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|Grades: First, Second, Third | Grades: First, Second, Third |

|Genre-Fiction Chrysanthemum by Kevin Henkes |Mentor Text-Chrysanthemum by Kevin Henkes |

|[pic] |[pic] |

|TEKS: |First Grading Period; Second Week |

|1.4 (C) establish purpose for reading selected texts and monitor comprehension, making corrections |TEKS: |

|and adjustments when that understanding breaks down (e.g., identifying clues, using background |1.17 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing, ideas, listing |

|knowledge, generating questions, re-reading a portion aloud) |key ideas) |

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|2.3 (C) establish purpose for reading selected texts and monitor comprehension, making corrections |2.17 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing, ideas, listing |

|and adjustments when that understanding breaks |key ideas) |

|down (e.g., identifying clues, using background knowledge, generating questions, re-reading a | |

|portion |3.17 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to |

| |an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic |

|3.2 (C) establish purpose for reading selected texts and monitor comprehension, making corrections |organizers, logs,journals) |

|and adjustments when that understanding breaks down (e.g., identifying clues, using background | |

|knowledge, generating questions, re-reading a portion aloud) |3.19 (A) write about important personal experiences |

|First Grade Guided Reading |First Grade Writing: Mentor Text |First Grade |First Grade |

| |Chrysanthemum |Working With Words |Self-Selected Reading |

| |by Kevin Henkes | | |

|Format: Shared Reading |Unit: Launching the Writing Workshop |Word Wall: Names |TEK: 1.1 (F) identify the |

|Focus Lesson: Using Picture Clues |Format: Shared Writing |SE: 1.1 (A) recognize that spoken words are |information that different parts of a book provide |

|Text: Big Book Chrysanthemum by Kevin Henkes | |represented in written English by specific |(e.g., title, author, illustrator, table of contents)|

|Genre: Fiction | |sequences of letters |1.12 (A) read independently for a sustained period of|

| | | |time |

|TEKS 1.4 (C) establish purpose for reading selected |Writing Process: Prewriting |Phonics/Spelling |Provide baskets with leveled books from which |

|texts and monitor comprehension, making corrections |TEK: 1.17 (A) plan a first draft by |Focus: Names |students can choose. |

|and adjustments when that understanding breaks down |generating ideas for writing (e.g., |TEK: 1.21 (A) form upper-and lower-case letters |On the board, post and read the purpose for reading |

|(e.g., identifying clues, using background knowledge,|drawing, sharing ideas, listing key ideas) |legibly in texts, using the basic conventions of |for SSR time. Students will record their response in |

|generating questions, re-reading a portion aloud) | |print) left-to-right and top-to-bottom |a Reading Response Log. |

| |Convention: Stretching Words |progression) including spacing between sentences |For example: |

| |TEK: 1.22 (A) use phonological knowledge | |Write the title of your book. |

| |to match sounds to letters to construct |1.1 (B) identify upper- and lower-case letters |Write the name of the author. |

| |known words |1.1 (C) sequence the letters of the Alphabet |Write the name of the illustrator. |

|Materials | | | |

|Text: Big Book Chrysanthemum by Kevin Henkes | | | |

|5W +H graph (on chart tablet or Active Board,Elmo, or| | | |

|any available technology) | | | |

|Cards with Student’s names | | | |

|Pointing Stick | | | |

|First Grade Guided Reading |First Grade Writing: Mentor Text |First Grade |First Grade |

| |Chrysanthemum by Kevin Henkes |Working With Words |Self-Selected Reading |

|Before Reading: Making Connections |Reread the passages from the book that explain|Have individual cards with the students name |Early Reader Books by Alyssa Satin Capucilli: |

|Display and read cards with the names of all of the |how Chrysanthemum loves the sound and the look|written on the card. |Biscuit Goes to School |

|students. |of her name. | |Biscuit Wants to Play |

|How did you get your name? |“She loved the way it sounded when her mother |Teacher will model writing her/his name on the |Biscuit Finds a Friend |

