Frog and Toad Are Friends - A Swim

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Objective

SWBAT describe character traits using evidence, chart major events in the story using key details, and use their information to answer comprehension questions.

Big Idea

We are moving into Chapter 4. Let's talk about our characters and analyze our plot. Maybe we'll even throw in some inferring skills for good measure.

Teacher Background Knowledge and Preparation

Today we are addressing many of the same standards as I have in our other Frog and Toad lessons.  If you have done the Day Two lesson, then you have seen an depth discussion of how I am thinking about standards RL1.1, RL1.2, and RL1.3.  In particular, today's lesson focuses on these standards through the skill of inferring based on text evidence.  The students are going to have to look at the illustrations and words in the text that lend clues as to how Toad is feeling and the decision he made based on what the characters did to him.  This adds in a layer of analysis of story elements when I ask students to evaluate what they think of character actions in the story, which brings in standard 1.7 in addition to the key ideas and details standards.

It is really important that we begin to focus on these standards here in first grade.  As first grade teachers we are always setting the foundation that are students are going to build upon in future years.  The stronger the foundation we give our students, the more they can achieve in future years.  This is a good thing, because look at what they are going to have to do in order to be college and career ready.

CCRA.R7 -Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Just like the other lessons, you will need your Smartboard lesson called " Frog and Toad" and the student packet so students can record their answers.

Reading Of the Story and Student Writing

15 minutes

     I started to read Chapter 4 and read to the bottom of page 42.  Then I read my Smartboard page.  I asked the question, " Why does Toad not want Frog to see him in a swimming suit? What is your evidence?" I gave students time to talk about this with their table mates.  I knew that this chapter was straightforward and the students would be able to answer the question independently later. 

     I continued reading to the bottom of page 49.  I then asked, " Why does Toad finally get out of the water? What is your evidence?" Again, I knew they could talk about this now with their table mates and be able to answer this question independently later. 

 

     I continued on and read to page 51.  I asked the students " What is the problem in the story? Write that on your problem and solution chart." Then, I read to the end of the chapter.  I asked, " What is the solution? Write that in your problem and solution chart."

 

     Right before I had students answer their questions independently I said, " Are there any adjectives you need to add to your bubble maps that would describe Frog and Toad?  Think about what happened in this chapter.  Can you add any other adjectives to your bubble maps based on evidence from this chapter.  Talk about this with your table mates."


Independent Practice

15 minutes

     It was now time for the students to show me what they understood from Chapter 4.  Since I had given the students an opportunity to talk about these questions before, I knew they could effectively communicate their understanding in writing.  The questions are:

  • Why does Toad not want Frog to see him in a bathing suit? What is your evidence?
  • Why does Toad finally get out of the water? What is your evidence?
  • Did Toad make a good decision or not? 

     I walked around the room, asking my students questions to try and lead them to the correct answer if they were having trouble.  I also offered specific praise as to what the students were doing well.  You can see how my students did by watching the video here in the resource section.

Closure

5 minutes

     I know my student love both our Facebook and Twitter posters and want to do them all the time, but if we did they would get burned out on that activity.  So - I brought out Summary Sam again.  Summary Sam is a puppet that sits under my red chair in my room.  Summary Sam is lazy and always sleeping, so he misses most of what goes on in my class.  He woke up just in time to ask what happened.  So of course, my students had to summarize what we did in the lesson.