Fee Fi Fo Fum! Is that Fellow Jack Smart or....
Lesson 2 of 5
Objective: SWBAT read to find specific evidence in "Jack and the Beanstalk."
Activate Prior Knowledge
To begin today, I will have my students review their questions and responses after the first reading of "Jack and the Beanstalk." I'll have a pair/share where students tell their shoulder partner the question they wrote about Jack then I'll ask individuals to share out. I'll record these questions on the SmartBoard for all to see.
Next I'll ask for brave volunteers to finish the sentence starter: I am like or unlike Jack because....
The purpose of reviewing these connections is to refocus the students and remind them about their initial reactions to the story.
I will explain to the students that since we will eventually put Jack on trial, we need to really examine all of our evidence carefully. We will read the story closely a second time looking for places where Jack is smart and places where he is just plain lucky. I'll have students highlight lucky evidence and smart evidence in two different colors or code the evidence with L for lucky and S for smart.
In addition, this story has quite a few similes in it, so I plan on doing a quick review and asking the students to hunt for similes as well.
We will use all of this evidence to start making claims about Jack's character and integrity.
I'll encourage students to work with partners on this activity, so that they can discuss the evidence and help each other if needed.
I plan on spending most of my time working with struggling readers and helping them think through their evidence.
This type of reading supports the Common Core because it gives students a way to find specific textual support.
Once students have finished reading, I'll give them a quick assignment to get them thinking about Jack.
There is a great online resource called socrative.com that allows students to instantly answer a question and post it to my virtual room via computer, phone, or tablet.
Here is an explanation of how the process works. I'll explain it to my students and pose the question, although it is also listed on the socratic room. Then, I'll give students a few minutes to try it out and answer the question using their phone or one of our classroom computers. Students can also do this at home, and I have linked the information to my classroom website.
I am really excited to try out this new tool, and I think my students will just be excited to use their phones in class! Whatever works!
I plan on beginning tomorrow's lesson by reading through all of their data and discussing our opinions.
I do expect to have some silly responses, shout outs, hash tags etc., but hopefully after we use it a few times, that will subside.