|What is special about your name? |woke her up. She loved the way it sounded when|board, emphasizing upper and lower case letters |What is Love, Biscuit? |

|Setting the purpose for reading: |her father called her for dinner. And she |and using basic conventions of print. |Biscuit’s Big Friend |

|Today we will be reading a fiction book. |loved the way it sounded when she whispered it| | |

|What is a fiction book? |to herself in the bathroom mirror. |Students will practice writing the teacher’s name|Morris Goes to School (I Can Read Book 1) by B. |

|This book is about a mouse that has a very long name.|Chrysanthemum loved the way her name looked |on white slate boards or paper. |Wiseman |

| |when it was written with ink on an envelope. | |Cornelius P. Mud, Are You Ready For School? By Barney|

|As I read the book, follow along with the pointer and|She loved the way it looked when it was |Students will then practice writing their own |Saltzberg |

|identify clues that will help you retell the story. |written with icing on her birthday cake. And |name. |Books by Mo Willems |

|Take an Illustration Walk and have students predict |she loved the way it looked when she wrote it | |My Friend is Sad |

|their answers to the questions. |herself with her fat orange crayon.” |On another day, students can choose a name from |Today I Will Fly! |

|on the 5W+H graphic: |Why do you think the author repeated the words|the chart holder to read and write the name of a |I Am Invited to a Party! |

|Who do you think is the main character? |“She loved the way…”? |fellow student. |There Is a Bird On Your Head! |

|Where do you think this story takes place? |How did the author use sensory words to let |Integrated Math/Reading Lesson |I Will Surprise My Friend! |

|What do you think might be the problem in the story? |you know how her name sounded and looked? |Teacher will model coloring the vowels in her/his|Elephants Cannot Dance! |

|Cover the Why, When, and How questions until the |Today, we are going to write like the author, |name red; and the consonants blue. Students will |Pigs Make Me Sneeze! |

|after the problem has been verified. |Kevin Henkes. |then do the same with their name that has been |Watch Me Throw the Ball! |

|Why do you think she does not like her name anymore? |Focus Lesson: Sharing ideas as brainstorming |written on sentence strips. Teacher will have |I Love My New Toy! |

|When do you think she started liking her name again? |strategy |students help make a graph of names according to | |

|How does her problem get solved? |Writing Trait: Idea |vowels and consonants. | |

|Read the story through once without stopping. | | | |

| |Teacher will model writing what the teacher |Teacher will model counting the letters of her |Early Reader Books |

| |likes about how her/his name sounds, and how |name. Students will count the letters in their |by Syd Hoff |

| |it looks by using pattern taken from the |name and write the number on a Post-it. Teacher |or by Margaret Hillert |

| |story. |will have the students help make a graph of their|Teacher Read Aloud |

| | |names according to the number of letters. |Off to First Grade by Louise Borden and Joan Rankin |

| |Write this pattern on the chart and have the |Students can arrange their name cards in the | |

| |students help you finish the pattern. |order from greatest amount of letters to least or|This book introduces twenty-three children in Mrs. |

| |I like the way my name sounds when…. |least to greatest. |Miller’s classroom/ The names are presented in |

| |I also like the way my name sounds when… |Students can write their name repeatedly without |alphabetical order and the reader will find one or |

| |I like the way my name looks when…. |any spaces between letters on graph paper. (Half |more student with whom they can relate or identify. |

| |I like the way my name looks when…. |page)The size of the squares depends on the age | |

| | |or grade level. Students will then color either |Annie Bananie by Leah Komaiko |

| | |the beginning letter, vowel, or consonants. They | |

| |(Include the following skills while modeling: |will then identify and describe any patterns that|This is a good choice as a mentor text for |

| |stretch out words to approximate spelling |see. |identifying and using rhyming patterns in writing. It|

| |point out capitals and punctuation | |also presents an opportunity for students to create |

