons people choose to write and send letters. - Ask: “What kind of letters do people send?” - State: Today we will be writing a letter of complaint, which is the purpose of our writing.  You will  take on the role of a hard working farmer who has had enough of the pigs building their houses on his land. He is going to write a letter of complaint to the mayor. - Ask: “What should you start off with first when writing a letter?” - Students will have to recall their knowledge of the proper letter format. - Teacher will lead students through the process of what to include in a letter by providing leading statements, comments, and questions. - Ask:  “Where do we locate commas when writing a letter if we do?” or “Are there certain words that need to be on their own line?, if so lets remember which ones?” - Students will be given a sheet of lined paper and asked to write a letter of complaint following the proper letter format discussed earlier. - Once students have completed their letter of complaint, they will peer assess their work, looking for proper punctuation, details/reasons for letter of complaint and the proper format for writing a letter (include all components). - Once students have shared their work with another student they can hand in their work to the teacher.
Word Study Time: 15 minutes Skill: Find words with an (‘ing’) simple ending Approach: Modeled, Independent Materials: Chart paper with a story written on by the teacher. 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 has created a story that lists the different words they have discussed that have the ‘ing’ simple ending. - Students identify the words they have discussed on the chart paper. - Students are to record in their spelling journals the words they have found with an ‘ing’ simple ending and how they would appear without the simple ending. - Students must recall the rules that apply for words that need to have letters replaced.
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-four to twenty-five of the short novel selected - Discussion question asked after section read are: “What did Captain Underpants do to Robo-George and Harold 2000?” “Should violence every be the solution to a problem?” “How could you protect yourselves if you saw or were part of a violent act?” (Note: Discuss some of the community helpers that were mentioned last day that could also help)