I chose this book because I consider it a classic and my kids love to hear it every year. I read the book aloud to the class because the lexile level is mid 3rd grade. The kids love the book because it's about a character close to their age, so they really identify. The discussion about the book often takes us off topic to personal stories about when we have a bad day. I usually spend time apart from this lesson for a social skills lesson about how to handle disappointment, troubles, and 'bad days'. This book is a great lead in for that topic.
Take some time and familiarize yourself with the app. Make a story on the app of yourself in 3 screens (there's an example in resources of the story I made). The kids maneuvered through the app easily, but it would be worth trying it yourself so you can answer questions.
This lesson is the last in my predicting unit. I have used iPads several times and talked about how to predict using story structure over the course of the unit. Some of my other lessons included: take a look at Peek Inside and Predict (Lesson 1 of 2), Peek Inside and Predict (Lesson 2 of 2), Predict the Ending - It Goes Around and Around, Predict the Ending and Use the Characters' Voices, Making Shadows with Foreshadowing While We Predict, Predict Using Characters' Action and Rhythm, and Go Figure with Figurative Language.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words.
The students REALLY got this idea, even though there were no visuals. I just added ideas for the explanation of 'why' they did not like the stories. I demonstrated THINKING OUT LOUD..."So you said you did not like the first story - let's see there were no characters and nothing happened, so there was not structure ..."
Explain the concepts
As students examine the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action signified by these transition words, they are analyzing the discovering the structure of texts and how specific portions relate to each other rand the whole. (RL.2.5) I chose to demonstrate this structure with a literature piece and then give them the create a carefully structured situation to allow students to write independently, which has been a focus for me as I transition to the Common Core State Standards.
Explain the task
As students use a digital tool to produce and publish writing and collaborate with peers, they are using the technology and interacting with others. (W.2.6). As they continue on through their education, digital learning will continue to be integrated more and more and early exposure and practice to digital tools will not only motivate and educate them, but ensure they are comfortable publishing a variety of pieces in a unique format. This will allow them to demonstrate content literacy expertise (using digital writing tools) to other students and in future learning situations, an important part of how I approach teaching the Common Core State Standards.
Monitor student work
As students write these narratives to recount a short sequence of events, they are including details and using temporal words to signal event order and provide a sense of closure. (W.2.3) The ability to develop imagined events demonstrate effective techniques in writing (transition words and event order) and structure events in sequences is a part of the Common Core State Standards for writing. Students are also writing from sources (the Transition Words poster) to improve writing abilities.
Students created these stories and added drawings to share ideas, thoughts and feelings. (SL.2.5) Using the computer and iPads helps me make strategic use of digital media and visual displays of data to help students express information and enhance understanding of their presentation. Then kids LOVE using these digital tools, but we need to incorporate the activities as part of a larger learning experience. It takes some planning and practice, but digital tools, which will be an integral part of our students' lives, can be educational and fun.
Scaffolding and Special Education: You could scaffold this lesson up or down, depending on students’ abilities.
Since the students are working in groups, it’s easy to ensure they are compensating for difficulties with writing, vocabulary or creativity because there are group members collaborating. If your students have not worked in groups before, remind them about the idea of collaboration and take some time to review the group rules poster.
If you have an extra 10 minutes, here's a youtube video of the story in a song format.