Can a Butterfly and a Goose Be Friends? Day 2 of 2
Lesson 4 of 6
Objective: SWBAT ask and answer questions about key details in an informational and literary text. SWBAT describe key details about the characters and identify the theme of the story using text evidence to back up their thinking.
Context and Overview
Today, we continue reading the second part of Farfallina & Marcel, with more text dependent questions. Before embarking on the reading, I want to build the content knowledge about ponds for my students. They will be taking notes as they watch the video to answer questions to key details about ponds.
I will check for their understanding of ponds before moving on to the second half of our literary text, Farfallina & Marcel. I feel it is important to check in on how students are internalizing the material they are looking at.
We will proceed with Socratic Seminar to discuss the question, how this is a story of friendship? Lastly, the students will have an opportunity to reflect on their learning in writing and share it with their peers.
I share the objective of the lesson, and proceed to activate my students' background knowledge on ponds. I have them pair share what they know about ponds.
I move on to asking them about the questions about ponds. I record those on a chart too.
Video: Pond Habitat
My students are watching a video on A Pond. As they watch, they are answering text dependent questions that I created using the template.
I have taught my students how to take notes. They know to use words, phrases, and quick sketches (when applicable) to answer the questions. I pause the video to give my students time to answer the questions.
Here are examples of their note-taking:
Here are the link and the video:
I gather my students on the carpet. They have a moment to reread their notes, and I have them pair share quickly. Then, I ask them to look at their notes and reference the questions about ponds to determine which questions have been answered. I am doing this to let them know that their questions matter and it's a good idea to keep track of what is answered and what is not. I want to let them know that in asking questions, we will answer most of them or some of them. This matters, otherwise I can understand how students may get discouraged about asking questions that never get answered.
Here is our interaction: What Questions Were Answered By the Video?
Reading Farfallina & Marcel
Now we read the second half of Farfallina & Marcel with text dependent questions (the page numbers come from our anthology selection of the book). These questions ask how the characters are feeling about their respective friends "vanishing." Also, the questions ask about how the friends find each other again. I want to highlight that while the characters go through a transformation and cannot recognize each other physically, they recognize each other by their actions towards one another and are repeating. This is what true friendship is about.
The questions on page 272 and 273 can be combined into asking: What are the characters saying to one another?
This reading is interactive with much discussion:
I love it when students make connections across the curriculum. Let's listen in: What Connection Are You Making From the Video and the Story?
We gather on the rug for Socratic Seminar. Today's discussion centers on the themes in this story and the friendship between Farfallina & Marcel.
It is important to review the rules for participation and the handing-off process before starting the Seminar:
I have also attached a document that gives more details about how I implement Socratic Seminar in my classroom in case you'd like to read more: Socratic Seminar Rules.
My students reflect in writing on the question: How is this a story of friendship?
In answering the question, I am looking for them to answer with evidence from the story, for them to give me clear examples of what Farfallina & Marcel do with one another as friends. I am looking to see evidence of the different ways these characters are considerate of each other.
Here are some of their writing entries:
- How Is This Story About Friendship?
- How Is This Story About Friendship? 1
- How Is This Story About Friendship? 2
- How Is This Story About Friendship? 3
As they work, I make sure to walk around for the first few minutes. In this way, I can make sure they are on task and I can check in with them about what they need to start if they have not. Some of my students will need support with spelling words, others with direction of where they can find the evidence, and some will need to be reminded of the task and my expectations of them.
After I make the sure everyone is on task, I sit on the round table where everyone is visible and those students needing additional support can come to me. Also, when students finish they know to come to me so that I can read their entry and give them specific oral feedback about the content of the writing.
Sharing Whole Group
Now some of my students share their learning with each other.
Here are the speakers:
After speakers share, they receive feedback. I have the students give feedback in this way:
- Two Stars: Two different students share specifically what they liked about that content of their writing.
- A Wish: Another student shares specifically how the writing can be improved.
Providing the feedback in this way keeps this a positive experience and prevents it from becoming a popularity contest. In this way, students feel safe to share and feel safe to receive feedback.