Go Away Shadow!
Lesson 2 of 10
Objective: SWBAT answer text dependent questions and drawing conclusions with teacher guidance.
Prepare the Learner
This is the seventh lesson in a series of fifteen.
You could write each of the following words on the board, but I like to have them prepared on word cards with pictures to illustrate them: pond, worms, line.
Ask students to stand with a partner and to pantomime actions as you say each word. I prompt: Show me a 'pond' of water with your arms. (we make a circle with out arms) I explain: A pond is a body of water that has land all around it. Our arms are like the land and the middle is the water.
I prompt: Show me how a worm moves with your finger. (we move our index finder up/down or side to side)
I prompt: Show me how you put a line in the water to fish. (we pretend to cast a fishing line)
I have students write and illustrate the words in their dictionary.
Context through discussion and illustrations
While some may see this as teaching vocabulary in isolation, it really is not. We discuss the words through context and the dictionary illustrations also challenge the kids to provide context. This allows me to check for understanding. We further examine these words in the context of the story through the reading.
Interact with text/concept
Bear Shadow- 2nd Read
Remind students that when we read we can learn about the characters. I say: The author tells us many things about the characters. We can learn about where they are and about what they do. But the author does not always tell us everything. Sometimes we have to use clues from the story and information to figure out things in a story. We call these ‘details’ Everybody say ‘details.’ Students chant ‘details!’
Read pp 1-12 of Bear Shadow. At the following stopping points, pose questions to students. I encourage the kids to use both the text and the pictures to extract details from the story. This is important because when students are being evaluated on standards, they need to be able to answer based on what the text at hand says and not another text, television show, their own experience or opinion or any other source.
Text Dependent Questions
(p.4) I ask: What do we know about Bear so far? (he likes to fish in the pond, he fishes by himself, he talks to his shadow) I prompt: Think about what you know about shadows. Use what you know to draw a conclusion about what Bear knows about shadows. (Bear doesn’t seem to know much other than he has a shadow, because he thinks he can run away from his shadow.
(p.6) I ask: How did Bear try to escape Shadow? (He hid behind a tree.)
(p.6) I ask: Why can’t Bear see his shadow when he is behind the tree? (the tree is blocking the light, not bear)
(p.7) I ask: Why did his shadow return when Bear stepped out from behind the tree? (because now the light shone on him and his body blocked the light)
(pp.11-12) I ask: Why couldn't Bear nail his shadow down? (a shadow moves around with the object that casts it)
Mapping and Writing Off the Map
Our sight words this week are ‘he’ and ‘she.’ Create a circle map with "He is a ___." in the center. Students think of words to complete that sentence. If they do not mention Bear from our story, I might ask: What about Bear? Was he a boy?
I ask: Is a tree a boy? Students will say no. I continue:Right. So I cannot say "He is a tree." That doesn't make sense. What word finishes that sentence correctly? I write the words and draw a picture clue as students respond.
I model: First I am going to write my name and date on my journal page.
I ask: When I start writing off the circle map, where do I start? Where do I look first? (middle) I am going to start my sentence with "He is a" I am going to write that now.
I continue: I want to write the word 'bear.' What letter does /b/ /b/ bear start with? (b) Who can come and touch the word 'bear' on our circle map? If you don't know the letter 'b', use the pictures to help you?
I direct: Because we are studying shadows, let's make shadows in our pictures! What do we need for shadows? (light, something to block the light, surface) Yes, so in my picture, what could be a light source? (light, sun) My picture will be the block of the light. What will be the surface? (the ground)
Students go to their seats and write off the map. Their illustrations for this writing are done in shadow form. I let students draw just the shadow/silhouette or they can draw the picture with the shadow. But they must have a shadow in their picture and the picture today must be a BOY.
While students are writing, I am monitoring and assisting where necessary. As students finish, they raise their hand. When I come to them, they must read their writing to me, showing 1:1 correspondence with their finger as they read.
Reading Our Writing
I always have students read their writing back to me. We do this every day, so students are familiar with the procedure. I have them read back to me so that I can see how they are applying sight word knowledge, letter/sound and blending knowledge and tracking. This particular writing piece also allows me to see if they understand the return sweep.
If students are struggling, I have them echo me and I help them to track by using hand over hand and moving their finger along as we read.