It's Double Bubble Time!

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SWBAT compare characters in similar stories.

Big Idea

School isn't always what we expect it to be!

Prepare the Learner

15 minutes

Video-Franklin Goes to School

This is the last lesson in a series of twenty.

Students are seated on the carpet with me.

I activate prior knowledge: We read a story this week about a girl who starts kindergarten.  Who remembers the title?  (Annabelle Swift, Kindergartner)  What was the problem in the story?  What did Annabelle struggle with? (not feeling successful, not knowing the answers)And what was the solution?  What helped Annabelle feel better/more successful at the end of the story?  (she counted the milk money to $1.08 and nobody else could so she got to go to the cafeteria and get the class' milk)

I prompt: Today we are going to watch another story about a boy's first day of school.  I want you to think about Franklin and how he is like Annabelle.  Also notice things that are different about them and their experiences with school. 




Interact with the text/concept

30 minutes

Double Bubble Map



Double Bubble Information


The double bubble map is used to compare and contrast.  If this is students' first experience with the double bubble, I usually draw one in front of them, focusing on one side at a time.  I color code the sides so students can clearly see that the right, middle and left sides are each a different group.


I almost always color code my double bubble maps to help kids better differentiate the groups we are comparing.  For this lesson I use red and green, but the colors don't really matter.  It is a visual support.




 Discussing the Map


I have the students sit with me on the carpet.  I show them my double bubble and sayBoys and girls, what do we call this map? (double bubble)  And remember, we use this map to compare things.  We tell how they are alike and different with this map.  



We have read two stories this week.  I ask students: What two stories have we read so far about friendship? (Annabelle Swift, Kindergartner and Franklin Goes to School)  I write those two titles in the circles on the left and right.  I remind the kids that each side represents a group and say: I am going to trace Annabelle circle and all the circles that go with it on the left with RED.  I am going to trace the Franklin circle and all the circles that go with it on the right with GREEN.


I direct: You are going to get a double bubble map just like mine and I want you to take it to your seat and write the titles of our two friendship stories in the left and right side circles like I did.  Also, trace your circles with red and green like I did so you remember which story goes with which circles.   Any questions?  Students take their maps back to their desks and write the titles and trace with color.


I put my map on the document camera and project it onto the SmartBoard.  Students copy their titles into their circles and trace with color.



I put the story elements (pages 3 & 4 of the resource) onto  the document camera and say: Now we are going to cut apart and so we can sort them.  Watch how I cut them and put them in front of me neatly so I can see them easily.  I model cutting the story elements and putting them in a neat pile or row in front of me.  I ask: Does everyone understand what you are doing?   Student begin cutting.  As they are cutting, I monitor and assist where necessary.






After students finish cutting, I return to the document camera so students can see what I am doing.  Because students are still developing fluency with this map, we do the sort in a very guided setting.  I start with the characters first.


 I ask: Who are the characters from these two stories? (Annabelle, Franklin)  Are they the SAME or are they DIFFERENT?  (different)  Ok, so we need to put them on the sides, left and right, since they are different.  What story do we put the Annabelle with? (Annabelle Swift, Kindergartner)  What story do we put Franklin with? (Franklin Goes to School) 


I prompt: Find the cards with the word/picture "Annabelle" and "Franklin" on them and hold them in your hands.  I display the cards on the document camera to help students match their cards to mine.   As students are finding their cards, I am monitoring and assisting where necessary.  


When they have all found them I sayLet's glue  Franklin on the right side in the green circle with Franklin Goes to School and the Annabelle on the left side in the blue circle with Annabelle Swift, Kindergartner.  Watch me as I do this.  I model where to glue the cards.  As students are gluing, I monitor and assist where necessary.


I follow the same pattern for the setting and problems and I did for the characters.  


