Mr. Putter & Tabby Pour the Tea Day 3 of 3

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Objective

SWBAT ask and answer questions to understand key details of a literary text.

Big Idea

They eat their muffins, pour their tea, and turn up the opera together. They are perfect company for each other.

Introduction

7 minutes

Summary and Context

Today, I continue to use the graphic organizer, Narrative Lecture Notes for Chapter 3 of Mr. Putter & Tabby Pour the Tea. I am using the graphic organizer to provide students with a visual tool to help them understand the key details of the chapter.  I am using pictures, words and short phrases to move through the process. These strategies are very appropriate for my English Language Learners who benefit from these type of techniques.

Before we recount, I read with them using text dependent questions. These questions ask explicitly about what the text states and my questions include asking questions about what is happening in the illustrations. 

Last, my students will have an opportunity to respond in their journals after they reread chapter 3 on their own.

 

Lesson Opening:

I share the objective. I review what we have done in the last previous lessons. I ask a couple of students to share what we learned so far about the characters and the setting. I ask how the illustrations have helped them learn about more about the story. I send my students off to their desks to find Chapter 3: Mr. Putter & Tabby.

Whole Group Reading

15 minutes

I use a cloze and choral reading method to read chapter 3: Mr. Putter & Tabby. A cloze reading involves the teacher reading and intentionally leaving out a particular word, which students read chorally. This keeps the reading moving along fluidly. Then, I use the choral reading. I invite you to think about what reading techniques work best for your students.

As we read, I continue to ask text dependent questions to have them dig into the text and to help them understand the key details of the story and the ending of this story.

I am looking for them to go back into the text and provide evidence. I expect them to answer with complete sentences. This is very important working with English Language Learners.

Brain Dance

2 minutes

It's time for a brain break! I get them out of their chairs and involve them in movement. I ask them to take three deep breaths. Then, I have them move their arms and legs in different ways. I am attaching a document that gives more details about this reenergizing practice:

Brain Dance Movements

Here is the website that will give you more information:

http://creativedance.org

Whole Group Interactive Recounting

20 minutes

Now we recount the important details of this chapter. I use pictures, words, and phrases to record our discussion of Chapter 3 on the large graphic organizer of Mr. Putter & Tabby Pour the Tea. I prompt students with questions about what happened in this chapter.

Here are the questions I use:

1. What do they do in the mornings?

2. What do they in the afternoons?

3. What do they in the evenings?

4. How else do they spend their time together? 

As I write, students will transcribe on their graphic organizer. I will clarify any vocabulary words they do not know. Here are some of their individual organizers:

photo-9

photo-12

photo-15

Independent Writing

12 minutes

Now the students work independently to think about and write about what have we learned about the characters: Mr. Putter & Tabby. The question they answer is:

•How have their lives changed and how do the illustrations and text help us to know?

I let them know they can reference the chart we created and/or they can look back at their anthology. But if they stick to the chart the chart gives them a nice visual of what has transpired with Mr. Putter and Tabby.

I expect them to write between 3-4 sentences. I expect to write about how Mr. Putter was alone and now he has a friend in Tabby. I am looking to for them use details about how they spend their time together.

Unfortunately, their work was misplaced. What I can tell you is that some students will struggle with explaining how their lives changed. Part of the reason lies in that explaining the "how" is difficult for my students, so I will need keep practicing this skill.

Some of them will see the trajectory of their lives and write about how both were alone before they found each other. But, at this time, most of them will find good details about how they spend their lives together.