Just a little over a year ago, I remember sitting in my grade level Professional Learning Community (PLC), and we started to dive into the Common Core Standards. We were discussing how our reading series at the time didn't quite meet the standards. My principal had encouraged my team and me to create lessons to meet the standards. This was the start for the unit for "Rude Giants." I looked at this book and saw what standards this book naturally lent itself to. Even though my knowledge in the standards has deepened, I still know that this unit is solid when it comes to addressing the standards. Plus it's one of my favorite books from author Audrey Wood.
In today's lesson partners are going to be asking and answering questions as well as retelling key points about the story. This addresses standards SL1.1, RL1.1, and RL1.2. We are also going to be utilizing reading strategies that will help students to describe the characters and major events in the story in detail. This addresses standards RL1.3 and RL1.7.
You will need to make enough copies of Rude Giants Student Work Packet.pdf for each of your students to record their answers. You will also need the Smartboard lesson Rude Giants.notebook or your Activboard lesson Rude Giants.flipchart and the story "Rude Giants" by Audrey Wood.
I like my students to work in diverse groups. I am constantly grouping students up in different ways so they are used to working with everyone in the class. Here are three different resources to help you to group students in different ways: sorting sticks.pdf, PartnerPickingCards.pdf and fun_ways_to_group_students.pdf.
I partnered my students together and they were sitting at their tables. I stated the objective for today. I said, "We are going to be starting a new book today where we are going to ask and answer questions about the story. We are also going to use our illustrations and details from the story to describe the characters and major events."
I read the story to page 4. After reading that page I turned to slide 4 on the Smartboard lesson and said, "It says that the giants are rude. Person 1 - I want you to discuss why you think the giants are rude. Use evidence from the text to support your answer." After partners discussed what they thought we had a class discussion. You can see an example of partner and class discussion by watching the video here in the resource section: Discussing and Writing Why the Giants are Rude - Day One Rude Giants.mp4.
After our discussion I turned the students' attention to page 1 of their student packet. I said, "We just discussed why the giants are rude and used evidence from the text to support our answers. Now it's time to record what we just discussed. Remember you need to answer in a complete sentence and use evidence from the text to support your answer." Once students were done recording their answers it was time to move on with the next part of our story.
I continued reading. After I had read page 5, I said, "It says that the villagers wondered what the giants would do next. One strategy good readers do to help themselves understand the story and to predict what will happen next is to ask questions. We have been so good this year at answering questions about our stories this year. Now we will work on asking questions about our story." I turned to slide 6 on the Smartboard lesson which showed all the different words that start a question. I said, "Here is the list of common words that start a question. Person 2. You get to start first. Ask 2 different questions of your partner that might help you predict what might happen next in the story. When person 2 is done asking questions, person 1 gets to ask 2 different questions of your partner. Go."
I gave students about 2 minutes to ask their partners questions. Then I said, "Who would like to share what questions they had?" Students had the opportunity to hear questions from other partner groups.
Then I said, Let's see if our questions help us to predict what happens next. Let's find out. You can see this part of the lesson in this video: Asking Questions to Predict What Happens Next - Day One Rude Giants.mp4.
I continued to read to page 7. After reading page 7, I turned to slide 7 on the Smartboard lesson. I said, "The word 'bellowed' is a tricky word. I bet we can figure it out by asking some questions, thinking about what we've read so far, and looking at our illustrations." I read the questions on the Smartboard slide. The questions were:
1) Think back in the story. On page 4 it says that the giants are loud.
2) Look at the illustration. Answer the following questions.
3) How big is the giantess compared to the cow?
4) If she is so huge what type of voice would she have?
Then I gave students some private think time to ponder these questions. Once students had time to process the questions I said, "Let's look at the question at the bottom of page 1. Now that we've discussed what we think bellowed means, it's time to answer our question. Remember you need to answer the question in a complete sentence and use evidence from the text to support your answer." I gave students several minutes to answer the question.
I read to page 11 in the book. Then I read slide 8 on the Smartboard lesson. I said, "The story says that Beatrix says that the giants don't know how to make Gerda delicious. Let's look at a video to see how to make food delicious." I have a video embedded in the Smartboard lesson of Giada DeLaurentis cooking something on the Ellen DeGeneres show. I wanted to build background for my students on how people go about the cooking process in order to make something taste great. I don't know whether my students cook with their parents at home, so I wanted to make sure they had some understanding of the cooking process first. I showed only a 1 minute clip to keep the focus of the lesson on the objective.
After watching the video I said, "We know how to make food delicious now. So why would Beatrix say that making the castle clean will make the food delicious? Let's think about what's happened in the story so far, look at our illustrations, and think about the questions here on our Smartboard lesson." The questions on the slide were:
1) How do Beatrix and Gerda feel about each other?
2) What do the giants want to do with Gerda?
3) Would Beatrix want anything bad to happen to Gerda?
4) What do you think Beatrix is doing to the giants by saying they need to clean the house?
I gave students time to think about the questions. Once students had some think time, I said, "Let's look at the question at the top of page 2 on our packet. Now that we've had some think time it's time to answer our question. Remember to answer your question in a complete sentence and use evidence from the text to support your answer."
After students had completed the question I turned to slide 10 on the Smartboard lesson. I read the slide which says:
"We already know that Beatrix distracted the giants so they wouldn't eat Gerda. We also know that Beatrix taught the giants how to do something. Let's think about these two things as we answer this question: How would you describe Beatrix? Use evidence from the text to support your answer."
Again, I gave students some time to think first, then I allowed them to write the answer on the bottom of page 2. I walked around the classroom, making sure students were citing evidence to support their answers.
It was time for our puppet Summary Sam to come and make an appearance in our classroom. I have a cat puppet that sits behind my chair, and I named him Sam. Sam sleeps for most of the day and when he comes out we can't take the time to redo our lesson so the students have to summary what we learned in our lesson. I said, "Who can tell Sam what we learned in our lesson today? Remember, when we summarize we only tell the most important parts of the lesson." The kids love when Sam comes out and they are all very engaged because they want to tell Sam everything about the lesson. Check out Sam here in this video: Our Closure - Day One Rude Giants.mp4.