I will be addressing the CCSS for engaging my students in conversation about the 5 W's in the story and then my students will write their opinion about liking or not liking the green eggs and ham. It is important for my students to be able to identify all the details in a story, this skill will be used when taking standardized tests and writing assignments in future grades. Being able to identify the details of a story and form an opinion is important. Today we will just state our opinion. In other lessons I will teach my students to give supporting details for their opinion. Today we will just have fun with identifying the 5 W's and writing about liking or not liking green eggs and ham.
I gather my students around me on the carpet for whole group reading block. I am going to introduce the book, Green Eggs and Ham by talking about what we all ate for breakfast.
"Is everybody sitting criss cross applesauce? Are you ready to begin? I want to make sure everyone has had breakfast before we start reading. Let's go down all the rows and I want to hear what everybody had for breakfast today."
We start with one row and go down all the rows and discuss what we had for breakfast.
"Some of you had eggs for breakfast. How many of you like eggs? I like my eggs scrambled with lots of cheese on it. Tell me how you like your eggs."
I again go up and down the rows to hear how everyone likes their eggs.
"Your moms must be good cooks. All your eggs sound delicius. What would you say if someone wanted you to eat green eggs? Would you eat them? Yuck! I don't think I could eat them. The story I am going to read to you today is titled; Green Eggs and Ham. The character Sam tries really hard to get someone to eat the green eggs and ham. Let's see if he does eat them."
As I read the story I will stop at each new setting where Sam tries to encourage the eating of green eggs and ham. We discuss the 5 W's for each different setting. I keep asking if he will eat the eggs at each different place.
"I am going to read the story. We will talk about the 5 W's through out the book."
At each different setting I ask the 5 W's. It is important for my students to be able to ask the 5 W's themselves and the find the answer within the story. This is an important skill for me to build on to support the CCSS. Upper grades need to have these skills for standardized tests.
"Who is in the picture? What is happening? Where are they? When is it happening? Why does Sam want him to eat the green eggs and ham?"
"Do you think he will eat the green eggs and ham here?"
The reading and discussion of the story does take a long time. It is time well spent in order to have good comprehension of the story events.
Prior to writing I am going to some front loading of "what is their opinion" and writing the predictable chart.
"That story was so funny. I didn't think he would eat the green eggs and ham. Did you think he would? What do you think about the green eggs and ham? Would you eat them? I have a chart here. One side says Do, for I do like green eggs and ham. And the other side says, I do, for I do like green eggs and ham. Think really hard about whether you do like them or you do not like them. I want each of you to come up and put a tally mark on the side of choice."
I call the students up a row at a time and have them put a tally mark on the chart.
For this writing activity I decide to use the predictable chart. This takes a little more time, but my students seem to enjoy it. I have to keep the pace moving pretty fast and encourage them all to point to the sentences and read with me.
To do a predictable chart. I use chart paper, two different colored markers and a sentence frame. I will be using two sentence frames, I do like green eggs and ham. I do not like green eggs and ham. They have to remember what they chose on the graph to fill in their sentence frames.
To make it faster I just call students up to the chart by row color. When I take two to three days to use the predictable chart I call students using the name sticks. I remind my students of what they chose on the chart. I write the dictated sentence and have the student orally spell their name. If they spell their name with out help, I give them a star by their name. My students quickly learn how to spell their name. I hand the student a pointer and the whole class points to the sentence while we all read the sentence together. The student sits down and we begin the next sentence. I taught my students that no matter where they sit on the carpet, they can use their finger and touch each word to help our friend read the sentence.
"Now that the sentences are finished, I will cut the sentences off and let you take them back to your table to copy. Remember that you need a detailed picture to go with your sentence."
I cut the sentences off and give them to the students to copy onto their writing paper. While I am cutting the sentences the class paper passers are putting a writing paper at each seat.
I walk around and help students as they write I collect their papers when they are finished with their writing and drawing. The early finishers read quietly on the carpet.
I really love this part of the lesson. I like how charged up my students are about their writing and how proud they are.
I call my students to the front of the class by rows to read. My ELL students feel more confident and secure reading out loud when they area surrounded by friends. Each student gets the opportunity to read and show off their writing. We applaud and cheer after each oral presentation.
I love to show a video of the book or a reading to help re-enforce the vocabulary, story comprehension and the love of listening to a story. I show videos at the end of the day when chairs are stacked, backpacks are on we are waiting for dismissal. Here is the video for Green Eggs and Ham.