I chose this book because my students LOVE this series and it is very cyclical. The ending mirrors the beginning. I did take a few moments at the beginning of the lesson to talk about the other books in the series - If You Give A Moose A Muffin, If You Give A Pig A Pancake, etc. and a few commented that the end of the story was like the beginning. The students may have already read this story - that's fine, they'll still enjoy predicting and they probably don't remember all of the details.
This lesson is in the middle of my predicting unit. I have used several of the strategies for reading comprehension, story structure, and figurative language in the other lessons. Here are links to those lessons for your reference: Peek Inside and Predict (Lesson 1 of 2), Peek Inside and Predict (Lesson 2 of 2), Predict the Ending and Use the Characters' Voices, Making Shadows with Foreshadowing While We Predict, Predict Using Characters' Action and Rhythm, Go Figure with Figurative Language and Tie it Together with Transition Words.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words.
Gain student interest
I want the students to look at story structure in this lesson. In this lesson, we'll talk about how the beginning introduces the story and the ending concludes the action and then analyze the structure of the story and how they relate to each other. (RL.2.5) I'll model the skill and guide them through the practice, but then I expect active participation from all students as they complete the worksheet, which has been a big emphasis in my classroom as we transition to the Common Core State Standards.
Introduce the ideas:
Teachable moment - "What is a contraction? What does that mark mean - apostrophe?" I thought my kids knew these, but they were not secure on those. I wrote the words and explained them, adding 'she'll' 'we'll'.
Explain the task:
Read and Students work
As students retell the stories, they are summarizing the key ideas and supporting details. (RL.2.2) This is hard for 2nd graders. They tend to want to retell all the events and I specifically am forcing them to chose important details by providing a limited number of boxes to write details. Students have to choose the main events with text details and do 'close reading', thinking about what's REALLY important to retell the story.
Explain the activity:
Turn and Share (students turn to a friend and discuss)
This discussion about how words and phrases supply rhythm and meaning in a story (RL.2.4) is a big part of the lesson, so take the students' ideas and use those as formative assessment. Are they able to interpret the words and phrases in the text and analyze how the author's specific word choices shaped the meaning or tone of the story? It's hard for 2nd graders to analyze and interpret the author's purpose, so they'll need modeling and practice to dive into the text to make inferences and use ‘close reading’, a shift in the Common Core State Standards.
Scaffolding and Special Education: This lesson could be scaffolded up or down, depending on students' ability. For students with educational challenges, its important to include them in the discussion, but use prompting. I drew pictures on the board to help them with answers. It's also helpful to check on their progress with the 'Apply It' activity, as its often difficult for them to write. I'll often write clues or word prompts on the slate at their desk.
For students with great educational ability, this lesson is great to challenge their thinking. Can they think of other stories that are cyclical? Suggest The Mitten by Jan Brett or other stories by the same author as the one in this lesson.