Minilessons for My Rotten Redheaded Older Brother



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Minilesson Planning Sheet

Name: Whitney Hamilton

Grade Level: 3rd

Content: Communication Arts- Phonics

Lesson: R-Controlled Vowels: The combinations of ir, er, and ur make an /ir/ sound (like in bird)

Content Objective(s):

After teacher modeling and guided practice, students will be able to identify the spelling patterns of ir, er, and ur for r-controlled vowels by completing an r-controlled chart using words from My Rotten Redheaded Older Brother.

GLE:

Apply decoding strategies to independently “problem-solve” unknown words when reading

R1C3

Modifications:

Basic Beginner: Use scrambled letter cards to arrange in the correct word order form with teacher support.

High Beginner: Make new words applying known decoding strategies with familiar two to three syllable words with support.

Low Intermediate: Use previously taught decoding strategies to decode words found in a leveled text with assistance.

High Intermediate: In a leveled text, decode unknown words when reading a story with support.

Advanced/Proficient: When reading a grade-level text, use decoding strategies to solve unknown words to answer comprehensive questions to a story with minimal support.

Materials/Media/Resources:

Polacco, P. (1994). My rotten redheaded older brother. New York, NY: Scholastic

Inc.

Smart Board

Phonics R-Controlled chart for Smart Board

Guided practice/Independent practice worksheets (charts)

Anticipatory Set:

Today we are going to talk about bossy R’s. When a vowel has an r right after it, it makes a special sound. These are called r-controlled vowels, but we will call them bossy R’s. Bird, curd, and fern all have the same /ir/ sound; however, they are all spelled a different way. Today, we are going to take a look at the three different ways you can spell this special sound.

Instructional Input:

Like I mentioned, we are going to learn about bossy R’s and the three different ways to spell the special sound of /ir/. The Smart board, I am going to make a chart. It will be similar to a T-chart, but it will have three columns instead of just two. At the top of the first column, I am going to write the first way that we can spell the sound of /ir/. I will put “ir” along with the rule on the board.

Have students repeat the spelling and rule after EACH column is created.

Now, the second way to spell the sound of /ir/ is “er.” On the board, I am going to write “er” along with the rule. The third and final way to spell the special sound of /ir/ is “ur.” I will write “ur” in the third column along with its rule.

The board should now look like this:

|Bossy R’s |

|ir |er |ur |

|this spelling makes |this spelling makes |this spelling makes |

|the special sound of |the special sound of |the special sound of |

|‘ir’ like in ‘bird’ |‘ir’ like in bird |‘ir’ like in bird |

| | | |

Today, we are going to use these three spellings for /ir/ to decode words from My Rotten Redheaded Older Brother. First, we are going to practice with other words that make this sound.

Modeling/Demonstrating:

Next, I open a document that has the exact same chart as above, with multiple /ir/ words around the edges. It should look like this:

| |Bossy R's | |

|bird |ir |er |ur |dirt |

|energy |this spelling makes the |this spelling makes the |this spelling makes the |thirst |

|curl |special sound of ‘ir’ |special sound of ‘ir’ |special sound of ‘ir’ |yogurt |

|jerk |like in ‘bird’ |like in bird |like in bird |fur |

|girl | | | |squirt |

|firm | | | |her |

|burn | | | |stir |

|blur | | | |after |

|different | | | |term |

| |  |  |  | |

As I look at the new words surrounding my chart, I need to determine which words go in which column. I will start with the first word, “bird.” Here, I pause and say ‘bird’ then spell the word.

This word is used in our rule. I know it makes the /ir/ sound and is also spelled using an “ir.” I will move this word into the ir column.

I take my finger on the Smart board and move the word to the corresponding column.

Now, I see that the next word is “energy.”

Here, I pause and say “energy” then spell the word.

There is not an “ir” in this word or a “ur,” but there is an “er.” I will place this /ir/ word in the “er” column.

I take my finger on the Smart board and move the word to the corresponding column.

The next word is “curl.”

Spell “curl.”

There is not an “ir” in this word or an “er.” There is a “ur” that makes the special sound of “ir” though. I will put this word under the “ur” column.

I take my finger on the Smart board and move the word to the corresponding column.

