I chose this book because it is a classic and I am a true believer that classic tales should be common knowledge for students. The themes are retold in other stories and formats and I want my students to have a strong background knowledge of classic literature. The reading level of this book is slightly above the 2nd grade level, so I’ll be reading the text aloud, but the students will need to analyze the wording and text in small parts.
I taught a lesson called ‘Points of Literature - Main Idea and Details’ about main idea in literature that you can look at if you want to see how the full organizer was used.
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)
Peaking the kids’ interest in the lesson
Introduce book and character and bringing them all to the same schema….
Introduce organizer and ideas of point of view/main idea
Read the book and demonstrate strategy
Read the rest of the book. Emphasize some of the adventures as your read
I am asking the students to think about what is happening to the character in this story - the main idea and the details of an adventure. This little bear has to respond to challenges throughout the story and the students are describing that response (RL.2.3) on this worksheet. The goal of this lesson is for students to describe how a character is faced with obstacles (main idea) and how those are perceived (details). By breaking down the story into smaller events that Corduroy faces, I'm allowing the kids to cite evidence from the text to support their perception of the challenges and describe them.
There is a shift in the Common Core ELA Standards toward the encouraging students to read and evaluate literature in relation to character development and character’s point of view. (RL.2.6) This point of view shapes the content and students should be able to evaluate the change in the story.
Discuss idea of 'point of view'
Students begin activity
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
Since the students don’t have to read the book individually, students with academic challenges should be able to participate more fully. They may need prompting on a desk slate or to work with a friend to determine the main idea and details. There is an example of whiteboard prompts for challenged students.
Students with more academic ability should be able to use higher level vocabulary and more developed sentences. For example, they could write a simile such as the button on the mattress was like the button on a shirt.