| |use Word Wall Words | |rhymes with their own names. |

| |emphasize sound words and words that describe | | |

| |how the name looks | | |

| |writing from left to right | | |

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| | | |ELL |

| | | |Use pictures of the students and name cards for |

| |Ask student volunteers to take the marker to | |students to play a Concentration Memory Game for |

| |write familiar words. | |matching the picture with the name. |

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| |Read the story together. | |Students can use Wikki sticks to form the letters in |

| | | |their names. |

| |Students could be asked to write basic words | | |

| |on a white slate board. | | |

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| |Students can draw a self-portrait and use | | |

| |scrapbook letters to write their name in their| |Note: This is a very popular book and students may |

| |writing notebook. | |tell you that they have already heard the story in |

| |They will write what they like about their | |Kindergarten. Respond to the students by saying that|

| |name in their notebook. | |they are now older and have more experience to make |

| | | |connections different from the first time they heard |

| | | |the story. |

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|During Reading: | | | |

|Teacher will model the Think-Aloud strategy while | | | |

|rereading passages that will help the student answer | | | |

|the 5W+H question graphic. | | | |

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|Guide the students to use text clues to help them | | | |

|find the answers, and confirm their predictions on | | | |

|the graphic. | | | |

|Record the answers on the graphic. | | | |

|Samples of Think Aloud: | | | |

|I noticed that the author did not mention the name of| | | |

|the main character until the end of page two. | | | |

|I noticed that the story takes place in two settings.| | | |

|What are the two settings? | | | |

|On page 7, the children giggle when Chrysanthemum’s | | | |

|name is called by the teacher. What do you think is | | | |

|going to happen next? | | | |

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|After Reading: | | | |

|Teacher will model retelling the story using the 5W+H| | | |

|graphic as a guide. | | | |

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|Have students pair up with a partner to retell the | | | |

|story, using the 5W+H graphic as a guide. | | | |

|Technology: | | | |

|Story Web on Kidspiration | | | |

|5W+H could be made on Power Point in order to | | | |

|provide more room for students to write. | | | |

|Visit | | | |

|for interactive technology activities using | | | |

|Chrysanthemum by Kevin Henkes. | | | |

|ELL | | | |

|Language Objective: Students will retell the story by| | | |

|using clue cards. | | | |

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|Second and Third Grade Guided Reading |Second and Third Grade Writing |

|Genre-Fiction Chrysanthemum by Kevin Henkes |Mentor Text-Chrysanthemum by Kevin Henkes |

|[pic] | |

| |[pic] |

|2.3 (C) establish purpose for reading selected texts and monitor comprehension, making |2.17 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, |

|corrections and adjustments when that understanding breaks |listing key ideas) |

|down (e.g., identifying clues, using background knowledge, generating questions, re-reading a | |

|portion |3.17 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning|

| |to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic|

|3.2 (C) establish purpose for reading selected texts and monitor comprehension, making |organizers, logs, journals) |

|corrections and adjustments when that understanding breaks down (e.g., identifying clues, using| |

|background knowledge, generating questions, re-reading a portion aloud) |3.19 (A) write about important personal experiences |

|Materials |Materials |

|Copy of Chrysanthemum by Kevin Henkes |Second Grade: Chart tablet |

|Students will have written and decorated their names on sentence strips |Third Grade: Graphic Organizer |

|Post-it notes | |

|Reading Response Log |ELL |

| |Language Objective: Students will plan a first draft by using a word bank and orally sharing |

| |their story with a partner. |

|Second and Third Grade Before Reading: |Second Grade Writing |

|Ask students to get knee to knee with a partner and discuss their name strips. What do they |Define these terms: |

|like about their name? How did they get their name? |Author’s purpose, meaning, audience |

|Set the purpose for reading: Why do you think an author would write a story about a mouse named|2.17 (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, |

