Today's lesson is much like our Day 1 lesson. We are going to be picking apart our story, describing our characters, setting, and main events in the story, and we will be basing our descriptions on evidence from the text. To guide my students towards using text evidence, I am going to be asking my students many text-based questions about our story, and they will have the opportunity to speak with their partners about the characters, events and details in the story based on these questions.
We will again discuss the details as a class, so students can hear about the characters, details, and events in the story multiple times to build and synthesize their understanding. Then we will record these answers on our circle map on our Smartboard lesson. They will need this strong foundation when we move into the next lesson, which asks them to perform a sophisticated analysis by comparing and contrasting the details in the two versions of the stories.
Tomorrow we will be comparing and contrasting our two stories. The reason why we are diving deep into both of these stories is because the students need to know both stories well. If their understanding of the stories is shaky, they won't be successful when comparing and contrasting both stories. We are setting a strong foundation in both our Day 1 and Day 2 lessons for the high level work we will do in tomorrow's Day 3 lesson.
For today's lesson you will need the story "Goldie and the Three Bears" by Diane Stanley. I used this story on purpose because it is so different from a regular Goldilocks story, and the students will really have to think about my questions. You will also need your questions, Questions to Ask For Goldilocks Stories.docx, so you won't have to flip to various slides on your Smartboard lesson. You will want to preview the book and put sticky notes on the pages to remind you where to stop and ask your questions. This is a strategy that has really helped me. Finally, you'll need your Smartboard Goldilocks Compare and Contrast.notebook or Activboard Goldilocks Compare and Contrast.notebook lesson.
I passed out partner picking cards, which I use regularly to ensure that students work with a variety of partners. I've included more resources for you to help you switch up your partner groups: sorting sticks.pdf and PartnerCardsSet.pdf. Students then determined who was Person 1 and who was Person 2. Just like yesterday I had partners sit next to each other on the carpet in front of the Smartboard. I stated today's objective and overview so the students knew what we were going to be doing today. I said, "We are going to read a different kind of Goldilocks story today. We will be busy answering questions about the characters, setting, and major events in the story. Then we will record everything on our circle maps."
I started to read the story. I read all the way to page 11. Then I said, "Here is my question. How did Goldie happen upon the bear's home? Person 1, you will be the speaker, and Person 2 will be the listener. Remember, you need to use evidence from the text to support your answer." After partners discussed the question I continued reading. I read page 12. I stopped again. I said, "Here is my next question. Where is the bear's house located in the story? Person 2, you get to be the speaker, and, Person 1, you are the listener. Remember, you still need to use evidence from the text to support your answer."
We continued on in this manner with Person 1 and 2 taking turns being the speaker and listener. The remaining questions I asked were:
You can check out my video here Discussing Goldie and the Three Bears.mp4 of my student partners discussing the story. It may give you some ideas of what this part of the lesson might look like in your classroom.
Now it was time for our classroom discussion and to record our information on our circle map on the Smartboard. I looked at my questions and asked them one by one. After asking a question I would call on a student. Then I would ask the group, "Do you agree with what they just said? Why or why not?" Class discussions help my students to articulate their thoughts and help my students who struggle with attention and language to hear and speak the content again. After discussing the content I would record our answers on the circle map on the Smartboard lesson.
You will also notice that on this paper I said which color to record the answers in on the circle map. Color coding is very important when students need to locate information. If you record an answer in red on the circle map today, you will record that same answer in the red bubble of the double bubble map on the Day 3 lesson. Students will begin to correlate where to put the information based on color. This is tremendously helpful for first graders, too, because it support them in organizing their thoughts, which is something they need a lot of help with at this age!
Here are the questions I asked:
There is a video here Discussing Goldie and Making Circle Map.mp4 of my students having a classroom discussion as we are creating our circle map. This might help give you an idea of what this part of the lesson would look like in your classroom.
I like my closures to be short and sweet, and, because today's lesson was so much like yesterday's lesson, I decided we would do the same kind of closure. I said, "Person 1, you will start and summarize today's lesson. Remember, when we summarize, we only tell the most important parts of today's lesson. When you are done Person 2 will summarize the lesson in their own words." Besides helping my students to grow in the skill of summarizing, my students also have more practice with speaking and listening. Those students who struggle with attention and using correct sentence structure get yet another chance to retain the story and strengthen their grammar skills.