RAP: DEX, The Heart of a Hero 2nd Grade.docx



-2952740 Read Aloud Module for Second GradeDex, The Heart of a HeroThis close reading text module embeds best practices in reading and writing into a series of lessons around one piece of complex text. The module is meant to be taught as a read aloud. The lessons focus on text-dependent questions and evidence-based writing and discussion prompts. It involves rereading the text for different purposes, with the goal of having students reach a solid understanding of the text by the end of the module.This module is structured as a series of phases, which are explained in more detail on page 2. The phases start by leading students to an understanding of what the author is saying at a summary level before proceeding to a deeper analysis of the text. It is critical that the phases are taught in order, to help students arrive at this higher-level understanding by the end of the module.Reading tasksStudents start by listening to a story being read aloud by the teacher. The teacher then reads the text aloud again, chunking it as appropriate, and pausing throughout the reading to ask text-dependent questions. The teacher leads students through several re-readings of the text, each for a different purpose, leading towards students’ developing a solid understanding of the text, as demonstrated through their evidence-based written and oral responses.Writing tasksWriting tasks are embedded in the culminating tasks for each phase.Discussion tasksThe goal of discussions are to allow students an opportunity to synthesize their thoughts before composing an evidence-based writing piece. Classroom discussions during teaching of the close reading text module should be grounded in textual evidence. Discussion norms should encourage students to actively listen to, build on, and/or question each other’s responses. These tasks will prepare them for the culminating writing task at the end of each phase. As aligned with the TEKS, students should engage in these class discussions by listening to and interpreting a speaker’s purpose, asking questions, and evaluating the evidence that supports a speaker’s claimVocabulary tasksTarget vocabulary words are highlighted in the text excerpt on the following pages. These words can be introduced during the first readings in Phase 1, and should be discussed, practiced, and reinforced in subsequent readings throughout the module. Additional vocabulary words can be included in teaching, depending on student need.Multiple Response StrategiesMultiple response strategies should be used throughout this read aloud text.Overview of PhasesTeaching of this close reading text module can be broken into three phases:Phase One (1 day)PurposeStudents listen to a read aloud to enjoy the book, both writing and pictures, and to experience it as a whole. This will give them some context and sense of completion before they dive into examining the parts of the book more carefully.Students become familiar with the text and are introduced to academic vocabulary.Students build a foundational understanding of the text. ProcedureBefore the LessonRead the Big Ideas and Key Understandings and the Synopsis below. Please do not read this to the students. This is a description to help you prepare to teach the book and be clear about what you want your students to take away from the work.Key Understandings/Focusing QuestionDescribe how the character’s changes throughout the story. Dexters commitment, determination, spirit, and heart helps him fulfill his dream. What is this story trying to teach us? No matter how little you are, you can still do very big things. SynopsisDexter the dog is so little that Cleevis the tomcat bullies him. But little Dex has big dreams. He wants to be a superhero. He reads all the comic books he can, builds his muscles, and even orders a hero suit. Suddenly, even Cleevis needs his help! Dexter has determination, spirit, and heart as he proves, above all, that no matter how little you are, you can still do very big things.Read the entire book, adding your own insights to the understandings identified. Also note the stopping points for the text-inspired questions and activities. Hint: you may want to copy the questions, vocabulary words, and activities over onto sticky notes so they can be stuck to the right pages for each day’s questions and vocabulary work.During the LessonRead aloud the entire book with minimal interruptions. Stop to provide word meanings or clarify only when you know the majority of your students will be confused.Re-read aloud the entire book to address new vocabulary words noted at the bottom of this module.Possible LO and DOLPossible LO: (2.5B)Students will listen to