|Chrysanthemum? |listing key ideas) |

|ERT find the main idea of passages in the text, and the main idea of the story. |Focus Lesson: Plan a first draft by listing ideas |

|Tell the students that you will be doing what a good reader does by using the Think-Aloud |Writing Trait: Developing an idea |

|strategy while reading, and they are to help you by listening for clues from the text that |Conventions: Writing in complete sentences; using capitals and punctuation. |

|might help to answer your think-aloud questions. |Reread Chrysanthemum by Kevin Henkes |

|During Reading: |What do you think was the author’s purpose for writing this story? |

|Read the first and second pages and mark them with a Post-it note. |Who was the audience for this story? |

|Think-Aloud: I noticed the author used the words perfect and absolutely more than once when |A writer sometimes makes lists of ideas for writing. |

|he had the parents describing their new baby. |Let’s make a list of the different ways each of us in the reading audience made connections to |

|The author must really want us to know why the parents said this was their happiest day. |the story. |

|What do you think is the main idea of this passage? (The parents thought their baby was |At this point, Think-Aloud a connection you may have had such as advice you would give |

|absolutely perfect.) |Chrysanthemum if you could. |

|What conclusion can you draw about what kind of parents these mice are? |Guide students into other possible connections such as: |

|Read pages three, four, and five and mark it with a Post-it note. |What effect the teasing had on Chrysanthemum? |

|Think-Aloud :I noticed the author repeated “She loved the way it sounded” when describing how |Have they ever had a situation where they were teased? |

|Chrysanthemum felt about her name. The author used sensory words to describe how the name |How did Chrysanthemum’s parents show support and try to help her? Compare their parents with |

|sounded and looked. Why do you think he repeated these lines? What do you think is the main |those of Chrysanthemum. |

|idea of these three passages? (Chrysanthemum loved her name.) |All people have similarities and differences. What did they learn from reading this book as to |

|Read all the way through page 8 and mark with a Post-it. |how to handle differences? |

|Think-Aloud: Chrysanthemum wilted. | |

|I know that flowers wilt when they do not get enough water. What do you think the author meant |The music teacher was a very understanding and positive person. Do they know anyone that is |

|when he said Chrysanthemum wilted? What was the cause for Chrysanthemum feeling bad and |like this teacher? |

|wilting? What clues from the story helped you to know the cause? | |

|Read pages 11-20 and mark with a Post-It. |Teacher will model choosing one idea from the list to develop into a first draft. |

|Think-Aloud: |On a chart tablet, sentence strips, or Smart Board, display some sample sentences repeated by |

|I noticed the author follows a pattern to describe what happens to Chrysanthemum at school and |the author in the story. Why did the author repeat these sentences? How did this help send the |

|when she returns home. |message to the audience? |

|Each time Chrysanthemum goes to school the children make fun of her name. She then goes home |Have students identify the elements of the complete sentences and also the punctuation. |

|and her parents praise her, give her something good to eat, and play a game with her. |The teacher will use this type of repetition in the story being modeled for the students. |

|Then Chrysanthemum has a dream about her name. One night, the dream was a good one. The next |Writing Zone: Students will choose an idea from the list and write a first draft. |

|night, the dream was a bad one. |Author’s Chair: Students will TAG the stories read by volunteers. Direct students to give |

|What is the main message that this pattern relays to the reader? (The children make |specific examples of what they liked. |

|Chrysanthemum feel bad about her name, and her parents try to help her to feel better; but her |Tell them what they liked about the story. |

|dreams show that she still does not feel good about her name.) |Ask them what was the main purpose as the author of this story. |

|Read page 21 and mark it with a Post-it. |Give one suggestion that might make the story more organized, or some other positive |

|Think-Aloud: |suggestion. |

|The author describes how Chrysanthemum loads her pockets with good luck-charms and takes the | |

|longest route to school. She thinks the flowers seem to be calling her name. Why would | |

|Chrysanthemum do this? What do you think is the main idea of this passage? (Chrysanthemum does | |

