I tell the students that both words describe quick movements. I say: These two words usually describe quick movements by small, four-legged animals. Stand up and let's pretend we are four-legged. What do we do when we want to move quickly? (run) Everyone run in place. (students run in place)
I say: When four-legged animals move fast like we run fast, we sometimes use the words "scurried" or "scampered." Show me scurried/scampered. Student run in place again and I run in place with them.
Students sit back down on the carpet with me and we continue our discussion.
We talk about how authors choose words to make stories more interesting. For example, rather than say ‘ran’ the author might use ‘scampered.’ Students put words and illustrations in their dictionaries.
**While some may see this as teaching vocabulary in isolation, it really is not. We discuss the words through context and the dictionary illustrations also challenge the kids to provide context. This allows me to check for understanding. We further examine these words in the context of the story through the reading.
2nd Read with Text Dependent Questions
I do multiple reads of the same text to give students multiple opportunities to interact with the text. It also allows students to closely read the text and dig deeper into it to build a deeper understanding.
I reread pp. 1-15 of Don’t Need Friends and stop at the following stopping points:
Page 3 I ask: How is Rat like Prince William from The Lonely Prince? (he is lonely and doesn’t have a friend) How is Rat different from Prince William in some ways? (he is very poor and lives in a junkyard, William lives in a castle)
Page 7 I ask: How is the setting of this story like the setting of The Lonely Prince? (both stories take place in the character’s home) How are the settings different? (castle/junkyard)
Page 11 I ask: How are the two characters of Rat and Dog alike? (both are dirty, grumpy and gruff; neither has a friend) How are the characters different? (Dog is bigger than Rat. Dog lives in a barrel, Rat in a crate. Dog howls at the moon, Rat does not.)
These questions all focus on making connections between stories that students have read and that is a Common Core Standard. It helps kids see that they can use what they know to figure out and learn about what they don't know!
Double Bubble Map-Compare stories
Double Bubble Information
The double bubble map is used to compare and contrast. If this is students' first experience with the double bubble, I usually draw one in front of them, focusing on one side at a time. I color code the sides so students can clearly see that the right, middle and left sides are each a different group.
If this is not the students' first experience with the double bubble, I may use one that is pre-made. I almost always color code my double bubble maps to help kids better differentiate the groups we are comparing. For this lesson I use red and blue, but the colors don't really matter. It is a visual support.
Discussing the Map
I have the students sit with me on the carpet. I show them my double bubble and say: Boys and girls, what do we call this map? (double bubble) And remember, we use this map to compare things. We tell how they are alike and different with this map.
We have read two stories in our friendship unit. I ask students: What two stories have we read so far about friendship? (The Lonely Prince, Don't Need Friends) I write those two titles in the circles on the left and right. I remind the kids that each side represents a group and say: I am going to trace The Lonely Prince circle and all the circles that go with it on the left with RED. I am going to trace the Don't Need Friends circle and all the circles that go with it on the right with BLUE.
I direct: You are going to get a double bubble map just like mine and I want you to take it to your seat and write the titles of our two friendship stories in the left and right side circles like I did. Also, trace your circles with red and blue like I did so you remember which story goes with which circles. Any questions? Students take their maps back to their desks and write the titles and trace with color.
I put my map on the document camera and project it onto the SmartBoard. Students copy their titles into their circles and trace with color.
I put the story elements onto the document camera and say: Now we are going to cut apart and so we can sort them. Watch how I cut them and put them in front of me neatly so I can see them easily. I model cutting the story elements and putting them in a neat pile or row in front of me. I ask: Does everyone understand what you are doing? Student begin cutting. As they are cutting, I monitor and assist where necessary.
After students finish cutting, I return to the document camera so students can see what I am doing. Because students are still developing fluency with this map, we do the sort in a very guided setting. I start with the characters first.
I ask: Who are the characters from these two stories? (rat, Prince) Are they the SAME or are they DIFFERENT? (different) Ok, so we need to put them on the sides, left and right, since they are different. What story do we put the rat with? (Don't Need Friends) What story do we put the Prince with? (The Lonely Prince)
I prompt: Find the cards with the word/picture "rat" and "Prince" on them and hold them in your hands. As students are finding their cards, I am monitoring and assisting where necessary.
When they have all found them I say: Let's glue the rat on the right side with Don't Need Friends and the prince on the left side with The Lonely Prince. Watch me as I do this. I model where to glue the cards. As students are gluing, I monitor and assist where necessary.
I follow the same pattern for the setting and problems and I did for the characters.
**Helpful hint: The characters, setting and problems mirror what we discussed with the text dependent questions in the "Interact With the Text" portion of the lesson**