Lesson 4 of 6
Objective: With prompting and support the SWBAT write an opinion story after listening to the story "Stone Soup".
Through discuss and partner sharing I will gain their interest in my topic of soup. My students will all have some kind of experience with the making and eating of soup at their homes. I will draw upon their back ground knowledge to help them understand the story of Stone Soup. This is a fun story that my students will love to help me tell.
I begin today's lesson with my students on the carpet for whole group reading block.
"It was so cold yesterday that I went home and made soup for dinner. I used carrots, celery, onions, corn, rice and chicken in my soup. How many of you like to eat soup? You all like soup? Let's find out what kind of soup you like. I will use the circle map to write down your favorite kinds of soup. Would you please turn to your partner, say high partner! And using the sentence frame; "I like _____ soup.", tell your partner what kind of soup you like to eat."
I walk around making sure that all students have a participating partner. Partner sharing gives my ELL students the opportunity to speak English in a nonthreatening activity. They are able to listen and speak to each other which helps with pronunciation and sentence grammar.
"I see some of your are finished. Put your hands on your head when you and your partner are done using the sentence frame. Give your partner a high five and turn to look at me."
I quickly go up and down the rows asking students what there favorite kind of soup is. I write each kind on the bubble map. I make sure to prompt them to say their answer using the sentence frame. We read all the different kinds of soup that are on our bubble map.
"I like all the kinds of soup you mentioned. Now that we know what our favorite kind of soup is, let me read to you about a soup made from a stone. It is called, Stone Soup. Hmmm, do you think soup made from a stone will taste good? I don't know, let's see."
Reading the Story
I have the book, but I love to tell the story from memory and draw the pictures on the dry erase board. I feel that they learn how to draw from my modeling the different parts of the story. I also teach them to say the part of the little old lady, "Soup from a stone, fancy that!". I love stories that have the students orally participate. Student participation helps with comprehension and anticipating what comes next, I have their complete attention.
"Why do you think the young man is walking?"
We have many discussions throughout the story. The first is to explain why the young man is walking. They have a hard time understanding that there was a time when people walked or road animals to get from place to place.
"The young man sees a garden. Who knows what a garden is?"
We talk about gardens and what can be grown in a garden.
"Does any of you have a garden at your house?"
Most of my students live in apartments or townhouses that do not have yards to grow a garden. Almost all of them talk of their grandparents having a garden.
"Why did the lady not want to help the young man? What happened at the end of the story because she did help him?"
At the end we talk about how the lady didn't want to help the young man and when she did help him, she had a wonderful meal.
Someone always mentions "Stranger Danger", so I need to address this issue.
"We don't talk to strangers or let them in our houses. That's right. But this is a story. When we talk about the stories we read, we talk about if they are real or make believe. This story is called a folktale. A folktale is make believe. Folktales are told to help teach us something. This story teaches us to be kind to others by helping them."
I included the stone soup figures that can be printed and laminated for a fun story retell.
"Hmm, the young man and the old lady liked the soup. Do you think you would like to eat soup made from a stone?"
Most of them say YUCK!!!
" Let's think about our favorite soup. Look at the circle map and find your favorite soup. We will write about our favorite soup. We will use the sentence frame; I like ____ soup. I will model it under the document camera."
I like to model the writing activity so my students know exactly what I expect from them. My ELL students sometimes need the writing modeled several times in the 'I do, we do, they do' strategy. I like to use sentence frames with my writing activities. Sentence frames are predictable and use known sight words. When I am done modeling I send them to their seats.
"I want you to go back to your tables and write a sentence using the sentence frame, "I like ____ soup.", then I want you to draw a picture. Your drawing must go with your sentence. If I write, I like chicken soup, would I draw a picture of a rainbow and some clouds? No, what would my picture have in it? Me eating soup. Your right! Please try to sound out your kind of soup, you are all smart and can write the words I and like. Just sound out your word slowly and write what you hear. I will help you".
I use my class helpers to pass out the writing papers.
"Would my paper passers please pass out the writing paper? Red row please get your pencil boxes and go to your table. Orange row . . . green row . . . blue row . . . purple row."
I walk around helping with sounding out words and reminding them about spaces and periods.
When the class is finished with their writing, we gather back on the carpet for reading of our papers.
We gather on the carpet to read our sentences and show our pictures. I call my students up to the front of the class by rows or small groups. My shy students feel more comfortable and willing to read when they are surrounded by their peers. Each student is given the opportunity to read their sentence. We cheer and applaud each oral presentation.
Later in the day, usually at the end of the day, I like to play a short video for my students to watch as they pack up their bags and sit prior to dismissal. I try to find educational videos or videos that complement something I have taught during the day. Here is a cute video of the story Stone Soup being read. It has the words on the screen, I asked them to look for words they knew. Showing a video is a fun way to review the story and vocabulary. My ELL students love to watch the video at the end of the day. They have already heard the story and find it easy to follow the story line in the video.