Guided Practice:

You are all going to help me with the rest of the words. I need volunteers to come up to the Smart Board and show me which word you are going to choose and where you would place this word. I am going to pass out half-sheets with this chart and the words. As we fill the chart out on the Smart Board, you will fill your own chart out.

Pass out charts.

Come up to the board and select a word, then place it in the column you think it belongs in. That’s correct. How does this word sound? What is the rule?

This will continue until all words have been chosen.

Now, everyone take a minute to think up a new word that will follow this rule. Remember it has to have the /ir/ sound as well as it must be spelled with an “ir,” “ur,” or an “er.”

Pause for a minute while circulating the room.

Ok, we are going to go around the room, telling the class of our new words and the class will have to determine together if the word applies to the rule and if so, which column would it go under. Class, you will give a thumbs up or down as to whether it will work with the rule or not.

Go around the room until each student has told their word while the class gives thumbs up or thumbs down. Encourage positive feedback here.

Checking for Understanding:

As students come up to the board I will ask them to pronounce the word they chose and why they put it in the column it’s in. I will also ask them to repeat the rule.

Throughout this time, I will also circulate the room to monitor student progress.

Students having to think up their own word that would apply to the rule is also a way of checking for understanding.

Independent Practice:

Now that we have practiced this rule together, you are going to work alone with the rule. We are going to take some words from our book, My Rotten Redheaded Older Brother, and put them into the same three categories: “ir,” “er,” and “ur.” On the back of the paper I already handed out to you, there are several sentences that contain one or two /ir/ sound word. Next to each sentence there is a number in parenthesis that will tell you how many Bossy R words you should find in the sentence. I am not going to tell you which word it is or what spelling it uses. You have to use the knowledge you just gained from watching my demonstration and practicing as a class to figure the words out. You will use a chart just like what is on the front of the page to put the words from each sentence into. When you complete this, you may choose one or several of the sentences to use to draw a picture. You may begin.

Closure:

Today we learned about that bossy “r.” If an “i,” “e,” or “u” is followed by an “r,” then it will have the sound of /ir/ like in “bird.” It is controlled by the “r.” Tomorrow we will learn about other R-Controlled words and spellings.

Evaluation/Assessment:

Students’ charts will be graded to see if they correctly used and applied the R-Controlled rule to the sentences taken from the book.

/ir/ Sentences from My Rotten Redheaded Older Brother

1. “The one thing my bubbie didn’t seem to know was how perfectly awful my brother really was!” (2)

2. “Mind you, he was nice whenever she was around us; but as soon as she’d leave, he would do something terrible to me and laugh.” (1)

3. “’Can,’ he whispered.” (1)

4. “He could run the fastest, climb the highest, throw the farthest, sit the longest, get the dirtiest, burp the loudest…” (2)

5. “He had no equal, certainly not me!” (1)

6. “’It’s the sourest stuff on this planet!’” (1)

7. “’Do,’ I said furiously as I grabbed the first stalk and started chewing it almost down to the leaf.” (1)

8. “’I thought you said you don’t like rhubarb,’ I said through pursed lips.” (1)

9. “We must have taken fifty turns on that carousel.” (1)

10. “’You even passed out!’ my brother chirped.” (1)

|Bossy R’s |

|ir |er |ur |

|this spelling makes the special sound of ‘ir’ |this spelling makes the special sound of ‘ir’ |this spelling makes the special sound of ‘ir’ |

|like in ‘bird’ |like in bird |like in bird |

| | | |

|Bossy R words in My Rotten Readheaded Older Brother |

| | | | | |

|  |  |  |  |  |

| | | | | |

|Teacher Name: Mrs. Hamilton | | | |

| | | | | |

| | | | | |

|Student Name:     ________________________________________ | |

| | | | | |

|CATEGORY |4 |3 |2 |1 |

|R-Controlled words |R-Controlled words are |R-Controlled words are |R-Controlled words are |R-Controlled words are |

| |correctly identified with |identified with 80% accuracy|identified with 50% accuracy|identified with 30% accuracy|

| |100% accuracy |or less |or less |or less |

|Placement |R-Controlled words are |R-Controlled words are |R-Controlled words are |R-Controlled words are not |

| |correctly placed within the |mostly placed within the |sometimes placed within the |placed in the correct |

| |three columns |correct columns |correct columns |columns |

|legibility/neatness |Writing is legible and chart|Writing is mostly legible |Writing is legible with much|Writing is not legible and |

| |is neat |and chart is mostly neat |effort exerted by the reader|chart is messy |

| | | |and chart is not neat | |

Minilesson Planning Sheet

Name: Whitney Hamilton

Grade Level: 3rd

Content: Communication Arts-Vocabulary

Lesson: Synonyms and Antonyms using My Rotten Redheaded Older Brother

Content Objective(s):