a read aloud and use literacy skills (listening and speaking) to determine the relevant meaning of unfamiliar words.Possible DOL: Given read aloud text, students will write in their own words the meaning of 5 new words from the story. Phase Two (2 days)PurposeStudents continue to analyze the piece through rereading and engage in evidence-based discussion.Students promote discussion that leads to understanding.ProcedureBefore the LessonThe majority of questions, activities, and tasks should be based on the writing, pictures and features unique to this text (be text specific). Questions that address text-to-self or text-to-world connections - what we like to call text inspired questions or activities - should be held until after the children have really gotten to know the book. During the LessonTeacher reads the text to students while asking questions that build understanding towards a specific TEKS SE. These questions move towards a deeper understanding of the text. Students respond using various multiple response strategies that include discussion and writing.Students complete a culminating, text-dependent writing task.Possible LO and DOLPossible LO (Figure 19 (E)): Students will retell important events of the story in logical order. Possible DOL: Using a graphic organizer, students will retell the main events of the story in logical order.Phase Three (2 days)PurposeStudents continue to analyze the piece through rereading and engage in evidence-based discussion. Students describe characters in a read aloud. ProcedureTeacher reads the text to students while asking questions that build a deeper understanding of the text.Students complete a culminating, text-dependent writing task.Possible LO and DOLPossible LO (2.9B): Students will describe traits in main characters in works of fiction.Possible DOL: Given a fictional story, students will use a Venn diagram to compare and contrast Dex’s character in the story. Legend: Multiple Response Strategies * Table Talk # Think, Pair, Share ^ Response Card/White Board o Oral/Choral ResponseNote: The Multiple Response Strategies are only suggestions that teachers might use. They should be adjusted based on the needs of students.Teacher Guide to Text-Dependent QuestionsPhase 1: Read Aloud/ VocabularyPhase 2: Re-Read Aloud/ Questions/Activities/TasksPhase 3: Partner Read/ Questions/Activities/TasksDex: The Heart of a Hero by Caralyn Buehner, illustrated by Mark Buehner 2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words.Figure 19.110.13 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Students are expected to: (E) retell important events in stories in logical order. 2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding. Students are expected to:(B) describe main characters in works of fiction, including their traits, motivations, and feelings.Pull the students together or use a document camera so that all can enjoy the illustrations. Read aloud the entire book with minimal interruption.The goal here is for students to enjoy the book—the words, the rhythm, and the pictures, and to experience it as a whole. Don’t be concerned if students understand very little on this first reading. The idea is to give them some context and a sense of the characters and story before they dive into examining parts of the book more carefully.P. 152Dexter was a little dog. His legs were little, his tail was little, his body was little. He looked like a plump sausage sitting on four little meatballs. Being the size that he was, Dex was often overlooked. The other dogs grew tired of waiting for Dex to catch up when they played chase, and after a while they forgot to invite him at all. No one really seemed to notice him, except when Cleevis, the tomcat, demonstrated how he could stand right over Dex and not even ruffle his fur. P. 152Overlooked means that the other animals are not noticing or paying attention to Dex. Reread p. 152 What evidence is provided to tell the reader about Dex’s relationship with the other animals? How does Dex’s size cause him problems? P. 154Yes, everything about Dex was little-except for his dreams. He wanted to be a HERO. He could just see it. P. 154Turn to your partner and discuss what Dex means when he says that he wants to be a HERO.P. 155But wanting and being are two different things. Dex lived on dreams until one day, after crawling out from under Cleevis yet again, he decided there had to be more to life than gazing at the underside of a cat. There had to be more to him. If he could be a hero, he would! So Dex started training. He read every superhero comic book he could find. He watched every hero movie ever made. He went to the library.FURIOUSLY HE STUDIED, KNOWING EVERYTHING