Are You My Mother?

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SWBAT discuss the story details and produce an explanatory writing in response to literature.

Big Idea

We will discuss the funny events of the story including story details to write sentences about the story.

Warm Up

10 minutes

It is important for my students to be able to listen to a story and be able to identify the main ideas and details.  This story will be fun for my students to identify the 5 W's of an event when there are so many funny events the little bird gets himself into.  This book provides multiple exposures to the questioning and answering process for identifying story details.In kindergarten we are able to read fun texts to begin identifying the story details.  In the upper grades my students will be expected to identify main ideas and details of difficult text for assessments and writing assignments.

I gather my students on the carpet for whole group reading block.  

"Today is Wednesday.  Who comes to our class on Wednesdays?  Gramma Lu comes to our class on Wednesdays, thats right.  Who remembers who Gramma Lu is?  Oh, you do remember, she is my mother.  Is she Ms. Sanchez's mother?  No, she is not Ms. Sanchez's mother.  Is she the Principal's mother?  No, she is not the Principal's mother.  She is my mother. I love it when my mother comes to class to help us.  I found a book that asks the question, Are You My Mother?  It is about a baby bird that looks for his mother and can't find her.  Let's read the story and find out where his mother is."

Reading the Story

10 minutes

During the reading I will stop at every setting and event to discuss the 5 W's.  I will do this to help my ELL students understand what is happening and learn any vocabulary.  

"As we read the story I will be asking you to turn to your partner to tell them the 5 W's.  While I want you to talk with your partner, please turn towards me and listen to the story.  You have to listen closely and look at the pictures so you can answer the questions."

I begin reading.

"Oh, the egg is moving.  What does that mean?  Please turn to your partner and tell your partner what is happening.  Put your hands on your head when you are finished telling your partner what is happening."

 I use my name sticks to call on students for the answer.  That way I have more control of the conversation and everyone is not blurting out the answer.  They have already told their partner the answer.  My ELL students need multiple opportunities to speak English.  

"Turn and look at me.  Julie, what did your partner tell you was happening to the egg?  It is breaking open?  Yes, it is hatching.  Turn and tell tell your partner what will come out of the egg."

I listen for appropriate conversations and call them back to look at me.  

"Kimberly, what did your partner tell you was coming out of the egg?  A bird.  That's right.  How did you know it was a bird?  Oh, because the mother is a bird.  Oh, I see.  Good thinking."

I read on until we reach the cat.

"Hmm.  This is kinda funny.  Now discuss the 5 W's of this part of the story.Will you turn to your partner and tell them Who did the bird ask, Are you my mother?"

I listen and call them back to look at me.

"Abdikadir, who did the bird talk to?  A cat?  Is the cat his mother?  No.    Please tell your partner What is the bird doing?"

I listen and call them back to look at me.

"Ivanna, What is the bird doing?  He is looking for his mother.  That's right.  Where is the bird?  Think about it, is the bird in the city, the forest, the country?  Say more than he is outside."

I listen and call them back to look at me.

"Edlast, Where is the bird?  In the country.  Why do you think it is in the country?  No, houses or cars.  Good thinking.  Now I want you to turn to your partner and tell them When is the bird looking for his mother?  This will be quick."

I listen and call them back to look at me.

"Juan, When did the bird go looking for his mother?  In the day time?  How do you know it is the day time?  Because it isn't black out?  Good clue.  Now I want you to turn and tell your partner Why the bird is asking everything he sees if they are his mother?"

I listen and call them back to look at me.

"Naomi, Why did the bird ask everything he sees if they are his mother?  Because he has never seen his mother.  That's right.  Let's find out who else the bird finds to ask if they are his mother."

I read on and ask the 5 W's of a story for each new thing the bird talks to.  At the End where the SNORT takes the bird I ask them what they think the SNORT is going to do with the baby bird.

"Oh my goodness, what is the SNORT going to do?  Tell your partner what you think the SNORT is going to do."

I listen and call them back to look at me.

"Emely, What do you think the SNORT is going to do with the baby bird?  Put him back into the nest?  Really?  Let's find out."

I read to the end. 

Writing Activity

10 minutes

Here we will have a discussion about all the characters and events in the story.  I will draw a Bubble Map to organize our answers.  Our district uses the Thinking Maps for writing in all grades Pre-K - 12.  I like to use the maps because it organizes my students thoughts and ideas in a visual presentation.  

"I would like to discuss the characters and events that were in the story.  Let's first put all the things the bird went up to and asked if they were his mother"

I use name sticks to ask my students about the story, and I write them down on the circle map.  When I wrote the word airplane, one student said, no, that is a jet.  Our alphabet has a jet of the letter J and we have used the word Jet as part of CVC writing.  I explained that we use the words from the text, story when we write about the story.  I turned to the page and showed my whole class the word airplane.  I thought that was an interesting thing for that student to catch. I turn to each page to prompt my students in remembering all the events of the story.

"Look at all the things that are in are story."

We review each one.

"If we were to write two sentences about this story, what could they be?  What was the question the bird asked?  That's right, Are you my mother?  Could we write that as our first sentence?  Hmm, I think that would be a good sentence.  It is in our story.  Let's see if we can sound out the words in that sentence."

I begin to write the sentence and ask for help. 

"Let's sound out the words and you can tell me what letter that sound makes."

We write the sentence.

"This is a good sentence, but what do I put at the end?  A period?  No, it is a question.  What goes at the end of a question?  A question mark.  Yes, that is right.  What could we write for the second sentence?  Could we write about one of the things?  Could we say, The ____ is not his mother.  Or, could we say, The bird is his mother?  I think I will let you choose what to do for the second sentence."

I reexplain what they are doing.  I leave the first sentence on the board and will give help to them as they write their sentences.  I dismiss my seated students one row at a time to go to their tables.  My class paper passers pass out the writing paper.  I walk around helping sound out words and others choosing what their second sentence is going to be.

I collect the papers when they are finished.  The early finishers go sit on the carpet and read library books.  Quietly.

Wrap Up

10 minutes

This is my favorite part of a lesson.  The whole year of working and drilling have built up to a  point where they are able to write a sentence or two, even if with help.  My students have also become used to being video taped while they read.  I do video most of them reading.  I have found it has increased their writing, reading and speaking abilities.

When all the students are finished with their writings, we clean up the books and sit back on the carpet.  I call one row up at a time, or a handful of friends to the front of the class.  They sometimes stand in a group, the one reading will step up front.  My students seem to feel more comfortable reading with their friends by their side and not standing alone.  I am for doing what ever gets my students to use their listening/speaking and reading/writing skills.

Each student gets the opportunity to give their oral presentation and show off their writing and drawing.  We cheer and applaud after each reading.

For Fun

10 minutes

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 "Are You My Mother?"