In today's lesson I will engage my students in a discussion about their favorite part of the story. We will put our opinions into sentences on the predictable chart. Then we will write the sentences to orally read to the class.
I enjoy reading stories that the students can chorally chant repetitive parts and use hand motions. So, to begin this lesson, I reread the The Little Old Lady Who wasn't Afraid of Anything. With very little encouragement the students participate in this story. Even my most active students stay focused through the whole story.
I have included pictures of parts of the story that can be printed and used for the story retell.
Because this is the third lesson in the unit, we review the past lessons. We review the Biginning:Middle:End template from the first lesson to help with the sequencing of the story events. We review the chart that we used to identify which part of the story was our favorite. Then we review the bubble map and see if we can think of any more adjectives to use in our sentences.
We review what an opinion is;
"An opinion is what I think (point to head) or what I feel (put hand on heart)". Our first sentence will tell everyone what our favorite part of the book is. The second sentence will tell everyone WHY we like it. Let's look at the predictable chart. Yesterday I modeled my opinion sentences. Let me read them to you. "My favorite part of the story is the scarecrow. It is scary."
It is now your turn to compose your opinion sentences. Think about the story what your favorite part is. Then think about WHY you like that part of the story. Look at the bubble map and choose an adjective to describe your part of the story. I will use my name sticks to choose my friends who are sitting criss cross, with their hands in their laps, to dictate their sentences to me.
I use large lined chart paper for my predictable chart. I also write using two different colors of marker. Every other student's work is done in a different color to help with identifying and reading of the sentences. I also have the students spell their first names. I write their names at the end of the sentence. Not only does this identify the who the author of the sentences is, it also encourages them to orally spell their name. I give them a big star by their name if they can spell it with out any help.
This lesson takes a long time and I have to be moving at a fast pace so as not to loose the other student's attention. I will say, "Hmm, I wonder what she will choose as her favorite part of the story, will it be the same part that is your favorite?" As a teacher I feel like I am also a court jester, acting silly to keep them chuckling and focused.
" WOW! Look at all these awesome sentences. You are all so smart, let's do the fireworks cheer. Great Job! That was a lot of hard work.
Because we have worked so hard composing our sentences I think we need to have some fun! Let's color and build a scarecrow craft. I quickly demonstrate how to color, we make sure there is not white left on the picture, how to cut and glue the scarecrow together. The students go row by row to get their pencil boxes and the paper passers pass out the papers. I turn on our Harcourt Curriculum CD so they can sing as they work and walk around assisting in the process.
We hang our scarecrows on the bulletin board in the hall.
A reading of the book along with a song can be viewed on You Tube: