Block 3: Realistic Fiction

11/3-11/254 Weeks (17 days)

Week Time Frame Lessons Focus1 11/3-11/7 1-5 Immerse students in Realistic Fiction

and the characteristics of realistic fiction.

2 11/10-11/14 6-10 Characteristics of Realistic Fiction andPlot(problem/solution, beginning, middle & end)

3 11/17-11/21 11-141 flex

Characters Feelings

4 11/24-11/25 2 flex days

Block 3: Realistic Fiction TEKS & Objective/Product Procedure

1 TEKS 1.4(a),Fig.19(c)Obj: We will confirm predictions about what will happen next in text.Product: We will discuss and make predictions about the story.

Focus: Making PredictionsText: The Art Lesson by Tomie dePaola (1st grade C-scope tub)Approach: Interactive Read-AloudResources/Materials: Sticky notes for stopping points

2 TEKS 1.4(a),(b), Fig.19(d)Obj: We will confirm predictions about what will happen next in text.

Product: We will discuss our understanding and inferences.

Focus: Monitoring & InferencingText: The Dot by Peter H. Reynolds (Journeys Unit 6)Approach: Interactive Read-AloudResources/Materials: Sticky notes for stopping points

3 TEKS Fig. 19(F)Obj: We will make connections from text to other texts.Product: We will discuss text to text connections.

Focus: Text to Text ConnectionsText: The Art Lesson & The DotApproach: Mini-LessonResources/Materials:Ways We Connect to Text & Venn Diagram

4 TEKS: 1.4(a), (b), Fig. 19(c)(d)Obj: We will confirm predictions about what will happen next in text.Product: We will discuss and make predictions about the story.

Focus: PredictionsText: The Recess Queen by Alexis O’Neill (1st grade C-scope tub)Approach: Interactive Read-AloudResources/Materials:Sticky notes for stopping points

5 TEKS: 1.4(a), (b), Fig. 19(d)Obj: We will monitor and adjust our understanding as we make inferences to understand our reading.

Product: We will discuss our understanding and inferences

Focus: Monitoring & InferencingText: A Whistle for Willie by Ezra Jack Keats (Journeys UnitApproach: Interactive Read-AloudResources/Materials:Sticky notes for stopping points

6 TEKS: 1.7, Fig 19 (a)

Obj: We will notice the characteristics of Realistic Fiction.Product: We will discuss the characteristics of Realistic Fiction.

Focus: Characteristics of Realistic FictionText: The Art Lesson, The Dot, The Recess Queen & A Whistle for WillieApproach: Mini-LessonResources/Materials:Noticings chart

7 TEKS: 1.7, Fig 19 (a)

Obj: We will notice the characteristics of Realistic Fiction.Product: We will discuss the characteristics of Realistic Fiction.

Focus: Characteristics of Realistic FictionText: The Art Lesson, The Dot, The Recess Queen & A Whistle for WillieApproach: Mini-LessonResources/Materials:Noticings chart

8 TEKS: 1.9 (A)Obj: We will describe the plot (problem and solution) and retell a

Focus: PlotText: The Dot by Peter H. ReynoldsApproach: Mini-Lesson

story's beginning, middle, and end.Product: We will interactively write the plot on a graphic organizer.

Resources/Materials: Plot Anchor Chart, Beginning/Middle/End Anchor Chart & Plot graphic organizer

9 TEKS: 1.9 (A)Obj: We will describe the plot (problem and solution) and retell a story's beginning, middle, and end.

Product: We will write the plot on a graphic organizer with a partner.

Focus: PlotText: The Recess Queen by Alexis O’NeilApproach: Mini-LessonResources/Materials: Plot graphic organizer for partner work

10 TEKS: 1.9 (A)Obj: We will describe the plot (problem and solution) and retell a story's beginning, middle, and end.

Product: I will write the plot on a graphic organizer.

Focus: PlotText: The Lemonade Stand (Houghton Mifflin leveled reader; level L)Approach: Performance indicator (PI)Resources/Materials: Plot graphic organizer for each student

11 TEKS 1.9(B), Fig.19(D)Obj: We will describe characters in a story and the reasons for their actions and feelings.Product: We will discuss and write on a characters feelings graphic organizer.

Focus: Characters feelingText: The Art Lesson by Tomie dePaolaApproach: Mini-LessonResources/Materials: Blank chart paper & Character Feelings graphic organizer

12 TEKS 1.9(B), Fig.19(D)Obj: We will describe characters in a story and the reasons for their actions and feelings.Product: We will interactively write on a characters feelings graphic organizer.

Focus: Characters feelingText: The Dot by Peter H. ReynoldsApproach: Mini-LessonResources/Materials: Character Feelings graphic organizer

13 TEKS 1.9(B), Fig.19(D)Obj: We will describe characters in a story and the reasons for their actions and feelings.Product: We will write with a partner on a characters feelings graphic organizer.

Focus: Characters feelingText: Amy’s Airplane(Houghton Mifflin Leveled Reader Level E)Approach: Mini-LessonResources/Materials: Character Feelings graphic organizer for partner work

14 TEKS 1.9(B), Fig.19(D)Obj: We will describe characters in a story and the reasons for their actions and feelings.Product: I will write with a partner on a characters feelings graphic organizer

Focus: Characters feelingText: A Whistle for Willie by Ezra Jack KeatsApproach: Mini-LessonResources/Materials: Character Feelings graphic organizer for Performance Indicator (PI)

Lessons 1-7

Rationale: During these lessons you will immerse your students in fictional texts, specifically Realistic Fiction. You will read one of them daily as an interactive read

aloud. After you have exposed your students to several of these texts you will complete a noticings anchor chart with your students. On this anchor chart you will chart noticings and book examples from the specified texts. The texts will then serve as mentor texts for lessons the next couple of weeks so keep them easily accessible for you and your students.

Lessons 1-6 Teks: 1.4 (A), (B), (C), Fig 19(A),(B),(C),(D),(E),(F)

1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:

(A) confirm predictions about what will happen next in text by "reading the part that tells";(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and(C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

Fig. 19 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. The student is expected to:

(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension; (B) ask literal questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensoryimages, re-reading a portion aloud); (D) make inferences about text and use textual evidence to support understanding; (E) retell or act out important events in stories in logical order; and (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Lesson 1

Lesson Teks:

1.4(A) confirm predictions about what will happen next in text by "reading the part that tells";Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensoryimages, re-reading a portion aloud);

Text: The Art Lesson by Tommy dePaola (1st grade level book collection, CSCOPE)Approach: Interactive Read-AloudFocus: Making Predictions

Create: (BEFORE THE LESSON) :

Stopping Points-Record the following on sticky notes and place on the correct pages in the text (the pages are not numbered so I began pg. 1 on the first page with text):

o Pg. 13 We can tell that Tommy truly wants to be a good artist because he practices all the time. Tommy gets to paint tomorrow in Kindergarten. Let’s make a prediction about what they will do while they paint.

o Pg. 20- Miss Landers said everyone must use school crayons. How do think Tommy feels about that? Let’s make a prediction. Turn and talk to your partner and tell them how you predict Tommy is going to feel about using school crayons. Say…I predict Tommy will feel…

o Pg.21- Was our prediction right? o Pg.27-What do you predict Tommy will do? Turn and talk to your partner

about what you predict Tommy will do. Say…I predict Tommy will…

Lesson:

1. Bring students to your whole group reading area. Sit next to partner (self-selected or assigned).

2. Introduce the focus:Today we are going to begin reading books that are realistic fiction. Realistic fiction means the story is fiction, but it could really happen. There won’t be any talking animals or characters that can do magic in realistic fiction books. Today’s story is called The Art Lesson by Tommie dePaola. During this story we are going to make some predictions. A prediction is a guess you make using the evidence from the story. We are going to make some predictions while reading The Art Lesson.

3. Reading the text:

Begin reading the story:o Pg. 13 We can tell that Tommy truly wants to be a good artist because he

practices all the time. Tommy gets to paint tomorrow in Kindergarten. Let’s make a prediction about what they will do while they paint. Read through pg 15 and discuss if their predictions were right.

o Pg. 20- Miss Landers said everyone must use school crayons. How do think Tommy feels about that? Let’s make a prediction. Turn and talk to your partner and tell them how you predict Tommy is going to feel about using school crayons. Say…I predict Tommy will feel…

o Pg.21- Was our prediction right? o Pg.27-What do you predict Tommy will do? Turn and talk to your partner

about what you predict Tommy will do. Say…I predict Tommy will…

4. Closing: Tommy worked very hard to be the best artist he could be. Making predictions is one way that helps us better understand what we read. Sometimes our predictions are right and sometimes they aren’t quite what happens in the story. For us to be the best readers we can be it is important for us to make predictions while we are reading.

Lesson 2Lesson Teks:

1.4(A) confirm predictions about what will happen next in text by "reading the part that tells";Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensoryimages, re-reading a portion aloud); Fig. 19(D) make inferences about text and use textual evidence to support understanding

Text: The Dot by Peter H. Reynolds (Journeys Unit 6, T33-T32 or student pgs. 15-32)Approach: Interactive Read-AloudFocus: Inferencing & Monitoring

Create: (BEFORE THE LESSON)

Stopping Points – Record the following on sticky notes and place on the correct pages in the text:

Pg. 16 – Why do you think Vashti is still in her chair after the class is over? What can you infer? I see her paper is still blank and everyone else is gone. I infer she is having trouble thinking of something to draw.

Pg. 23 – Wow! Look at Vashti’s dot. How do you think Vashti feels about it now? Can you make an inference. Turn and talk to your partner about how Vashti feels about her art now. Say…I infer Vashti feels…

Pg. 27– Hmm, I wonder about something. This page said, “Vashti even made a dot by NOT painting a dot.” That confuses me. What can we do to figure out what they mean?

Pg. 32-How is the end like the beginning? What do you predict the little boy will do now? Turn and talk to your partner about your prediction. Say…I predict the little boy will….

