Abuelo and the Three Bears Day 2 of 2
Lesson 3 of 5
Objective: SWBAT compare and contrast key details between two versions of The Three Bears.
Summary and Context:
Today, I am reading the rest of the story of Abuelo and the Three Bears. As I read with my students, I will engage them with text dependent questions and with a few strategies to make the reading interactive: cloze reading, whisper reading, and silent reading. A cloze reading includes the teacher reading and omitting certain words the students fill in chorally. It helps to keep the reading flowing and holds them accountable. Whisper reading is just that - reading softly. And, I will ask them to read silently because that is the intended goal to read silently when they are independently reading.
After we read together, I will gather the students on the rug for Socratic Seminar. Socratic Seminar is about providing a space for discussing ideas. It is a time for students to hear from each other as they share their thinking. During this time, students are expected to refer back to the text to support their claims.
During the Socratic Seminar, we will be discussing: how are the two versions of The Three Bears and Abuelo and the Three Bears alike? How are they different? They will need to support their claims with evidence from the text.
Afterwards, students will choose one key detail such as: setting, character(s), plot, problem, and solution to compare and contrast. They will draw their own Venn diagram. They will take the information from their Venn diagrams and write a paragraph.
Then, students will share their work.
I introduce them to the objective of the lesson and have them read it chorally: I can answer the key details in the folktale and use them to compare and contrast. I review what it means to compare and contrast. I am a big believer in reviewing. It helps to focus them.
My students need much practice with answering text dependent questions about what the text states explicitly. Interestingly, this is not as easy as some people may think it is. In some cases, students need to reread, and this is where it can get hairy for some of them because they don't want to due to their lack of stamina. The more practice the students get, the better they will become. It is important for students to have good practice so that they don't spend time later on needing to unlearn bad habits.
In answering a text dependent question with evidence, I ask them additional questions to get them focused on evidence:
- How do you know?
- Where in the text does it say that?
These two follow up questions redirect them back into the text.
Here is example of a student going back into the text to find the evidence: How will Trencitas fix Ositos chair?
During the reading, we compare the two versions. This is important since my students will be comparing and contrasting in writing later.
I keep the Socratic Seminar sessions short and sweet for a big reason. This is what they can manage at this point in the year, and I want this time to be productive and successful for all. As the year progresses, I will add more time.
I believe strongly in reviewing the rules for participation - they need to know what is expected of them. I also give them feedback whether they are meeting these expectations or not. They can reference the Handing-Off Chart for some linguistic patterns they can use to help them enter into the discussion.
The two versions we are comparing and contrasting are Abuelo and the Three Bears, by Jerry Tello and The Three Bears by Paul Galdone.
We have two questions for discussion today:
- How are the stories alike?
- How are the stories different?
I am looking for them to share their thoughts in a complete sentence and for them to hand-off without waiting for me to direct them to do so. I want to see more independence from them. I am looking for them to be good listeners by making sure they are making eye contact with the speaker, not having any sidebar conversations, and/or looking at other pages in their book.
I have attached a document that goes more in depth about how I implement Socratic Seminar in my classroom in case you'd like to read more.
My students draw Venn diagrams on their own and get ready to compare and contrast a key detail from each story. I am helping students draw a Venn diagram if needed. so that they don't make them too small to write.
I am looking for them to work diligently and quietly. I am looking for them to compare and contrast more than the physical appearance of the characters. I asked them to look at the actions of the characters and that would help them to go beyond appearances. I am looking for them to go beyond than providing a list but to give me specific details in comparing and contrasting.
As I walk around, I like to check in with them so that I know they understand the task and that they have made a decision about what element to compare and contrast: Comparing:Contrasting the Setting.
Here are some examples of their comparisons and contrasts:
I gather the students back on the rug and review our objective. I have a few of them share and see if those comparisons and/or contrasts meet the objective. The students will say either yes or no.
This brief time gives everyone an opportunity to check in, and, whether they share or not, they get to see whether they are on the right track of meeting this objective.
I am looking for students to share in a loud and clear voice and to use the words compare and contrast in their talk.
I bring closure to the lesson too.