Today I will engage my students in a discussion about having a bad day. We will discuss the character, settings and story details while reading the story. At the end of the lesson we will write an informational sentence about Franklin's Bad Day. It is important for us to begin to read a text and go back into the text to find information to write about. In upper grades my students will have to write informative papers after reading difficult texts. I am laying the foundation for informative writing with today's lesson.
"OH, man! I heard someone say they were having a BAD DAY. What does it mean to have a bad day? WOW, you have too many answers. Let me get my circle map out and we can brainstorm our ideas on it.
I go up and down the rows asking students what it means to them to have a bad day. When everyone has had a turn to give an answer. I touch each answer and ask if they agreed that it would make our day bad. We agreed that all the answers on the circle map would indeed make our day bad.
"It would be sad to have any of these things happen to us. It would be a bad day if they did happen. I have this new book about Franklin, it says he had a bad day. What do you think made his day bad? EWWWW, those are all bad. Let me read it to you and we can find out.
"I want to read to you; Franklin's Bad Day. I want you to listen to clues that will tell us he is having a bad day."
I begin to read and on the first page I ask,
"Hmmm, what word did you hear that tells us Franklin is having a bad day? "
Students give multiple responses.
" Listen as i read it again. OOOOOO, Franklin is grumpy. That doesn't sound like a good day does it? Do you get grumpy when something goes wrong? Me too!"
I continue reading the story and stop to ask the following questions at the appropriate page:
"Did Franklin eat his breakfast? Nope, he did not."
"Did Franklin want to play with Bear? No he didn't."
"Poor Franklin, he didn't even have fun sledding. "
"Who heard the clue that told why Franklin so sad, why did he have a bad day? Otter moved, You have good ears. How sad that his best friend moved away. So that is what made his day bad. I understand now."
" Who was listening and heard what his dad told him he could do? yes, he could write a letter to Otter. What a fun idea. Did Franklin write the letter? How did Franklin feel after he wrote the letter? Yes, he felt so much better."
"Today we are going to write about Franklin. You are all good writers, I want you to think of a sentence you could write. We could quickly make up a few sentences."
I use my name sticks to choose students to help me think of sentences.
"Allen, what could we write about Franklin. Oh, that is a good sentence. Franklin was sad."
"Breanitzy, what will you write? Franklin had a bad day. That is another good sentence."
"James, what sentence could you write? Franklin wrote a letter. These are all good sentences. When you go back to your table, I want you to remember to sound out your words and I will help you do that."
I dismiss my students from the carpet and ask my class helpers to pass out the papers.
"Girls, please walk carefully to your cubbies and get your pencil boxes. Boys, please walk carefully to your cubbies and get your pencil boxes."
We gather on the carpet when all my students have finished with their writing. I call my students up to the front of the class by row. I found that my students feel more secure and confident when standing in front of the class surrounded by their peers. Each student is given the opportunity to read their sentence and show off their student work. We applaud and cheer after each reading.
I found that you tube has videos about many stories I like to read to my students. Later in the day I like to show the video of the book that I read during my lesson. Because my students heard the story read by me, they already have a knowledge of the story events and some of the vocabulary. Watching the video reinforces the content and the vocabulary. I show the video at the end of the day when we are packed up and ready for dismissal.