After teacher modeling and guided practice, students will be able to express their understanding of synonyms and antonyms from My Rotten Redheaded Older Brother by creating a synonym/antonym re-write of sentences from the book.

GLE:

Develop vocabulary through text, using (b.) synonyms and antonyms

R1E3

Modifications:

Basic Beginner: Students sort synonyms and antonym picture/word cards into groups. Complete a “T” chart writing their list of synonym and antonym words with teacher modeling and assistance.

High Beginner: Group synonym and antonym picture/word cards. Students write these words on a “T” chart (synonyms on one side and antonyms on the other).

Low Intermediate: Students are given a list of words they know with no picture prompts. Students sort these words into groups of synonyms and antonyms with support.

High Intermediate: Classify synonym and antonym words into groups. Verify words with a picture dictionary with support.

Advanced/Proficient: Rewrite a paragraph or passage replacing given words with an appropriate synonym and antonym

Materials/Media/Resources:

Polacco, P. (1994). My rotten redheaded older brother. New York, NY: Scholastic

Inc.

Re-writing with Rotten Synonyms and Antonyms worksheets

Sticky tack for word cards

Index cards with synonym/antonym words written on them from list below

T-chart papers

Anticipatory Set:

We read My Rotten Redheaded Older Brother earlier today. Patricia Polacco uses a lot of words to describe the different things that happen to her throughout the story. We are going to explore these words using synonyms and antonyms today.

Instructional Input:

Today we are going to learn more about synonyms and antonyms so that we can better understand vocabulary words while reading. We have already read My Rotten Redheaded Older Brother, so we will use some vocabulary words from that book to help us dive into synonyms and antonyms. We will begin by finding the synonyms and antonyms to various words from our book. Who can tell me what a synonym is? That’s right; it is a word that has the same meaning or very close to the same meaning as another word. Who can tell me what an antonym is? Yes; it is a word that has the opposite meaning of another word. We are going to look at these descriptive words in the text and see how we can change them using synonyms and antonyms.

Modeling/Demonstrating: I begin by drawing a T-chart up on the board with ‘synonyms’ written on one side and ‘antonyms’ on the other. I scatter the pre-made synonym and antonym word cards (from the list below) around the T-chart.

I am going to place a word on the board that is from our book and we will have to sort through our word list to find the correct synonym or antonym. The first vocabulary word I will use is ‘terrible.’ I need to find the synonym for terrible. As I read through the synonym and antonym word choices, I will sort them into words that could make sense and words that don’t.

The students watch as I sort all of the cards into the pile of words that don’t make sense except for two: ‘dreadful’ and ‘angry.’ I narrow my choice down to one and explain why I chose this word.

I considered angry because terrible is unpleasant and so is angry; however, just because you are terrible doesn’t mean you are angry. If you are terrible you are also dreadful. Dreadful is the synonym of terrible.

I place the two word cards side by side in the synonym column.

I am going to place another word on the board. This time, I need to find an antonym for the word. The word is ‘biggest.’ I need to look at all the options on the board. No other word on the board would be opposite of biggest except for the word ‘smallest.’

I place the two cards side by side in the antonym column.

Guided Practice: You are all going to help me finish our word list. Pass out T-charts. We all have our own chart now. Go ahead and write ‘synonym’ on one side and ‘antonym’ on the other.

I will continue to alternate through our word list. I will place a new word on the board and the students have to choose which word they want to place with the given word. We will do this together and if needed, I will return back to modeling for those students who need to go through the thought process again.

