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Alyssa Petrino

ELD-308

Ô

 

  

  4

   15 minutes


 3.4.4 A. Active Listening

1.c Listen actively for a variety of purposes such as enjoyment and obtaining
information.

ë

 îhe students will listen as the teacher reads aloud, stopping to make connections,
predictions, and wonderings.


 
 Ô




 
by Kevin Henkes

Ô

   

Yc è    
- ³Girls and boys, today I am going to read a picture book aloud by one of my 
favorite authors. Have you ever heard of Kevin Henkes? Yes, that¶s right; he also
wrote [


[ 
 and [


 [



. îhe title of this book is
Ô




 
. I want you to look at the cover of the book, and then
I would like you to tell me what you see. Based on your observations, what do
you think this book is going to be about? Can you make any predictions?
- Allow students to predict. Remember to ask students why they think that.
- ³îhese are very interesting predictions. Now let me read the book aloud. I want
you to listen as I read, and I would like you to determine if your predictions were
confirmed. Remember, predictions are never wrong. îhey are only what we think
might happen. If we find our predictions are not what the author was thinking,
then we can make new predictions. Raise your hand when you hear one of your
predictions being confirmed. Also raise your hand when we need to make a new
prediction.´
Yc    
-c top reading occasionally and allow students to confirm or change their
predictions. If you notice students are not engaged with the story, then stop
and redirect by asking questions or discussing connections.
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-c Ask students, ³What do you think is going to happen next?´ Ask a few
students, ³Would you like to share your predictions?´ Also ask, ³Can you
make any personal connections with Lilly?´
Yc 
  
-c ³I would like you to turn and talk to a neighbor about a couple different
things:
åc What did you find interesting about this book?
åc What connections did you make with this book?´
åc After a few minutes, discuss these questions with the whole group.
åc ³We have made some great predictions and connections with this
book. îhank you everyone for letting me share my favorite book
with you.´
Yc 



 

-c I will know if students were successful if they made interesting connections,
reasonable predictions, and wonderings. 


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Alyssa Petrino

ELD-308

Ô

    Ô



  4

   15 minutes



 3.1 E. Reading trategies (Before, during, and after reading.)cc

3.c elect useful visual organizers before, during, and after reading to organize
information (e.g., Venn Diagrams).

ë

  tudents will create compare and contrast charts in determining how they are similar
and different from the main character Lilly in the book Ô




 
, by Kevin
Henkes.


 


Yc Ô




 
by Kevin Henkes
Yc Compare and contrast chart

Ô

   
1.c Anticipatory et (Engagement)-
Yc ³Girls and boys, do you remember the book I read to you yesterday? Yes, Ô





 
by Kevin Henkes. I¶m glad you enjoyed it. Do you
remember that we made connections with the book, and how we were either
similar or different than Lilly?´
2.c tate objective and purpose-
Yc ³Well, today I am going to model what I do when I¶m comparing and contrasting
myself to a main character in a book. (Ask students if they understand the
meanings of the words compare and contrast.) îhis way you will learn a strategy
that you can use when you need to understand how you connect with a character
in a story.´
3.c îeach and Model-
Yc Draw a compare and contrast chart on the board. ay to students, ³While reading
a book, I ask myself how I connect personally with one of the characters. I also
think about how I have never experienced how a character is feeling. I am going
to read a few sentences to you to model how I compare and contrast my
experiences with Lilly¶s.´ Read aloud a few sentences you can compare and
contrast your personal experiences with and say, ³I feel a connection with Lilly
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because of an experience I had in school when I was a little girl. I brought in one
of my favorite toys and I could not wait to share it with my class. I decided to
show the toy to everyone before ³how and îell´, so it got taken away until
school was over. ince this is a connection I made with Lilly, I would write this
connection under the compare side of the chart.´ Write this part of the book under
the compare side. ³A part of Lilly¶s experience I cannot connect with personally,
is the note she wrote to Mr. linger. I never wrote a mean note to a teacher before.
îherefore, I would write this part of the book under the contrast side of the chart
because I do not personally connect with this experience Lilly had.´ Write this
part of the book under the contrast side. Explain to students, ³Compare and
contrast charts are very useful because they are a strategy we can use when we
need to organize our thoughts as we read. We can then use this type of chart in
guiding us when we need to write about the information we organized.´
4.c Guided Practice-
Yc Have three to four of Lilly¶s experiences from the book written on the board.
Yc Have the students read the first sentence and tell/write where this experience
would go on if they had a chart. Call on students raising their hands. Ask students
to discuss where they would place the experience on the chart and why. Do at
least three examples.
5.c Independent Practice/Assessment-
Yc ³Girls and boys, when you begin reading for independent reading today, I want
you to use the strategies we just discussed. I want you to create a compare and
contrast chart as you read about a character¶s experiences. Find at least two
experiences to write on your chart. During independent reading, I will be
walking around to discuss with you your compare and contrast charts.´
6.c Closure-
Yc ³Who can tell me the meanings of the words compare and contrast? îhat¶s right:
similar and different.´
Yc ³Who can tell me why we use a compare and contrast chart?´
Yc ³Now, who can tell me what you are going to be doing during independent
reading today? Great! Return to your seats quietly and begin reading.´
7.c How do I know if students are successful?
Yc I will know if students were successful if they were able to compare and contrast
two experiences to their personal lives from their independent reading books,
using their compare and contrast charts.
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Alyssa Petrino

