Should Animals Wear Clothes? 4 of 5
Lesson 4 of 5
Objective: With prompting and support TSWBAT produce a complete sentence using adjectives to describe a character.
What do we Know?
This lesson is fun because we get to review all our previous lessons and make up our sentences. As a whole class we review the Tree Map from previous lessons to remind us of the animals in the story and what they wore as a hat. Then we review the Bubble Map from previous lessons to remind us of the adjectives used in the story to describe how the animals looked in their clothes. I also review the T chart from previous lessons to remind us of what our opinion is about animals wearing clothes. At any time the students will want to change their mind, I try to tell them that they need to use the words that they chose for each template. We play again with the sentences on the pocket chart to help remind us of what happened in the story. It is important to review the information that we put together from previous lessons to help the students focus for today's lesson. I am trying to connect today's lesson with the previous instruction. Reviewing the vocabulary is like "front loading" information which is essential for the students because I want them to use these words in their sentences. This review of charts also reminds them of the characters and comprehension of the story and enable them to retell the story themselves.
The students will use this information to compose their own sentences.
Let's make our sentences
This part of the lesson is where we get to compose our sentences. Using large lined chart paper, I model the first sentences using the sentence frames:
I think the _____ looks ____ in the ______. Animals ___________ wear clothes.
What is the first sentence frame that we are going to use? Some of the students remind me, and I write; I think the ____, I go to the Tree map and choose an animal and write it in my sentence, I think the hedgehog looks_____ . I will refer to the bubble map to choose an adjective for my sentence, I chose "silly", I think the hedgehog looks silly in the ___ . I will refer to the bubble map to see what piece of clothing my animal wore as a hat. So my sentence ends up being, I think the hedgehog looks silly in the stocking. The second sentence is where they give their opinion. I go to the T Chart to find my name which reminds me what I had decided. I write the sentence Animals should wear clothes.
Now it is time for you to write your own opinion sentences. First I want all of you to think about which is your favorite animal character in the story. Then I want you to choose an adjective that describes your animal. Last, I want you to find your animal on the Tree Map and tell me what your animal wore as a hat. Last we will use the T Chart to remind us of what we think, Animals should or should not wear clothes.
I will use "Name Sticks" to choose my students to dictate their sentence to me. I write their sentences on the large lined chart paper. I write using markers and use two different colors so that I alternate colors for each student. Writing like this helps define each student's sentence.
I may have to prompt a lot or have them come point to the picture or word. I need to keep the pacing up or they get bored or it goes way too long. I ask the students to watch and see what their friends choose for their sentences. Using the name sticks also keeps them focused. They don't know who will be chosen next and only students sitting crisscross with their hands to themselves will be asked to be next.
This lesson is the most important lesson because the students need to use all the maps and templates to compose their sentences. I get excited when they can put the sentences together using the sentence frames. It is fun to watch them touch the words in their sentences and read out loud. They are so proud of themselves.
What did we do?
Restating what was learned is important because it helps students to remember what the focus of the lesson is. In this lesson, my students are learning how to use tree maps, bubble maps and T charts as well as how to formulate complete sentences. If there is time I call up a few students to Reading their sentences. The sentences look so awesome on the chart. And they are so proud of themselves for composing sentences all by themselves.