Checking for Understanding: I will circulate the room as the students are determining which words to pair together. I will stop and ask the class again what synonyms and antonyms are. I will also ask specific students why they paired two words together.

Independent Practice: I am passing out a “Re-writing with Rotten Synonyms and Antonyms paper that you will complete on your own. You need to think about the story we read and how you could most effectively re-write this story for Patricia Polacco. Spelling the synonyms and antonyms correctly is encouraged but will not be graded. I want to see that you understand what synonyms and antonyms are and how we can use them. Make sure to read ALL of the directions! After I am finished grading these papers, we will take a class vote on the top choices and I will re-read My Rotten Redheaded Older Brother with the new words and picture!

Closure: Today we focused on using synonyms and antonyms to better understand vocabulary words. When reading other books, you can use synonyms to help you comprehend your book easier or you can use synonyms when writing responses to make your words the best they can be. You can use antonyms when reading when you are more comfortable with the definition of an antonym than the actual word. This will help you to better understand the word by simply thinking of the opposite to the antonym’s definition. When you are writing, you can use antonyms when you can only seem to think of the opposite of the word you need. Synonyms and antonyms are important parts of reading and writing!

Evaluation/Assessment: The Re-writing with Rotten Synonyms and Antonyms worksheets will be graded and the class will vote on the top choices of new words to exchange for the actual words while re-reading the book. The worksheet will be graded on accurate usage of synonyms and antonyms. The pictures will be graded on correct and unique (original) depictions of the sentences.

Re-writing with Rotten Synonyms and Antonyms

For My Rotten Redheaded Older Brother

Directions: For each problem, read the line from the story then change the chosen word by replacing it with a synonym or antonym. Make sure to check under the blank lines whether you are replacing the word with a synonym or antonym. When you complete this side of the page, turn the paper over and draw a line in the middle of your paper. You will pick one of the sentences below to draw. On the top half of the page, draw what comes to your mind with the original sentence. On the bottom half, draw what comes to your mind with your new sentence.

1. “She knew just how to tell a good story.”

“She knew just how to tell a [______________________] story”

Synonym

2. “The one thing my bubbie didn’t seem to know was how perfectly awful my brother really was!”

“The one thing my bubbie didn’t seem to know was how perfectly [______________________] my brother really was!”

Antonym

3. “When I couldn’t get one more sour bite into my mouth, he was still eating with relish”

“When I couldn’t get one more sour bite into my mouth, he was still eating with [______________________]!”

Synonym

4. “He was already starting it, but this time I was going to do something so incredible that even he would have to sit up and take notice.”

“He was already starting it, but this time I was going to do something so [______________________] that even he would have to sit up and take notice.”

Antonym

Synonym and Antonym Word List

Terrible -> dreadful (synonym)

Scream -> shriek (synonym)

Furious -> angry (synonym)

Proud -> pleased (synonym)

Squeezed -> clutched (synonym)

Biggest -> smallest (antonym)

Softly -> firmly (antonym)

Excitedly -> calmly (antonym)

Exact -> incorrect (antonym)

| | | | | |

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|Re-writing with Rotten Synonyms and Antonyms |

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|  |  |  |  |  |

| | | | | |

|Teacher Name: Mrs. Hamilton | | | |

| | | | | |

| | | | | |

|Student Name:     ________________________________________ | |

| | | | | |

|CATEGORY |3 |2 |1 |0 |

|Requirements |Student completed each blank|Student completed each blank|Student completed 50% or |Student did not complete |

| |with an accurate synonym or |with a synonym or antonyn |less blanks with synonyms or|assignment |

| |antonym (100% accuracy) |(75% accuracy) |antonyms that may or may not| |

| | | |be accurate | |

|Illustrations |Original illustrations are |Original illustrations are |Original illustrations |Illustrations are not |

| |detailed, attractive, |somewhat detailed, |relate to the text/newly |present OR they are not |

| |creative and relate to the |attractive, and relate to |created text |original |

| |text/newly created text |the text/newly created text | | |

Minilesson Planning Sheet

Name: Whitney Hamilton

Grade Level: 3rd

Content: Communication Arts- Comprehension: Reader factors

Lesson: Making Connections: Text-to-Self

Content Objective(s):

After teacher modeling and guided practice, students will be able to make text-to-self connections from My Rotten Redheaded Older Brother by completing a double-entry journal.