|not want to go to school.) | |

|Read page 22 and mark it with a Post-it. | |

|Think-Aloud: | |

|The author describes how the teacher’s voice sounds like a dream. He said the children were | |

|speechless. | |

|The children went out of their way to impress their teacher. Why would the children be | |

|speechless and why would they try to impress their teacher? What do you think is the main idea |Third Grade Writing |

|of this passage? (All of the children liked the music teacher.) |3.17 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning|

|Read to the end of the story. |to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic|

|Think-Aloud: |organizers, logs, journals) |

|At the end of the story, Chrysanthemum once again believed she had an absolutely perfect name. |3.19 (A) write about important personal experiences |

|What do you think was the main cause for this change? (The music teacher helps Chrysanthemum by|Focus Lesson: Generating ideas about a personal experience by using graphic organizers |

|saying her own name is the name of a flower and that she will name her baby Chrysanthemum.) |Writing Trait: Idea |

|After Reading: |Secondary Trait: Organization |

|Let’s look back at our Post-it notes to review the main ideas of different passages throughout |Conventions: Nouns |

|the story. |Choose some sentences from the text and write them on a chart tablet, sentence strips, or Smart|

|The parents thought their baby was absolutely perfect. |Board. Ask students to identify words that are proper nouns and common nouns. |

|Chrysanthemum loved her name. |Begin discussion by asking students to identify personal experiences that Chrysanthemum had in |

|The children make Chrysanthemum feel bad about her name, and her parents try to help her to |the story. |

|feel better; but her dreams show that she still does not feel good about her name. |What were her personal experiences with her parents like? |

|Chrysanthemum does not want to go to school. |What was her experience in school? |

|All of the children liked the music teacher. |What was her relationship with her peers? |

|The music teacher helps Chrysanthemum by saying her own name is the name of a flower and that |What did she experience in terms of self-esteem? |

|she will name her baby Chrysanthemum. |What was her experience with the music teacher? |

|How does Thinking-Aloud the main idea of passages help the reader understand what is being |What effect did all of these experiences have on Chrysanthemum? |

|read? |Use Personal Experience Web Graphic or create a similar one on Kidspiration or Inspiration. |

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|Write three main idea choices and direct the students to get knee to knee with a partner and | |

|discuss which one they think is the main idea of the story. |Teacher will use the Think-Aloud strategy to choose a topic for a personal experience and |

| |complete the graphic organizer. |

|Chrysanthemum did not like her name because of the kids making fun of her name. |Students will then get with a writing partner to discuss possible personal experiences for |

|Chrysanthemum learned to believe that her name was absolutely perfect because of her parent’s |their composition. |

|support and her music teacher. | |

|Chrysanthemum learned to believe that her name was absolutely perfect only because of her music|Teacher will then model writing a first draft. Refer to the author’s use of patterns of events.|

|teacher. |Remember how the author follows a pattern to describe what happens to Chrysanthemum at school |

|Students will explain their answer choice in their Reading Response Log. |and when she returns home. |

| |Each time Chrysanthemum goes to school the children make fun of her name. She then goes home |

| |and her parents praise her, give her something good to eat, and play a game with her. |

| |Then Chrysanthemum has a dream about her name. One night, the dream was a good one. The next |

| |night, the dream was a bad one. |

| | |

| |Teacher will use a similar type of pattern in writing the first draft of the personal |

| |experience. |

| | |

| |Writing Zone: Students will write a first draft, using their graphic organizer to help develop |

| |the idea. |

| |Author’s Chair: Students will read their draft and ask students to identify the pattern of |

| |events. |

Name _____________________________ [pic] Date_________________________________

|Who do you think is the main character? |Where do you think this story takes place? |

|What do you think might be the problem in the story? |Why do you think she does not like her name anymore? |

|When do you think she started liking her name again? |How does her problem get solved? |

Name____________________________ Date_______________________________

Personal Experience

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