**Helpful hint: The characters, setting and problems mirror what we discussed with the text dependent questions in the in previous lessons and in the "Prepare the Learner" portion of this lesson**


Extend Understanding

20 minutes

Emergent Reader


Application of Common Core Foundational Skills

My purpose in creating this Annabelle-Franklin emergent reader was to 'read off the map,'  but in book form!  The pages compare Annabelle and Franklin in text form.  I tell the students this so they make the connection, but want to give them practice with all of those foundational skills in reading that are so important!


Because this book has high use of sight words and high levels of picture support for the text, the kids can have a fair amount of success with this reader.  As we read each page, the kids should know the sight words, as the ones I’ve used are review.  We use the letters, sounds and pictures to help us read the non sight words.  I model by thinking aloud and sounding out the words.





Guided Reading

Students sit at their desks with their Annabelle-Franklin emergent reader and I have mine on the document camera.  We do this read whole group, as I move between the document camera and the students to monitor and assist.  


We look at the cover and I say: Boys and girls, touch the TITLE for me.  Look at how I have my finger on the first word.  Put your finger on the first word and say "Annabelle."  Students repeat.


I continue: Move your finger down and read me that word.  It is one of our rainbow words.  What does it say?  (and)  Move your finger down again and say "Franklin."  Students repeat.  Turn the page to page 1. 


I direct: Find the first word on the page and put your reading finger under it to get ready to read.  I quickly sweep the room and check reading fingers to make sure they are under the first word "Annabelle."  If they are not, I place the student's finger under the first word.


I go back to the document camera and place my finger under the first word and ask: What do you think that first word is?  I give think time for replies and if students struggle, I prompt: Who do you think this girl is in the picture? (Annabelle)  Everybody say "Annabelle."  Students repeat.


I continue: Move your reading finger over to the next word.  I model by moving my reading finger to the next word and ask: What does this word say?  That is one of our sight words, so you should know this one! (is)  What about the next one? It is also one of our sight words. (a)


I challenge: This next word is not a sight word, but we can try to use our sounds to sound it out.  Ready?  I have my finger under the word 'girl' and quickly sweep the room to make sure students do too.  I come back to the document camera and, again, put my finger under the word 'girl' and prompt: What sound for g? /g/  What sound for -ir? /r/  What sound for 'l'? /l/  I segement: /g/-/ir/-/l/  I ask: What's the word? (girl)


I follow the same process on each page for both sight words and letter sounds for non-sight words.  I chose my words very carefully as I wrote this text so that students could either read the sight word, sound out the word or use picture support with letter sounds to read the words.  





Extended Response-Application of Learning

Extended Response is something we are seeing a lot of on both SBAC and PARCC Common Core assessments.  We used to call it 'open ended responses' and it is when the student has to generate the response and explain their thinking.  They, in essence, have to apply a great deal of their learning and we know that it is this application of learning that shows us student ownership!

Here's a little more about that!


Page 5  I explain: Who can read me those first two words on the page?  Those are both sight words we know!  (I can)  Think about something YOU can do.  Don't worry about anybody else.  I want you to think about just you.  Just like on our double bubble where we think about ONLY ANNABELLE on one side and ONLY FRANKLIN on the other side.  Think about ONLY YOU and raise your hand to tell me something you can do at school.  I take student responses and quickly jot them down in list form on the document camera.  


I model: I want you to choose one of these to write down on the lines and illustrate on page 5.  Watch me.  I can 'write my name' at school just like Franklin did!  So on my lines on page 5, I am going to copy these words "write my name.'  I touch the words on the list and model how to copy them onto page 5.  Students watch me as I do this on the document camera.  I add clarification and detail: Now I am going to 'show' my words by drawing a picture to go with them.  Watch as I draw myself at my desk writing my name.  


I direct: Now I want you to choose one of our ideas about what YOU can do at school and write it on your page 5.  I am going to walk around and watch.  First write your words then draw your picture to SHOW me your words  Just like I just did!  Go!

 I can (student sample)   I cannot (student sample)   We all can (student sample)


I follow the same format for each of the extended response pages: Explain, model, add  detail and direct.