Objective: Students will be able to identify details within “The Tale of Despereaux” and begin to sequence them on a timeline.
Do Now (5-7 minutes): What has happened in the story so far? What have we been told by the author? Write three sentences.
Vocabulary: NEARSIGHTED – find the definition in the dictionary. (Students will record this in their “Tale of Despereaux” Vocabulary Sheet (see attached file).
Opening (5 minutes): Yesterday we started to read “The Tale of Despereaux” and started to think about the book in a critical way. Today we are going to start focusing on the DETAILS of the story and how they are going to help us to think about all the things that make up the story; setting, main idea, character traits, etc.
In your DO NOW you have already started doing this. Where do we find details within a story? (THROUGHOUT THE WHOLE STORY). That’s right, we will be finding details in a story though out the time we are reading, and the cool thing about details is that the DETAILS within a story will help to drive the story and the decisions that the characters are making.
To show this, we are going to be making our own Timeline which will be identifying a lot of literacy elements in each chapter (see description of Timeline in attached file). And I’ll show you this as we continue through the story.
Direct Instruction (I DO):
· Let me show you what I mean when we are IDENTIFYING DETAILS in a story. We have already read the first three chapters, so I’m going to use those and then we will move on with the story in order for you to practice
· Lets first take a look at the first chapter: This is the beginning of the story so I know that the author is going to be giving me a lot of details.
· Do this on chart paper:
· Chapter 1: Right off the bat, the author has given me a detail, “This story begins, in the walls of a castle…” She has already given me where the story takes place or the setting. I’m going to write this on my chart paper as one of my details
· As we continue, I learn as the reader that a mouse has given birth to a litter of baby mice and only one has survived. I’m going to write that down on my chart paper as well.
· Mama mouse, names her baby mouse Despereaux. (write this down)
· Despereaux looks different from the rest of the mice; big ears and very tiny (write this): As a good reader I can already start to think about the character Despereaux. Something is a bit odd about him.
· Mama mouse decides that this is the last baby she will have (write this on the chart paper)
· As I was doing this, did anyone notice that I wasn’t writing down each and every detail? Only the important ones right? I didn’t need to note absolutely everything that was going on.
· Have a discussion about what the important details vs. the mundane and unimportant details are and how they really give us anything other than the “fluff” in the story. They are there, basically to paint a better picture for us.
· Repeat these steps for Chapters 2 and 3, making sure to list the details on your chart paper (you will be coming back to this in another lesson).
Guided Practice (WE DO):
Before we get to practice finding those details in our story, I would like us to go back and take a look at that vocabulary word that I gave you during our DO NOW. We are going to be seeing that in our reading today. NEARSIGHTED…what definition did you find? (unable to see objects at a distance).
I’m going to write this word and it’s definition on the board because we are going to come to it while we are reading.
· Hand students some scrap paper and a pencil as this point.
· As I am reading this chapter I want you write down the details that you hear. We will share and discuss at the end of the chapter.
· Read through Chapter 4
· Ask students to share what they have one their paper and record their details on the chart paper.
o If needed have a discussion about mundane details that were given.
· Do this for Chapter 5 as well. Make sure you record student responses on the chart paper.
Independent Practice (YOU DO) (15 minutes):
· Now it is your turn to show me how to find those details!
· Read Chapter 6 and record your details on the paper that I am giving you (see attached file).
· We will come back at the end to discuss what you found.
Assessment: Students will share their details and put their sheet in their “The Tale of Despereaux” folder.
Closing: Why are we going through this labor intensive process of finding and identifying details you may be asking?? Because tomorrow we are going to be using these details to help inform our thoughts on the main idea of the chapter. More about that tomorrow!
· Vocabulary sheet
· Chart paper/markers
· Details/Main Idea sheet
· Tale of Despereaux folder.
· Scrap paper and pencils
|vocabulary sheet Vocabulary||
|DetailsMain Idea Sheet Other||
|Classroom timeline Other||
|DO NOW lesson 2 Starter / Do Now||