What Happened and When?

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Objective

SWBAT examine and identify three major events from the story-beginning, middle and end.

Big Idea

What's your name? Each of us has a name and our names make us special.

Prepare the Learner

10 minutes

Chrysanthemum Video

 

Before we watch the video I let students know that we are going to be focusing the sequence of the story.  I say: Today we will be rereading Chrysanthemum, but you will watch a video instead of pictures in the book.  I want you to focus on the events of the story and what happens in the beginning, middle and end of the story. 

 

I clarify: Is the BEGINNING of the story in the front of the story or the back of the story?  That’s right!  In the front.  So we will listen for that first.  When is the END of the story?  First or last?  That’s right!  Last!  So we will listen for that in the last part of the video.  The middle of the story is in the ___? (middle)



  

 

Multi-Media in Common Core

 

We see multi media addressed throughout Common Core.  As our students get older and we prepare them for college and career, it will be important for them to be comfortable with different forms of media.  We also want them to be able to listen for information and be actively engaged through media.  Presenting the story through video meets all of those needs!


 

Interact with the text/concept

40 minutes

Event Sequence

Students will complete a graphic organizer of the beginning, middle and end of the story. 

I start with students on the carpet with me and we look at the sequencing page together.

 

I say: Boys and girls, today we are going to be talking about the events of our story and what order they happened in.  Events in a story have to happen in a certain order so that we can get to the end in a way that makes sense!


I continue: Does anyone know what we call the front part of the story?  The part we read first? (beginning)  I touch the word on the sequencing page and say: Everybody say BEGINNING. (students repeat)  What happened at the BEGINNING of our story?  We discuss what happened at the beginning.  I take student responses and try to formulate them into a good summary of the beginning of the story.  

 

If students start speaking more to the middle of the story, I redirect: That actually happens more in the middle of the story, so let's hang onto that for our next box that says MIDDLE.

 

I say: In the beginning of the story Chrysanthemum was excited about school and loved her name.  What can we draw to show that?  I take student responses and model drawing a detailed picture of Chrysanthemum happily preparing for school and/or going to school.

 

I direct: Now I want you to go to your seats and your own picture of the beginning of the story.  I will put mine up on the screen for you to look at, but if yours does not look exactly like mine, that is ok!  Remember, we are drawing the BEGINNING  of the story FIRST.  Do I want to see the middle? (no)  The end? (no)  What are we drawing first? (the beginning) 

 

I do this check for understanding through both example and nonexample because young learners often nod their heads in understanding, but really don't understand what you want them to do.  Revoicing it after directions are given is helpful to most students.  I have also found that discussing the nonexamples (middle and end) heads of many misunderstandings and/or mistakes that students make! 

 

As students are drawing their BEGINNING event, I monitor and assist where necessary.

 

I follow the same format of direction for both MIDDLE and END.  However, I do this part from the document camera and students remain in their seats.

 

Here is a student sample!

 

 

 

 

Extend Understanding

45 minutes

Name Flowers

I like to use a picture of the student from the first day of school and cut their face out as the circular center of the flower.   I glue it onto a construction paper circle that is a tad larger than the picture.  This gives students a lip to glue their petals on to.

I like to run flower petals on different colors of construction paper and students can pick what color petals they want. 

 

 

Modeling

Students sit on the carpet with me so they can all see my flower creation.  I say: Boys and girls, today we are going to make flowers with our names! The middle is going to be your picture.  First you are going to glue your picture (I hold up mine) to a circle that is a little bit bigger than your picture (I show students the circle).  Watch me as I glue my picture exactly in the middle of this circle.  

I direct: After that, we are going to choose a petal color and get one petal for each letter of our name.  If you do not know how many letters are in your name, come over to our chart and check. (I show students the chart)  

I continue:  My name has 9 letters, so I will count out 9 purple petals because purple is my favorite color.  You can get your favorite color, but I am getting purple.  Help me count out 9 petals.  I take petals and students help me count to 9. The last thing I want you to do is cut out each of your petals, throw your trash away, and sit and wait for me.  I model how to cut our two of the petals.  You cut out all of them, but I am only showing your these first two.  Do you see how I cut on the line?  DO NOT cut through the middle of the petal.  You will chop your petal in half.  Any questions? 

I release each student to their desks to glue their picture to the circle.  I stand near the petals and chart to monitor and assist with the counting out of petals because many of my kids cannot count.  

 

 

Writing Letters On Petals

As students finish their cutting, I call their attention to the document camera.  I say: Boys and girls, take a look up here so I can show you how to write your letters.  Look at my name card and watch how I touch each letter in my name. (each student has a name card with their name at their desk to help them write their name) What is the first letter in my name? (M) I will write 'M' on one of my petals.  I model.  

I touch the next letter in my name and ask: What is the next letter in my name?  (s)  I will write 's' on another petal. I model.

I continue in this format until I have the letters for 'Ms. Pearson' on each of my 9 petals and direct: Now you write each of your letters on each of your petals.  How many letters go on each petal? (1)  I restate: Only one letter on each petal.

As students are writing their letters, I monitor and assist where necessary.

As they finish writing their letters, I call their attention to the document camera again. I say: Watch me as I glue my petals to the center of my flower.  I am going to put one little dot of glue on the lip of paper around my picture and glue my first letter (M) on the left side of my flower.  I am going to move UP around my flower and glue the rest of my letters.  I model how to glue all of my letters.  

I remind students: make sure you glue your letters IN ORDER.  When you are done, your letters should make your name.  They should be in THE SAME ORDER as they are on your name card.

I monitor and assist where necessary.  As student who have shorter names finish and have space left on their flower, I direct them individually to go and get more petals to cut to fill in the extra space on their flower.  I estimate for them and tell them how many petals to get because they are unable to do this at this age.

 

As students finish their letters, they get a green construction paper stem and glue it to the bottom of their flower and leave all of it to dry.