Are You Afraid of Anything 2/4

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SWBAT draw a picture of their favorite story event in response to listening to The Little Old Lady Who wasn't Afraid of Anything.

Big Idea

Before we write our opinions, we need to think about the story and decide which event we liked best.

Warm Up

5 minutes

In my lesson today I will engage my students in a discussion, asking and answering questions about the story details, character and setting. I will guide them through the discussion reminding them of our class rules.  We will end the lesson by filling out a Flow map, a Beginning, Middle and End template of the main story events.  It is important for my students to be able to identify and sequence the main events of a story for an accurate retell.  Text retell is important for standardized assessments and writing assignments in future grades.

I call the students to the carpet and tell them they are going to help me with the story.  

" Today I will be rereading the story I read yesterday; The Little Od Lady Who wasn't afraid of Anything.  I will read the story and you can help me by making the motions and saying the words for the parts of the scarecrow."

I read it quickly as a review for our writing.

"I love the story.  You did a great job with the helping me tell it.  Let's review the Biginning, Middle, End template that we made yesterday."

Beginning, Middle, End video.

Reviewing the parts of the story helps the students remember the sequence of the story.


10 minutes

"Now that we have reviewed the story events, I want you to think about your favorite part of the story.

"I want you to turn to your partner and tell them what you favorite part of the story is. Use the sentence frame; "I like the  ___."   Remember that the purple row partners with the blue row and the green row partners with the orange row."

I walk among the partners and prompt shy students to participate. I am listening for all my students to be talking with their partner.

"When your partner has told you their favorite part of the story, put your hand on your head."  

"Now that you have told your partner your favorite part, let's do it as a class.  I will place a picture of each part of the story on the board and give each student a sticky note with their name on it.  I want you to come up a row at a time to put their name under the part of the story that is your favorite ."

class choosing favorite part

 As they place their name under their favorite part I ask them to use the sentence frame; "I like the  _____."  I will need to prompt many of my students use the sentence frame.  This is a good activity to promote proper use of sentence grammar for my ELLs.

"Wow!  You have now all given your opinion.  Part of giving your opinion is tell WHY it is your opinion.  So we need to add a sentence, "It is _____." or "They are ____."  We use the word "it" when talking about just one thing, like the hat, shirt or the pumpkin head.  We use the word "they" when we are talking about more than one thing like shoes, gloves and pants. To make that sentence, we need to think of some adjectives to describe our favorite part of the story. " 

"Let's use the bubble bubble map to think of as many adjectives that we can to describe our part of the story.  Many of my students will give me words like "cool" or "cute" to describe their favorite part of the story.  So, I need to do a lot of prompting to get them to "think" about adjectives that would be appropriate for their sentences." 

"Look at all the creative adjectives you have come up with to describe your favorite part of the story.  That us awesome! "

"Let me show you how the two sentences fit together to give my opinion and why I think or feel that way".

On the predictable chart I write:

I like the scarecrow.  (This tells everyone what my opinion is.)

It is scary.  (This tells why it is my opinion.)

"That was so fun!  Tomorrow you will get to compose the sentences for your opinion on the predictable chart."




10 minutes

"Now that you have chosen your favorite part of the story you will draw your favorite part using lots of details and color."

I dismiss my students row by row to get their pencil boxes out of their cubbies and ask my class paper passers to hand out the drawing paper.  I walk around the room helping and prompting where needed.  As they finish their papers, they clean up their tables and sit quietly on the carpet reading library books.

Wrap up

15 minutes

When the majority of students are finished with their papers, I have the readers put the books away.  We sit on the carpet and I call the students up to the front of the room one at a time to tell about their favorite part of the story.  I prompt them to use the sentence frames:  " My favorite part of the story is _____.  It is ____."  All students are given the opportunity to show and tell their favorite part of the story.  We applaud and cheer after each show and tell.

student work

oral presentation



For Fun

10 minutes

After my lesson I like to show a video reading of the story I read.  Listening to the story on video gives my ELL students another opportunity to enjoy the story and review the vocabulary.  They anticipate each event and act out each part.  I love to watch them and see how excited they become during the video.  I hope to not only increase their academics through watching the video, but I hope to instill the love of reading in all my students.