GLE:

Identify and explain connections between text ideas and own experiences

R1I3

Modifications:

Basic Beginner: Draw picture pertaining text-to-self connections with teacher modeling and assistance.

High Beginner: Sketch a picture relating text-to-self connections then describe the events using simple words or phrases with a partner.

Low Intermediate: Choose a character from a leveled text explaining in simple words or phrases the similarities and differences of the character to him/herself in a small group.

High Intermediate: Complete a simple Venn diagram comparing personal experience and that of a character in a leveled text in a small group.

Advanced/Proficient: Pick a character or topic from a grade-level text and explain how that character is similar to him/her or describe their experiences with that topic with minimal support.

Materials/Media/Resources:

Polacco, P. (1994). My rotten redheaded older brother. New York, NY: Scholastic

Inc.

Big chart paper and markers

Marker board/markers or Smart board

Student journals and pencils/crayons

Anticipatory Set:

Yesterday we read My Rotten Redheaded Older Brother and saw how Richard was almost always better than Patricia at the things they would do; however, at the end she finally found something to be better at than Richard. Today we are going to read this story again and I’m going to point out some connections to my own life in the book.

Instructional Input:

This type of connection that I just mentioned—a connection from a book to my own life—is called a text-to-self connection.

Write this name on the board with a drawing of a stick figure and a book with an arrow going from the book to the head.

The reason I want to make this type of connection, a text-to-self connect, is because it will help me to understand the book better which means it will make more sense and have greater meaning in my life. When I read My Rotten Redheaded Older Brother, listen to how I think up these connections to my life. Good readers are always thinking of ways the books they read can connect to their life. In this class, we need to be good readers so we can make these connections and understand our text better.

Modeling/Demonstrating:

I will start reading the book.

“…And she knew how to make the best chocolate cake in Michigan.” Patricia thinks that her grandmother can make the best chocolate cake in her state. I can connect with this because I think that my mom can make the best chocolate cake in Missouri! Even looking at the picture that goes with this part of the text I can see the two children helping their grandmother with the cake. I remember helping my mom make this delicious chocolate cake when I was little. This connection right at the beginning of the book helps me to get excited about the book and understand what Patricia is feeling in the book. I am going to put this connection on our class T-chart. On one side, it says “The author said…” and on the other side it says “That reminds me of…” On the first side, I will write “And she knew how to make the best chocolate cake in Michigan.” On the other side I will write “of helping my mom make her delicious chocolate cake.”

Guided Practice:

Now, we are going to make connections together. I am going to put you in groups and within your group you will share a text-to-self connection you made in the book with your group. Before we get into our groups, I will re-read a part of this book and while I do this, jot down your connections on your own scrap paper. Write down what was said in the book and what it made you think of just like how I did this on a T-chart.

I will read the first half of the book and then number the students off and put them in groups of 3-4 students. They will have 5 minutes to discuss their connections while I make my way around the groups to check for understanding by asking questions or listening in on the connections.

Now that everyone if finished within their groups, I am going to take volunteers to come up and explain their connection to the class and others to write the connection on the class chart.

Have volunteers come up first and then call on a couple students if no one else volunteers.

For each student to come up in front of the class: tell us your connection. Wait for response. Thank you for sharing. Now class, who can volunteer to come up to the chart and explain to the class what they need to write on the left side of the chart? Thank you for volunteering. Who will come and write what needs to go in the right side of the chart?

I will continue this process until all or many of the students have come up to the front of the class to share or write in the chart.

Checking for Understanding:

When students are in their groups, I will walk around the room to listen for understanding while they explain their connections to their group. I will also ask questions:

Why did you choose this moment in the book to make a connection?

Did the pictures aid in your connection?

How can you further explain your connection?

Independent Practice:

Now we are going to finish re-reading My Rotten Redheaded Older Brother and you are going to journal about any other connections you make. While I finish reading, pay close attention to the words and illustrations and think about your new connections. After I am done reading, we will get our journals out to create a double-entry journal.

Finish reading the book.