DEPENDED ON HIM…P. 155Reread the second sentence with me. What does it mean for Dex to have been gazing at the underside of a cat?Studied means that Dex carefully thought out or prepared to become a hero. Talk to the people at your table about what the author meant when she stated that everything DEPENDED on him (Dex).P. 156Dex figured that a hero must have strong muscles. He needed exercise, and lots of it. Dex started trotting to the corner and back every morning. He hopped over every crack in the sidewalk.He struggled to climb the garbage pile: up and over and down, then up and over and down again. All day long he worked, day after day. Even at bedtime, when he wanted to flop on the rug with his tongue hanging out, Dex forced himself to circle five extra times. THE MIGHTY DEX PRESSED ON, THROUGH WIND AND RAIN AND STORM AND FATIGUE…Reread P. 156What does it mean to EXERCISE? Fatigued is another way of saying very tired.Reread P. 156Why did Dex believe that he needed to exercise?What did Dex do for exercise?P. 157When it got easier to run to the corner and back, Dex did it again, and then again. The he dragged a sock filled with sand as he ran, and then two socks. When Cleevis was bored and stood in the middle of the sidewalk to block his way, Dex dropped to the ground and slid right under him. He was too busy to be bothered by Cleevis.(Note: Ask the following question after you have finished reading pg. 157)What did Dex do after he decided that he had to be a hero? Turn to your partner and explain what he did to become one. Reread p. 157At this point, how is Dex’s interaction with Cleevis different from the beginning of the story? P. 158Dex was tired; he was sore. He was working so hard that he almost forgot what he was working for. But one night, as he dragged himself to bed after his last set of push-ups, Dex stopped in front of the mirror and flexed. He could feel them! He could see them! Muscles!FASTER THAN A ROLLING BALL, STRONGER THAN THE TOUGHEST RAWHIDE, ABLE TO LEAP TALL FENCES IN A SINGLE BOUND!Now, Dex didn’t “take” the stairs - he skimmed them! He leaped over hydrants; he vaulted up curbs. He could jump over the garbage mountain without touching the top! He could run like the wind; he felt as if his legs had springs!Reread P. 158To be sore is to have muscles that are painfully sensitive or tender. Reread P. 158What did Dex do that demonstrates that he was sore?Reread p. 158 What evidence does the author provide to show Dex is committed to becoming a hero?P. 159Only one thing was missing. Finally, a small brown package arrived. Dex ripped it open. His HERO suit! It was red, with a shiny green cape, and it fit like a glove. Dex loved the way it felt, he loved the way it looked, and and he loved the feeling he had when he put it on. He was ready.WITH THE COURAGE OF A LION, THE STRENGTH OF A BEAR, AND THE HEART OF A HERO…Reread p. 159 What evidence from the text helps you understand that Dex is ready to be a hero? Reread p. 159How has Dex changed from the beginning of the story? P. 160When Dex went out in his suit for the very first time, he looked up the street and down. He noticed a young pup trying to cross the street. Dex sprang into action.“May I help you?” he asked. He guided the wide-eyed pup across the street and grinned as the pup stared up at him with its mouth hanging open. The pup whispered, “Wow! It’s Super Dog!” SUPER DOG. Dex liked the sound of that.Reread P. 160What does it mean when the author says that Dex SPRANG into action?(Note: Ask the following question after you have finished reading p. 160)What did Dex do when he received the small brown package? P. 161Of course, when Cleevis saw Dex, he just had to comment. “Hey Dex, where’s the party?”Dex was so busy that he was able to ignore Cleevis-for the most part. The only time his face ever got red was when Cleevis yelled, “Where’d you get that dress-up?” Dex had to wonder if Cleevis saw anything upt the suit. Didn’t he understand that the suit was just a way to let people know he was there to help?THE SUN GLINTED OFF OF HIS EMERALD CAPE AS SUPER DOG RACED TO THE RESCUE…Reread p. 161What evidence helps us understand that Dex’s friends don’t understand the importance about his suit? P. 162There was a mouse he saved from a sewer,a purse snatcher he tackled; he fixed his neighbor’s sprinkler; P. 163he found a lost kitten, pulled a rat away from a live wire, tracked down a lost wallet, put out a trash fire, and organized a neighborhood cleanup day. It seemed that now, whenever anyone needed help, they turned to Dex, and Dex had never been happier.