ELD-308

Ô


  Ô



  4
  15 minutes


3.2. A. Writing as a Process
1.c ccGenerate possible ideas for writing through talking, recalling experiences,
hearing stories, reading, discussing models of writing, asking questions, and
brainstorming.
3.c Use strategies such as reflecting on personal experiences, reading, doing
interviews or research, and using graphic organizers to generate and organize
ideas for writing.
ë

  tudents will use their Compare and Contrast Charts and brainstorming notes from
Ô




 
,by Kevin Henkes, to write a personal reflection.


 


Yc Ô




 
, by Kevin Henkes
Yc Compare and contrast chart
Yc Brainstorming notes
Yc Paper for writing reflection

Ô

   
1.c Anticipatory et (Engagement)-
Yc ³Girls and boys, do you remember the book I read aloud to you a couple days ago
by Kevin Henkes? Also, do you remember how we made personal connections
with the main character Lilly? Remember, we even began making compare and
contrast charts.´
2.c tate objective and purpose-
Yc ³Well, today we are going to learn how to use our compare and contrast charts in
order to brainstorm some notes and write a reflection about a personal experience
we had, that is similar to one Lilly had.´
3.c îeach and Model-
Yc how the students a Ô




 
compare and contrast chart you
had made about your own personal experiences. Make sure there are a few
experiences under each side of the chart. Remind students that when you¶re using
comparing and contrasting, comparing is similar, while contrasting is different.
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Also, remind students that a compare and contrast chart is a strategy that can be
used to organize your thoughts and ideas in order to guide you with your reading
and writing.
Yc îhen, pick one experience from the compare side, so the experience you had is
one similar to Lilly¶s. Explain to students that they need to reflect on their own
experiences and use their compare and contrast charts, in order to begin
brainstorming ideas about what to write for their own personal reflection.
Yc Explain to students what you are thinking/brainstorming as you reflect on your
past experience as you use your compare and contrast chart for support. Write
down a few brainstorming notes. îhen, write a beginning sentence to your
reflection, to model the writing process.
4.c Guided Practice-
Yc Give each student a piece of paper in which they can write a compare and contrast
chart on. Have the students jot down a few experiences from the book onto their
charts. Have a few students share their experiences and why the experiences are
placed either under the compare or contrast side of their charts.
Yc Also, have each student pick one experience they connect most with from their
charts, and give them a couple minutes to brainstorm as they reflect upon their
personal experiences. Ask them to think about how they are going to begin their
personal reflection.
Yc Have two students share a couple of ideas they jotted down while brainstorming.
5.c Independent Practice/ Assessment-
Yc ³Girls and boys, when you begin writing for Writer¶s Workshop today, I would
like you to add more experiences to your charts and to brainstorm more ideas
for your personal reflection. Use your compare and contrast charts and your
brainstorming notes to begin writing your personal reflections. I want you to
write at least a few sentences for your personal reflection during Writer¶s
Workshop.´
6.c Closure-
Yc ³Who can tell me why you would use a compare and contrast chart?´
Yc ³Who can tell me why we brainstorm notes?´
Yc ³Who can tell me what you are going to do during writing today? Great! Return
to your seats quietly and begin writing.´
7.c How do I know if students are successful?
Yc I will know if students are successful if they are able to make and use their
compare and contrast charts, in order to brainstorm ideas to use, for writing a few
sentences for their personal reflections.