Ok, now get out your journals. Let’s draw a line down the middle of our paper under the date. On the left top side, write “Text Summary/Illustrations” and on the right write “What it reminds me of.” For this journal, you will not be quoting the text. You will have to summarize the part of the book that you are making your connection about on the left side. You may include how the illustrations impact your connection; however, this is mainly about the text, not the illustrations. On the right side you will write a paragraph about your connection to your own life. You must complete two connections. After you complete these connections, turn the page in your journal and pick one connection and draw a picture of the connection you made.

Closure:

Thank you all for learning about text-to-self connections with me. From now on, you will realize how important this connection is when we read. You will understand books and text much better if you make these connections to your own life.

Evaluation/Assessment:

The students’ double-entry journals will be graded to see if they made proper and relevant text-to-self connections.

|Double-Entry Journal for Text-to-Self Connections |

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|Teacher Name: Mrs. Hamilton | | | |

| | | | | |

| | | | | |

|Student Name:     ________________________________________ | |

| | | | | |

|CATEGORY |4 |3 |2 |1 |

|Writing Conventions |Writing is neatly written |Writing is neatly written |The writing is generally |Many words are unreadable OR|

| |with no distracting mistakes|with 1 or 2 distracting |readable, but the reader has|there are several |

| | |mistakes |to exert quite a bit of |distracting mistakes |

| | | |effort to figure out some of| |

| | | |the words | |

|Connections |Writer makes two accurate |Writer makes two connections|Writing is about the text |Writing does not relate or |

| |and sound connections that |that are somewhat sound but |but does not connect or |connect to the text |

| |relate to the text |do not relate well to the |relate well | |

| | |text | | |

|Illustrations |Original illustrations are |Original illustrations are |Original illustrations |Illustrations are not |

| |detailed, attractive, |somewhat detailed, |relate to the text |present OR they are not |

| |creative and relate to the |attractive, and relate to |connection |original |

| |text connection |the text connection | | |

Minilesson Planning Sheet

Name: Whitney Hamilton

Grade Level: 3rd

Content: Communication Arts- Comprehension: text factors

Lesson: Story elements in My Rotten Redheaded Older Brother

Content Objective(s):

After teacher modeling and guided practice, students will identify the story elements in My Rotten Redheaded Older Brother by creating a flip book.

GLE:

Use details from text to identify events from the beginning middle and end

R2C3

Modifications:

Basic Beginner: Draw a picture of the beginning, middle, and end of a story as the teacher reads each part of the leveled text with a partner and teacher assistance.

High Beginner: Illustrate the beginning, middle, and end of a familiar visually supported leveled text as teacher reads each segment orally.

Low Intermediate: Retell story events sequentially using illustrations describing the beginning, middle, and end of a leveled text with teacher prompting.

High Intermediate: Sequence strips of story events to reflect the beginning, middle, and end with a partner.

Advanced/Proficient: Write simple sentences on “sentence strips” using details from the beginning, middle, and end in a grade-level text. Exchange sentence strips with a partner to reconstruct the story from beginning, middle, and end to clarify story with minimal support

Materials/Media/Resources:

Berenstain, S. and J. (1998). Big bear small bear. New York, NY: Random House.

Col, J. (2010). Fiction book report wheel. Retrieved from



London, J. (2007). Froggy Loves Books. New York, NY: Scholastic, Inc.

Polacco, P. (1994). My rotten redheaded older brother. New York, NY: Scholastic

Inc.

Pencils/crayons

Anticipatory Set:

Today we are going to learn about the elements in a story. By the end of this lesson, you will be able to tell me the details that make up the beginning, middle, and end of a story. We are going to start by reading Big Bear Small Bear by Stan and Jan Berenstain. We will figure out what happens in the beginning, middle, and end and then make flip books that will show these elements.

Instructional Input:

Any good story you read will have details that make up a beginning, middle, and end. When we point these elements out and try to understand each part, we will understand the book much better. Who can raise their hand and tell me what the beginning of the book means? Pause for student answer. That’s right. It is what happens in the first part of the book. Here, the setting and the main character(s) will be introduced. Who can tell me what the middle is? Pause for student answer. Yes. The middle is where we see a lot of details. This is where the high point or the most intense part of the book will be found. The end of a book is the resolution or how the whole story comes to a close.

Modeling/Demonstrating:

Yesterday we read Big Bear Small Bear and today we are going to use the book along with my flip book to figure out what the beginning, middle, and end of the book is. First, I am going to write “Title” on the top of the first flap and write Big Bear Small Bear underneath, then, “Characters” on the top of the second flap, and “Setting” on the top of the third flap.

After the first page, we knew who our main characters were so I will write down the main characters. I will write “Big Bear” and “Small Bear” on the top of the second flap of my flip book for the main characters.

I can write down the setting on the top of the third flap. Setting is where the story is taking place so the settings in this book were in a hat shop, at a swim suit stand, on a boat, and at a restaurant. Next, I need to open the flaps of my flip book and put a “B” for beginning at the top of the opened first flap. I will put an “M” for middle on the second and an “E” for end on the third. I need to think about the beginning of the book and what happened. We were introduced to Big Bear and Small Bear at the beginning so I would write “met Big Bear and Small Bear” under the “B” for beginning. Under this, which is no longer on the flap of the book, I might draw a picture of these two characters. Next, I need to think about what happened in the middle of the book. I know that both bears were having problems with size. They would find a hat, swimsuit, seat, and bowl that was either too big or too small for them. I would write this under “M” for middle and then draw a picture with the small bear wearing a big hat and the big bear wearing a small hat. In the end, they solved their problem by switching their items so they would be just the right size. I would write this under the “E” for end and then draw a picture of the bears with the right sized hats.

Guided Practice:

Now that you have all seen me complete a flip book, it is your turn to create one. We will do this together by reading a new book called . Pull out one of your own flip books that we made earlier this morning. Go ahead and write “Title,” “Characters,” and “Setting” across the front flaps. Then write a “B,” “M,” and “E” underneath the flaps at the top like this. Show the students my flip book.

I am going to read the book now and I want you to think about the elements of the story as we go. Put your pencils and crayons down and listen to the book.

Read book.

Who can raise their hand and tell me who the main characters are? Pause for student answer. Yes. Froggy is the main character. We don’t have to write Froggy’s mother because her role is very small in comparison. She does not play a big part in the book so she wouldn’t be considered a main character. Who can raise their hand and tell me the setting of the book? Pause for student answer. Exactly, the setting is Froggy’s house. Everyone should have the top of the flip book filled out. Now open your first flap. We need to write something about the beginning of the book and then draw a picture. Everyone think back to the beginning of the book. Who can raise their hand and tell the class what we should write? Pause for student answer. Very good; we can write, “Froggy woke up, jumped out of bed, and his mom asked him what he wanted to do that day.” Lets draw a picture of Froggy talking to his mother. Pause for drawing time. Now, after Froggy’s mother asked him what he wanted to do, what happened? What can we write in the middle section? Pause for student answer. Yes, we can write that Froggy thought about all the things he could do that day. I think drawing a picture of Froggy playing soccer is a great idea. Pause for drawing time. Now, we have to think back to the very end of the book. What happened? Pause for student answer. Wonderful! Froggy finally made a decision, didn’t he? So let’s write, “Froggy decided he wanted to do his favorite thing. He had his mom read him a story.” For the picture, we can draw Froggy listening to the story his mom is reading. Pause for drawing time.

Checking for Understanding:

I will be going around the room while students are completing their own flip books. I will check for the proper beginning, middle, and end sequence.

Independent Practice:

I think we are ready to find the beginning, middle, and end elements for My Rotten Redheaded Older Brother. Go ahead and find your second hand-made flip book and copy down the titles for each section. We are not going to re-read the book; however, I have placed two books at each table for you to use if you need reminders of events. We have to share these books so everyone can have a chance to look. When you are finished, you will have a sentence or two for each section along with a picture. I don’t care whether you start by drawing the pictures or writing your sentences as long as you have both completed. You may begin.

Pass out books and circulate room.

Closure:

Today, we learned about the story elements of character, setting, and beginning, middle, and end. These things, when identified, will help us all remember the most important parts and details of a story. You will better understand whatever you are reading.

