Where do you want to live?
Lesson 7 of 11
Objective: SWBAT write an opinion sentence in response to the story.
In today's lesson I will engage each student to participate in the "comparing and contrasting" the differences in where the cousins lived. I also planned for them to give their opinion on which place they liked. Common core wants the students to be able to compare, contrast, give opinions and be able to back into the text for their answers. I will be using partners and the double bubble map. I will demonstrate going back to the text to find out MORE details. If I model "going back to the text for answers", they will learn to do it. It is like a seek and find when it involves picture details. Having this kind of discussion with the students lays the foundation for upper grades when they have to look in the written text for answers.
I will begin my lesson with my students on the carpet for whole group reading block.
"Did you know that where we live is called a town or a city? A town has lots of streets, cars, people, houses and stores. The country doesn't have very many streets, cars, people, house or stores. One time I lived in the country and I had to drive an hour to get to the store. Where I lived was quiet and the air was fresh and clean. When I went into town, there was a lot of noise and it was very crowded with people."
"I found a fun book to read to you about two cousins. One cousin lived in the country. The other lived in the town. TheY went to visit each other. Let's listen to what happened when they went on their visits."
Reading the Story
"The book I am going to read is called; The Town Mouse and the Country Mouse. The first mouse lives in the country. Let's look at the picture details to see what fun things are in the country. The country mouse loves to walk around gathering nuts and seeds to cook his dinners. He likes living in the quiet country in the log."
We discuss the picture details.
" His cousin comes to visit and does not like the country. He is grumpy and wants to go to his house in the town. The country mouse is excited to visit the town mouse. Do you think he will like the town? I don't know if he will."
"Here is the town where the town mouse lives. Look at the details in the pictures about the town and how the mice have to run from the people, horses and dogs. The town mouse loves his warm home in the kitchen wall. They do not have to cook. They sneak onto the table to eat what the people leave on the table. They have to run very fast and hide from people and dogs. Does the country mouse like the town? Now I don't think he does."
"At the end of the story both cousins agree that they like to live in their own homes. The country mouse doesn't like the town and the town mouse doesn't like the country. They say good bye and go to their own homes."
"I wonder where you would like to live? Let's do a double bubble map about the town and the country. This is the perfect time to work with your partners. Purple row please partner with blue row, green row partner with orange row. Turn to your partners and go, "knee to knee, eye to eye, using inside voices". Tell your partner, "Hi partner". Let's start with talking about the town. What did you see or hear about the town? Using the sentence frame, The town has ____. Ready, go."
I walk around to make sure everyone is participating.
"Put your hands on your head when you are done please. Good, I will use my name sticks and choose friends to tell me about the town. Linda, what did your partner say was in the town?"
I write her answer on the double bubble map. I ask half the students about the town and record their answers on a bubble map.
"Now we will talk about the country. Using the sentence frame, The country has ____. tell your partner what is in the country."
I walk around again and encourage talking between some of my students.
"Put your hands on your head when you are done. OK. Using my name sticks, I will choose friends to tell me what is in the country. Joel V. what did your partner tell you was in the country? I will write you answer on the double bubble map."
I often have to prompt them for answers by turning to the book and showing them a picture. What else do you see? There are lots of details in the pictures that they do not see when I am reading the story.
"Wow, look at all the things you know are in the town and the city. What are in both? We can move some of these things into the center. Remember that one this left side is everything that is in the town. Everything that is on this right side are only in the country. We put things in the middle that are in both places. We can put people, animals, trees, flowers, mice, houses and what else in the middle?"
"Hmmmm. I wonder where you would like to live? Would you like to live in the town? Or would you like to live in the country?"
"Now comes the fun part. Your job is going to be to write a sentence about where you like to live. Do you like the country, or do you like the town? Use the sentence frame; I like the ______. and draw a picture of where you like to live. Make sure to draw lots of details of what you like about the town or the country."
"Tell me, What is your sentence frame? "I like the ____." Use your sounds to write the words town or country. I will come around and help."
I do not model this. I want to see if they can write the sentence by themselves. They know the high frequency words, I, like and the. Many of my students are good at spelling phonetically. Some of the less confident students run up to see how the words are spelled.
When they are finished with their sentences and their drawings my students sit on the carpet to read library books until everyone is finished.
When everyone is finished with their writing we clean up the books and sit on the carpet. I call my students up to the front of the class to read their sentences and show off their pictures. Each student is given the opportunity to read their sentence. We cheer and applaud after each reading.
I love to show videos of the story or of someone reading the story to close my lesson. Showing the video gives my ELL students another opportunity to hear and see the story. Each time my students hear the story it reinforces the main idea and vocabulary. My students are excited to watch a video after a reading. They anticipate what is coming next and will tell each other what is going to happen. I am hoping that showing this video instills the love of listening to a story.