(Note: Ask students to reread pages 160-163) What do you notice Dex is doing in each of these pages? Reread p. 163 How do you think Dex feels about helping others? What makes you think that? P. 164Late one evening there was a banging at the door. When Dex answered, it seemed as if the whole neighborhood was yipping and yeowing in a panic. “It’s Cleevis!” they shouted. “He’s stuck in a tree. Hurry Dex, hurry!”Dex raised his eyebrows. It was not like Cleevis to move enough to get into any trouble.In a flash he was dressed and ready.IT WAS CLEARLY A DESPERATE SITUATION…Reread p. 164 How do think the animals feel when they bang on Dex’s door? What line in the text makes you think that? On page 164, what evidence does the author provide to show that Dex is ready quickly? P. 165As he got closer, Dex could see Cleevis. He had been chasing a squirrel to the top of the tree, but had slipped and was hanging by one claw from a slender branch.He was yeowling for all he was worth. “I’m slipping!” Cleevis screeched. “Help me!” Dex looked desperately around for something to climb on. There were no boxes or ladders, not even any trash cans. The Dex looked at the crowd.Reread p. 165 The word slender means thin. P. 166“Quick, everybody!” Dex shouted. “I’ve got an idea!” Dex leaped onto the end of the teeter-totter facing the tree, pushing it to the ground. “Everybody on the other end! One! Two! Three!!!”All the animals jumped together on the other end of the teeter-totter, catapulting Dex into the air. He soared over the crowd, his ears and cape streaming out behind him…P. 167THE MIGHTY DEX FLEW UP INTO THE DARK AND STARRY NIGHT…P. 169Dex scrambled onto the branch next to Cleevis. Quickly he pulled off his cape and tied its four corners onto the screeching cat. “Jump!” Dex shouted. “Jump, Cleevis!”Scrambled means he climbed or moved quickly, as if he was scared. Reread p. 169 Why does Dex tie his cape onto Cleevis before he tells him to jump?P. 170With an ear-piercing shriek, Cleevis let go. The billowing cape caught the air and parachuted the big cat to the ground. Dex backed up and slid to the ground amidst the cheers of the crowd.Reread p. 170 How does Cleevis feel when Dex asks him to jump? Why? Provide textual evidence.What steps did Dex take to help Cleevis?P. 171Dex was bruised and tired, but he forgot his discomfort as Cleevis sheepishly lumbered over, still tangeled in the green cape. “Thanks, Dex. You really are a hero!”Reread p. 171Use a Venn diagram to compare and contrast: How are Cleevis’s feelings about Dex different here than at the beginning of the story? P. 172Dex didn’t think he could feel any better, but he did-just a little-the next day, when Cleevis sidled up next to him and whispered, “Say, Dex, could I be your partner?”Dex looked the big tomcat up and down. It would take a lot of work to turn Cleevis into a hero. He could hardly wait.“Sure,” said Dex with a grin. “Sure.”WITH TWICE THE BRAINS AND TRIPLE THE BRAWN, OUR HEROES FORGE ON, EVER READY TO LEND A HELPING PAW!How does the sequence of events develop the story? Turn to your neighbor and retell the major events in order. Reread p. 172 If you think about Cleevis’s actions at the beginning and at the end of the story, how has his character changed?CULMINATING TASK/ACTIVITIESUsing a g HYPERLINK "" \h raphic organizer, students retell the main events in logical order. Use a Venn diagram to compare and contrast Dex’s character in the story. Answer Key for Text Dependent Questions:Phase 1:Vocabulary These words merit less time and attention(They are concrete and easy to explain, describe events/processes/ideas/concepts/experiences that are familiar to your students )These words merit more time and attention(They are abstract, have multiple meanings, and/or are a partof a large family of words with related meanings. These words are likely to describe events, ideas, processes or experiences that most of your student will be unfamiliar with)Page 152The author is using the word overlooked to explain that the other animals are not noticing or paying attention to Dex.Page 155What does it mean for Dex to have been gazing at the underside of a cat? Gazing means to fix the eyes in a steady intent look often with eagerness or studious attention. Page 155Studied means that Dex carefully thought out or prepared to become a hero.Page 156Fatigue is another way of saying very tired.Page 158To be sore is to have muscles that are painfully sensitive or tender. Page 165 The word slender means thin. Page 169 Scrambled means he climbed or moved quickly, as if he was scared. Page 154What does Dex means when he says that he wants to be a HERO? A hero is a person who is admired for great or brave acts or fine qualities. Page 155Talk to the people at your table about what Dex meant when he stated that everything DEPENDED on him. To depend