Evaluation/Assessment:

I will grade students’ flip books to see if they properly identified the 5 elements: character, setting, beginning, middle, and end. I will also grade the students’ illustrations that go along with the sentences.

|Flip Books for My Rotten Redheaded Older Brother |

| | | | | |

|  |  |  |  |  |

| | | | | |

|Teacher Name: Mrs. Hamilton | | | |

| | | | | |

| | | | | |

|Student Name:     ________________________________________ | |

| | | | | |

|CATEGORY |4 |3 |2 |1 |

|Organization |The structure of the flip |The structure of the flip |The structure of the flip |There is little to no |

| |book is well organized and |book isis mostly organized |book is lacking and the |structure and the elements |

| |in the order explained |and in order |elements are not quite in |are not organized in order. |

| | | |order | |

|Neatness/Creativity |The flip book is original |The flip book is somewhat |The flip book is lacking |The flip book is not |

| |and very neatly made |original and neat |originality and neatness |original or neat |

|Story Elements |The elements are clearly and|The elements are described |The elements are mostly |The elements are not |

| |correctly identified in a |with little detail but are |incorrectly described |correctly described |

| |sentence or two. |correctly identified | | |

|Illustration |The illustration is neat, |The illustration is somewhat|The illustration is lacking |There are no illustrations |

| |original, and relevant |neat, original, and relevant|neatness, originality, and |or the illustration has no |

| | | |relevancy |relevancy |

Minilesson Reflection

The process of creating four minilessons over phonics, vocabulary, and comprehension was a lengthy one, yet, a very beneficial learning experience. This process forced me to dive into topics that I don’t seem to know a great deal about. While at times I felt lost, I now feel much more confident in creating this type of minilesson and in phonics in general.

I began my minilesson writing with the phonics lesson. After not being able to decide on a rule to focus on, I went on to begin my vocabulary lesson. This lesson took me quite a while to create; however, after I completed it, I automatically felt more comfortable with the process. I proceeded to complete the two comprehension lessons and then the phonics lesson. The most difficult lesson for me to create was the phonics minilesson. I have never created this type of lesson before and I feel that this topic is so vital and important for students that I wanted to be very sure of the lesson. Because of this, I spent the most time on this lesson as well as the most energy.

I really like the layout of this lesson plan. It is thorough yet simplified. I found it easiest to find my GLE first and then look back through the chapter in Literacy for the 21st Century that applied to each minilesson to pick out the rule/topic I wanted to focus on. After doing this, I created each lesson and then went back and wrote my objective. Working in this way allowed me to think everything through before determining the most appropriate objective.

I feel that this form of lesson plan will get a lot of use in my future classroom. I would like to teach second through fourth grades, so language arts minilessons are very applicable knowing that I will more than likely be teaching all subjects. I can see myself using minilessons anytime I need to introduce new topics or when my students are struggling with a previously learned topic. When I was doing my junior internships my cooperating teacher had me teach a lesson on small moments (narrative details). She made sure to teach a minilesson on this topic the day before I taught my lesson. I could really tell that this made a difference on the students’ learning. Anytime they can be introduced to something before going full-force into learning about it, the students seem more apt to respond and comprehend. This gives them some form of background knowledge to activate when beginning a regular lesson. If a minilesson is used for extra support for a topic, it gives students more exposure to the idea through teacher modeling, guided practice, independent practice/assessment. Students need many opportunities to experience the topics that they struggle with before they can grasp the concepts. Minilessons do just that. They are one more very positive way to support students’ knowledge growth.

There were some bumps along my road to minilesson creation. I didn’t quite understand at the beginning how we were supposed to pick our topics under each minilesson umbrella. Phonics, for instance, gave me the hardest time. It took me a while to figure out how to match a phonics rule to focus on that would go along with my chosen grade level’s GLE. In the end, I figured it all out and feel very satisfied with my results.

All-in-all, I enjoyed this process of creating minilessons. It is a practical assignment that I feel has been extremely beneficial to my own lesson writing skills/knowledge. I experienced some difficulties along the way at certain points, but for the most part, I feel that the lessons are successful and could be used in a future classroom setting.

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Literacy Project

Minilessons for

My Rotten Redheaded Older Brother

Whitney Hamilton

EDUC 342 Developmental Reading

MSSU

Dr. Cozens

Spring 2012

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