What did jImmy's Boa Eat? 2 of 2

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Objective

SWBAT compare and contrast a fictional boa and a real boa then write a comparison paper to read to the class.

Big Idea

Using thinking maps we will identify characteristics about the two boas and write a comparison paper to read to the class.

Warm Up

10 minutes

Yesterday I used this book to compare the different texts, Fiction and Non Fiction.  Today I would like to compare the snakes, real and not real.  We have been learning how to compare and contrast characters in stories.  The ability to compare and contrast is an important standard.  In the upper grades students must compare and contrast difficult texts for standardized tests and for writing assessments. In kindergarten I introduce this skill using fun texts that make the skill easy to do.  Today we will identify and discuss the characteristics of Jimmy's boa and a real boa.

"I would like to talk to you today about yesterdays story, Jimmy's Boa Ate The Wash. Yesterday we talked about the stories we read, some are not real stories, like Jimmy's Boa, kids don't really take snakes on a field trip and snakes really don't eat the wash.   Some stories are real like the back of the book where it had real pictures and told real information about the boas.  Today we will read the story again and discuss the characteristics of a real snake and Jimmy's snake. I think this will be fun!"

Lesson 1 of "Jimmy's Boa Ate The Wash" 

Reading the Story

10 minutes

I begin to read the story and point out story details.  During a second reading, I can point out smaller details in the picture that add to the whimsy of the story.  I also stop to point out things that could really happen and things that are just made up for story fun.  

"On this page the boa is eating the wash.  Do you think the boa really eats clothes?  No, he doesn't.  We need to remember this for when we fill out the bubble maps about the boas later."

I finish the story and read the nonfiction part.

"Look at the real snakes, what are some of the things you notice about the real snakes?  We will make a bubble map and write all these characteristics on it.  Let's get started."

Writing Activity

10 minutes

I love to use the Double Bubble Map for the comparing and contrasting writing.  The bubbles organize my students thoughts and ideas in a manner that is understandable.  The map is a great visual reference.  With continued use, my students will be able to fill out a map by themselves.

"Let's begin with a bubble map of Jimmy's boa.  I will use my name sticks to call on my friends that are sitting criss cross in their squares.  Here is the picture of Jimmy's boa.  Everyone think about things you know about Jimmy's boa and I will write it on the bubble map."

I call on students to tell me characteristics of Jimmy's boa.  

"Look at all the characteristics of Jimmy's boa that you identified.  Good listeners!  Now I will call on friends to tell me characteristics of a real boa.  Here is the picture of a real boa."

I call on students to tell me characteristics of a real boa.

"This is the fun part, we are going to read all the characteristics of Jimmy's boa and the real boa."

We chorally read the characteristics.  This gives my students the opportunity to hear and say the words we put on the bubble maps.  

"Did you hear any characteristics that are the same?  Where do we put these characteristics?  In the middle of the two large bubbles.  That's right.  So we will write in the middle and erase it from the sides.  Everything in the middle are characteristics that both snakes have.  Everything on this side are characteristics that only Jimmy's boa has.  And everything on this other side are characteristics that only a real boa has.  I love to use a double bubble map.   What do you think we are going to do with all this information?  Ha, ha, yes, we are going to write sentences about the snakes. One sentence  will be about Jimmy's boa.  We can use any characteristic that is on Jimmy's boa bubble.  The nest sentence will be about the real boa.  We can use any characteristic that is on the real boa's bubble.  The last sentence will be about both boas.  Where will this information come from?  The middle bubbles.  The double bubble map makes this writing paper so easy.  Let's write a paper together before you go to your seats."

I model the writing activity under the document camera.  I like to use sentence frames because they teach my ELL students proper sentence structure and is easy for them to understand what is expected of them.  Sentence frames are predictable and help with reading and writing.  I try to use words that have already been taught, except from the story.

" The first sentence frame is : Jimmy's boas _______.  Hmmm, What can we write here?  We will look at the bubble map for Jimmy's boa and see what there is to choose from."

We pick a characteristic and write it on the blank.

"The next sentence frame is:  The real boa _______.  What can we write on this blank?  Let's look at the bubble map for the real boa.  What can we choose?"

We pick a characteristic and write it on the blank.

"The last sentence is about both boas;  They both _______.  Let's look at the middle bubbles and choose one of those characteristics."

We pick a characteristic and write it on the blank.

"Now it is your turn to write the sentences.  Remember to choose from the different bubbles on the map.  Your picture needs to match your sentences.  I will come around and help you."

I dismiss my students one row at a time to go to their tables.  My class paper passers pass out the compare/conrtast writing paper to each student.  I walk around prompting students to phonetically sound out their words and to help my lower students with the highlighter.  As they finish, I collect their papers and they sit quietly reading library books on the carpet.  When all the students are finished writing we gather on the carpet to read our sentences to the class.

Wrap Up

10 minutes

This writing activity is a formative assessment for writing, comprehension and reading.  Did my students understand the writing assignment?  Did they understand the concept of comparing?  Were they able to write the words independently?  Can they read what they wrote?  

I find it very valuable to have my students read their writing out loud.  The more my ELL students perform writing activities like this the better their English and ELA skills become.  I call my students up to the front of the class by rows.  I found that my students feel more comfortable standing at the front of the class surrounded by friends.  I also found that they like to help each other read.  How awesome is that.  Each student is given the opportunity to read their papers to the class.  We applaud and cheer after each reading.  

student work

Jimmy's boa video

For Fun

10 minutes

I like to use videos to introduce my lesson or to add more fun or information about my lesson.  These are the same videos I put with the first lesson of Jimmy's Boa Ate The Wash.  My students love to be read to, so I try to find a video of my story that they can watch on the smart board and hear it again.  They love to hear different versions.  Each reader brings out a different feeling and tone when they read.  My own children enjoyed Reading Rainbow.  I hope your students enjoy this version as much as my students do.

Because my lesson was on comparing and contrasting a fictional snake and a real snake, I thought I would add both versions to my videos.  There is nothing better than seeing it, unless it is touching it.  

Video about real snakes: