Day 3 - Rude Giants
Lesson 3 of 3
Objective: SWBAT retell the story, including key details and demonstrating an understanding of the central message or lesson.
Today I will be rereading the story so we can retell all the things Beatrix does to delay the giants from eating Gerda. We will be using a flow map to sequence our events in the correct order and then we will be able to retell and write those events using temporal words. This addresses standard RL1.2. It also addresses W1.3, since we will be writing our responses. We will also continue to use our reading strategies of using the illustrations and details in the story to describe the characters and events. This addresses standard RL1.7. Students will have the opportunity to write their opinion about whether they think Beatrix will be successful in teaching the baby giant. They will use evidence from the story to support their opinion. This addresses standard W1.1.
For today's lesson you will need the Smartboard lesson Rude Giants.notebook or Activboard lesson Rude Giants.flipchart and the book "Rude Giants" by Audrey Wood. Students will also need their student work packets from the last 2 days.
After giving students new partners, I stated today's objectives. Again, I have resources for you PartnerPickingCards.pdf, sorting sticks.pdf, and fun_ways_to_group_students.pdf. I said, "Today we are going to be revisiting a portion of the story, discussing all the things Beatrix does to delay the giants from eating Gerda. We are going to put those events in order on a flow map and then retell and write those events using temporal words. We will also continue to use our reading strategies by looking at our illustrations and thinking about the details to describe our characters and events."
I reread pages 10-21 in the story. Then I said, "Person 2. I want you to tell your partner the three things Beatrix did to delay the giants from eating Gerda." Partners discussed their thoughts and then we had a class discussion in which students could discuss the content and cite the evidence to support their thinking. Once we came to a consensus I said, "Turn to page 5 in your student packet. We just discussed the three things that Beatrix did to delay the giants from eating Gerda. I want you to record those 3 events in the correct order on your flow map on page 5." Then I gave students time to record the events on their flow map.
Once the students had recorded their events on the flow map, I said, "Now turn to page 6 on your student packet. Now that you've recorded the events on your flow map, you should be able to use your flow as a tool to help you answer this next question." After reading the question together I said, "You have your flow map to help you. Use it as a tool. Remember when you write your answer, you need to use those temporal words. What are temporal words again? Yes, you're right, first, next, and last." Then I gave students time to work on their answer on their student packet. You can see this portion of the lesson here: What Else Have The Giants Learned- Day 3 Rude Giants.mp4.
Using Details in the Story to Determine What the Characters Have Learned Next - Independent Practice
Then I read from page 21 to the end of the story. After reading, I turned to slide 20 on the Smartboard. I said, "The story says that the baby giant is ruder than his parents and they will send him to Beatrix and Gerda. This time you will work on your own. You need to think about what Beatrix will teach the baby. Think about what Beatrix taught the baby's parents."
I said, "Turn to page 6 in your student packet. Let's read the last 2 questions together." The last 2 questions were:
- What do you predict Beatrix will teach the baby giant? Use evidence from the text to support your answer.
- Do you think Beatrix will be successful with the baby giant? Use evidence from the story to support your answer.
I said, "In the last question you get to state your opinion. Remember our sentence starters to state an opinion could be 'I feel,' 'I think,' 'In my opinion' ... You also need to use evidence from the story that supports your thinking." Then I gave students time to finish working on their questions. You can see these portions of the lesson here: Writing Our Predictions- Day 3 Rude Giants.mp4.