Teaching Phase: How will the teacher present the concept or skill to students?
1. Reveal the essential question, guiding questions, and the academic vocabulary from the standards being taught. Lead a discussion to engage students in creating student-friendly definitions of the academic vocabulary, explaining the importance of understanding the questions and terminology. The following is a list of academic vocabulary that you may choose to include in your lesson: story structure (beginning, middle, end) and story elements (characters, setting, problem, solution, events). The student-friendly responses can be recorded on chart paper to create an anchor chart for future reference. Use teacher discretion as to which words need to be recorded. Additional vocabulary can be added to the chart as you read A Chair for My Mother by Vera Williams.
2. Begin the lesson with a concrete example that will help students to connect to the concept of story structure. Each student will need:
- Three rectangles (2"x 3") and one triangle (roof) cut from construction paper
- A piece of white paper
- Glue stick
The teacher will explain to students that they are going to build a house, or structure. Help students to gain a better understanding of the word structure (something made up of parts that are put together in a particular way). Be sure to include all students in a discussion as you walk around the room while they build their house. Once their house is built, have students write the words "beginning," "middle," and "end" on each rectangle. Discuss how the rectangles make up the building's structure, just like the beginning, middle, and end make up a story's structure. Have them write "Story Structure" on the roof of the house. This will serve as a visual reminder of the structure of stories. If possible, allow them to display their Story Structure Houses.
3. Introduce the book to the class and explain that they are going to read the story using a close reading strategy. They will be reading the book several times to help them better understand its story elements and story structure. Refer back to the original anchor chart and review if needed.
First Reading (Partial):
4. Pass out the Marking the Text handout. Explain that students will read the first section with a partner and identify the story elements that are present at the beginning of the story. Provide blank round stickers to each student. Instruct them to read the text excerpt and look for story elements, such as the characters and setting, and place a sticker next to the story element. When students are finished, allow them to share what they found. Ask:
- Who are the characters that are introduced in the beginning of the story?
- What is the setting?
- Did it change? How?
- What clues do we have to the story's problem?
5. Allow students to generate their own questions about the story and write them on sticky notes.
1. Tell students that you are going to read the text to them and they are going to identify the rest of the story elements and see if any of their questions are answered. Remind students to use the illustrations and the text to identify the story elements. Read the text aloud as students follow along.
2. Display a story map (see Related CPALMS Resources for example). Complete the story map, asking the following questions to encourage student responses:
- Who are the main characters in the story?
- What are the settings?
- What is the main problem in the story?
- What events occur in the story while the characters are trying to solve the problem?
- What is the solution in the story?
3. Once the story map is complete, allow students to share their sticky note questions with a partner and discuss if the question was answered in the story. Allow select students to share their responses.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Day 2 continued - Day 4
4. Tell students that the third reading of the text will be completed during small group reading. Other activities that help them better understand the story and story structure will be included in the classroom literacy centers. Note: Students should know how to work collaboratively and independently in centers prior to this lesson. Review expectations before students go to their assigned centers. Suggestions for center rotations are provided.
Small Group Guided Reading: The teacher will provide verbal feedback through use of the Socratic questioning method during the third reading of the text A Chair for My Mother. All students should have a copy of the text. The reading goal is for students to gain a better understanding of the text through text-dependent questions (see attachments) and student discussions. The focus questions are designed to help students understand how characters respond to major events and challenges and that authors use a specific pattern when organizing a story. Students receive feedback from other students as well as the teacher during guided reading discussions. The teacher will continue reading the text with different groups scaffolding as needed.
Center Activities: Provide center instructions at each center for students to refer to for directions.
- Partner Reading Center: Students read with a partner and identify the beginning, middle, and end of a story. Provide a variety of storybooks, including previously read stories and other books by Vera B. Williams. Also provide a sequencing organizer (see Related CPALMS Resources for an example) for students to record their responses.
- Word Work: Provide a vocabulary graphic organizer (see Related CPALMS Resources) and list of targeted words from the story, such as tips, bargain, spoiled, boost, and exchanged. Have students complete the vocabulary graphic organizer for each word. They can use a student dictionary to check their definitions.
- Independent Writing: Students will need to identify their favorite part and write the reasons why they like this part best.
- Anchor/Extension Center: The anchor center is a designated area for students if they complete all other assignments. This center can offer student choices, such as fluency practice passages, a listening center, writing supplies for writing a letter to the author, or students can write a similar narrative with the characters reacting differently to the problems in the story. (See Extensions section.)
Remember to summarize the day's work and add vocabulary words from the story as you determine need based on text-based questions. Begin each day by summarizing the previous day's work and reviewing the focus questions and anchor chart.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
1. Ask students to orally summarize the events that occurred in the story A Chair for My Mother. Chunk the text by having the students recall the events that happened in the beginning, middle, and end of the story.
2. Explain to the students that they will be completing a graphic organizer that will focus on these events that occurred in the beginning, middle, and ending of the story. Hand out the graphic organizer and review its design. Instruct students to raise their hand when they have completed the organizer or if they have clarification questions so that you can check in.
3. Have students complete the graphic organizer independently. Circulate and provide guidance/feedback as needed.
4. Once students have completed the graphic organizer, they will use it as a planning tool for their summative writing. Students will write a narrative in response to the following prompt:
Retell the story A Chair for My Mother including important details from the beginning, middle, and end of the story. Remember to include information from the text about how the characters responded to major events in the story.
5. Student narratives will be assessed using the provided rubric (see attachments). Go over the rubric before students begin writing to ensure they understand the expectations.