means to place reliance or trust. Page 156What does it mean to EXERCISE? Exercise is physical activity that is done in order to become stronger and healthier. Page 160 What does it mean when the author says that Dex SPRANG into action? To rise, leap, move, or act suddenly and swiftly, as by a sudden dart, or being suddenly released from a coiled or constrained position. Phase 2:Reread page 156 Why did Dex believe that he needed to exercise? Dex figured that a hero must have strong muscles. What did Dex do for exercise? He started trotting, hopped over every crack, climbed the garbage pile:up and over and down.Reread page 157What did Dex do after he decided that he had to be a hero? Turn to your partner and explain what he did to become one. Dex started training, he read every superhero comic, watched every hero movie ever made, went to the library and studied, started trotting to the corner and back, etc. Reread page 158 What did Dex do that demonstrates that he was sore? He dragged himself to the bed.Reread page 159What evidence from the text helps you understand that Dex is ready to be a hero? Finally, a small brown package arrived. His HERO suit! Reread page 160What did Dex do when he received the small brown package? Dex ripped it open. He put on the suit. He guided the pup across the street. Reread page 161What evidence helps us understand that Dex’s friends don’t understand the importance about his suit? “Hey Dex, where’s the party?” and “Where’d you get that dress-up?”Reread pages 160-163 Reread pages 160-163, what do you notice Dex is doing in each of these pages? Dex is helping others. Reread page 164 How do think the animals feel when they bang on Dex’s door? What line in the text makes you think that? They were scared: the whole neighborhood was yipping and yeowing in a panic. On page 164, what evidence does the author provide to show that Dex is ready quickly? In a flash he was dressed and ready. Reread page 169Why does Dex tie his cape onto Cleevis before he tells him to jump? He used the cape as a parachute. Reread page 170How does Cleevis feel when Dex asks him to jump? Why? Provide textual evidence. He was scared: With an ear-piercing shriek, Cleevis let go. What steps did Dex take to help Cleevis? Dex leaped onto one end of the teeter-totter, and catapulted as the other animals jumped on the other end. Dex scrambled onto the branch next to Cleevis, pulled off his cape, and tied its four corners onto the cat and asked him to jump. Reread page 172How does the sequence of events develop the story? Turn to your neighbor and retell the major events in order. Dex was overlooked by the other animals, no one seemed to notice him. Dex wanted to be a hero, so he started training/working hard to become one. He got a hero suit. Dex started helping others. Dex helps Cleevis when he is in trouble, hanging by a branch. Cleevis thanks him. Cleevis wants to be his partner. Phase 3:Reread page 152 What evidence is provided to tell the reader about Dex’s relationship with the other animals? Dex was often overlooked. The other animals grew tired of waiting for Dex. After a while they forgot to invite him to play chase. How does Dex’s size cause him problems? He has a hard time keeping up with the other dogs. The other animals make fun of him. Reread page 157At this point, how is Dex’s interaction with Cleevis different from the beginning of the story? When Cleevis was bored and stood in the middle of the sidewalk to block Dex’s way, Dex dropped to the ground and slid right under him. He was too busy to be bothered by Cleevis. Reread page 158 What evidence does the author provide to show Dex is committed to becoming a hero? He was working hard. (He could feel them! He could see them! Muscles! Now Dex didn’t “take” the stairs-he skimmed them. He leaped over hydrants; he vaulted up curbs. He could run like the wind).Reread page 159How has Dex changed from the beginning of the story? At the beginning of the story he was dreaming about becoming a hero, but now he is working hard to really become one. Reread page 163 How do you think Dex feels about helping others? What makes you think that? He is happy to help others. (Whenever anyone needed help, they turned to Dex. Dex had never been happier).Reread page 171Use a Venn diagram to compare and contrast: How are Cleevis’s feelings about Dex different here than at the beginning of the story? Reread page 172 If you think about Cleevis’s actions at the beginning and at the end of the story, how has his character changed? Cleevis was always making fun of and bullying Dex. At the end of the story he likes Dex and wants to be his partner. ................
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