Today I will show the video of the story prior to reviewing charts. It is fun to see the story being read through a different mode.
I gather the students on the carpet and I review the Tree Map closeup.and the bubble map from the previous lessons. The tree map was used in the first lesson to retell the story by sequencing the animals as they were introduced in the story. The bubble map was used in the second lesson as students brainstormed adjectives that describe how each animal looks wearing clothes. . I introduce the T chart. On one side I write the word "should" and on the other side I write the words "should not". I explain that they all have an opinion about the story and if animals should wear clothes or not. When we give our opinion we are just saying what we think or feel. Our opinion is not wrong, but can be different than others.
I pass out their picture/name cards and have them come up one at a time to tell their opinion. They say " Animals ____ wear clothes"
I model for my students by stating my opinion and my reason for the opinion. After each student states his/her opinion, I ask for a reason for the opinion. Asking children to defend their opinion is critical to laying the foundation for the work they will be required to do in future grades. I use a sentence frame for students who have difficulty knowing how to state their reason. I think animals should wear clothes because…. or I think animals should not wear clothes because...
We then see how many think animals should wear clothes and how many should not wear clothes.
Discussing the book helps children practice the kind of academic talk that is expected in school. The CCSS require students to state their points to others, discuss and defend their remarks, make inferences about what the author is saying, discover new or multiple meanings for words and new perspectives on themes, and collaborate with others to build an understanding. This lesson focuses on helping students learn to share their opinion and defend it. The topic I chose to discuss (Should animal wear clothes?) gives children the opportunity to think about the practicality of animals wearing clothes and draw on their own knowledge about how forest animals live in their habitat. In kindergarten we can defend our opinion by saying that they like something because it looks "cool", in the older grades they have to go back to the text and have facts to defend their opinion. In kindergarten we are laying the foundation for the understanding of what an opinion is and why we feel the way we do. Tomorrow we will write our sentences on the predictable chart.