Kenny & the Dragon Day Two: Chapter 2 & Chapter 3
Lesson 12 of 18
Objective: SWBAT read grade level literature, and write an abridged summary for each chapter showing comprehension of the most important events, character, and summary information in a novel. SWBAT create an engaging audio recording and visual display of one of their abridged summaries.
Thank you for visiting my lessons about the novel Kenny & the Dragon,. This set of lessons is part of a larger six-week unit my school is implementing about dragons, gods, giants, ancient Greece, and the Olympics. We study one extended, or longer text, in each of our six ELA units, similarly recommended by the PARCC Model Content Frameworks for ELA. You could also use these lessons and resources with small groups of students as a novel study. It took my class eight days to complete the study and work we did with this novel, however you could complete more chapters in one day, if you have the time.
We are nearing the end of the school year, and it was my hope that the students could do as much reading as possible while studying this piece of literature, keeping Common Core Standard RL3.10 in mind. The Lexile level is 820 which is near the top of the recommended third text complexity band for the Common Core State Standards. I also love this book for the wonderful vocabulary it offers, great discussions that were facilitated about the novel, and my students really enjoyed it!
Whether using this set of lessons with an individual student, small group, or whole class, I hope you find it helpful! Thank you!
We review yesterday's reading by correcting comprehension questions from my Kenny & the Dragon Novel Questions packet. This includes questions 1-6 for the introduction and chapter one.
The questions provide a platform for discussion of yesterday's literature. I don't simply read off the letter for the answer, we discuss as we correct. For example, for number one, "Circle all of the traits that describe Kenny rabbit from the descriptions in the introduction.", I ask my students for evidence to support their choices. Asking students for evidence makes them think critically about what they've read in the text, as well as integrate their own schema, synthesizing all of it together. Here are some discussion ideas for the questions 1 and 2 in my novel questions packet.
Question 1: Circle all of the traits that describe Kenny rabbit from the description in the introduction.
Discussion Idea: Supply evidence for your choices. What was in the text that made you choose that/those character traits for Kenny in the introduction?
Question 2: The town of Roundbrook would most likely have...
Discussion Idea: Close your eyes and make a movie of what you think Roundbrook looks like in the story. (pause) Turn to a neighbor and tell them what you see. Now tell them what you read in the text that made you create that image in your mind.
After we have gone through and checked and/or discussed each of the questions, I have students pair and share their abridged summaries from yesterday with one another. This is great practice for the recording that they'll do of one of their abridged summaries. I've also asked student pairs to identify similarities and differences in each other's work.
(See Resource Files: Kenny & the Dragon Novel Questions and Kenny & the Dragon Abridged Summaries)
Before Reading: We preview the questions 7-12 in our Kenny & the Dragon Novel Questions packet. This is one strategy we have been working on - preview questions so you know what to look for while reading.
Vocabulary/Context Clues Review: Today, I decide to model some context clues and vocabulary work, due to some things I noticed when students were answering vocabulary based questions yesterday. I ask students to open to Chapter two "Dishes and Homework" on page 7. I read aloud as they follow along. I stop when I get to the end of the sentence with the word "dainty", on page 7. I model thinking out loud to determine the meaning of the word dainty, using the clues in the text to help me. I practice substituting in synonyms to see if they make sense.
Abridged Summaries: We review our "Abridged Summary Tips" located in the student packets, and the rubric passed out on the first day. I finish reading chapter two, and model taking notes for our abridged summary on my white board. Students take notes on a Post-it at their desks. I model how to take my notes and turn them into the abridged summary. Keeping our standards front and center, we compare our work with the rubric to make sure we are accomplishing our objectives. (See Resource Files: Abridged Summary Tips; Abridged Summaries Rubric; Student Sample Chapter Two)
Comprehension Questions: I remind students of the multiple choice questions strategies we discussed yesterday, still on my white board.
Read questions before you read the text
Read all of the answer choices
Refer back to the text for your answers
Use information from the text and your own ideas (schema) to answer
Before I turn my bantlings loose to read, we make predictions based on the next chapter title, "Grahame Like a Cracker".
The students have the following tasks to work on while independently reading and writing about Kenny & the Dragon. My shared reading block is right before our literacy centers and guided reading time, so my students complete these activities before heading to a literacy center.
Reading: The students will read chapter three, "Grahame Like the Cracker".
Summary Writing: Using tips and suggestions from our lesson and visual aides, the students write an abridged summary with an accompanying illustration to support their text for chapter three. (See Student Samples Chapter Three)
Comprehension Questions: The students answer questions for chapter two, "Dishes and Homework", and chapter three, "Grahame Like the Cracker" using multiple choice question strategies.
Recording Abridged Summaries
As part of this literature study, my students recorded an abridged summary of their choice. I had my students record their summaries all at the end of our Kenny & the Dragon study, but you could have students record every day. This is what I'm going to do next year, and why I've put it at the end of each lesson in this set of eight lessons!
The purpose of the recording is to meet speaking and listening standards. The students enjoyed the final product that we created, which were digital books of abridged summaries. I usedCamtasia and SMART Notebook to record my student's illustrations and audio recording of their summaries. However, there are many ways you can record your students audio and visual work.
I assessed my students audio recording and visual display using the last two sections on the rubric. (See Resource File: Abridged Summaries Rubric in Lesson Section)