Lesson:

1. Bring students to your whole group reading area. Have students sit by a partner (self-selected or assigned).

2. Introducing the focus: Yesterday we read The Art Lesson. It was a realistic fiction book and we made

predictions while we read it. Today we are going to read The Dot. The Dot is about a little girl who is supposed to draw a picture but has a hard time. Let’s read to see if she becomes an artist. We will be making some predictions but we will spend most of our time making inferences as we read. What is an inference? Refer to inference anchor chart. We infer when we use our background knowledge plus text evidence to understand how a character feels or the reason for their action.

3. Reading the Text: Pg. 16 – Why do you think Vashti is still in her chair after the class is over? What can

you infer? I see her paper is still blank and everyone else is gone. I infer she is having trouble thinking of something to draw.

Pg. 23 – Wow! Look at Vashti’s dot. How do you think Vashti feels about it now? Can you make an inference. Turn and talk to your partner about how Vashti feels about her art now. Say…I infer Vashti feels…

Pg. 27– Hmm, I wonder about something. This page said, “Vashti even made a dot by NOT painting a dot.” That confuses me. What can we do to figure out what they mean?

Pg. 32-How is the end like the beginning? What do you predict the little boy will do now? Turn and talk to your partner about your prediction. Say…I predict the little boy will….

4. Closing: Vashti’s feelings changed during the story. The author didn’t always tell us how Vashti felt so we had to make some inferences. When we make inferences about a characters feelings it helps us to better understand what we read.

Lesson 3Lesson Teks:

Prepare the blank venn diagram to complete with the students during today’s lesson.

Fig. 19(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Text: The Art Lesson by Tomie dePaola & The Dot by Peter H. Reynolds (Journeys Unit 6, T33-T32 or student pgs. 15-32)Approach: Mini LessonFocus: Text to Text Connection

Create: (BEFORE THE LESSON)

This anchor chart was created in Block 1. You will be adding Text-to-Text connections as part of the lesson with your students. This should not be added before the lesson. You may choose to enlarge and print the provided clip art pictures to use on your chart or draw/create your own.

Alike

Lesson:

1. Bring students to your whole group reading area. Have students sit by partners (self-selected or assigned). Have the Ways We Connect to Text anchor chart and venn diagram on the board or an easel next to you.

2. Introduction:

The last two days we have read the books The Art Lesson and The Dot. Today we are going to discuss making text to text connections. A text to text connection is when a text or book you have read reminds you of another book. Refer to the ways we connect to text anchor chart. When we make a text to text connection it helps add to my thinking about both texts or books.

3. Mini-Lesson

To help us make text to text connections we are going to use a venn diagram. Show students the venn diagram and explain how they work. We are going to compare the two stories, The Art Lesson and The Dot. Write the two titles on the venn diagram.

Let’s think about the two stories. Think about the characters; Tommy and Vashti. Add to the diagram. Were they alike? Yes, they both wanted to be artists. Add to the diagram.

Now, let’s think about the setting of the story. Where did the most important parts of the story take place? Yes, most of the important events in both stories took place in their school. Add to the diagram.

With your students discuss important events, the problem and the solution to add

TommyVashti

Tommy liked to draw lots of pictures

Vashti didn’t know what to draw

Tommy’s teachers didn’t help him become an artist. Vashti’s teacher helped her

Tommy’s friends encouraged him

practiced until they were a very good

artist

Vashti encouraged one of her friends

to the venn diagram. Use the following diagram to guide your discussion with your students. They may come up with something that is not on the diagram

please add their contribution.

After completing the venn diagram cover up the two sides and just talk about what

is in the alike section. Now let’s look at the alike section of the venn diagram. It tells us that Tommy and Vashti both wanted to be

artists, both stories took place in a school and both of the kids practiced their pictures until

they were very good artists. These parts of the story help us to make a text to text connection. The characters in both stories

they want to be artists

they are both in school

learned the lesson that if you work hard and practice, you can be good at whatever you try.

4. ClosingWhile you are reading a new book and you make a text to text connection it will help you better understand the book that you are reading. Refer to the Ways We Connect to Text anchor chart. Good readers make text to text connections and we will continue to make them all year.

Lesson 4

Lesson Teks: 1.4(A) confirm predictions about what will happen next in text by "reading the part that tells";Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensoryimages, re-reading a portion aloud);

Text: The Recess Queen by Alexis O’Neil(1st grade level book collection, CSCOPE)Approach: Interactive Read-AloudFocus: Predicting

Create: (BEFORE THE LESSON) Stopping Points – Record the following on sticky notes and place on the correct

pages in the text. This book does not have page numbers, the pages are identified by the first line of text.

Pg.8-Look at Mean Jean, what do you think she is thinking about Katie Sue? Let’s make a prediction. Discuss as a class. Use the sentence stem…I predict Mean Jean…

Pg.13-Jean told Katie Sue everything she had ever told all the other kids. How do you think Katie Sue is going to react to Jean? Turn and talk to your partner about your prediction. Say…I predict Katie Sue will…

Pg.22-Wow! Look at Jean, she looks confused. What do you think she will do? Let’s make a prediction. Turn and talk to your partner. Say…I predict Jean will…

Pg. 29-How do you think recess will be from now on? What do you predict what will happen in the future?

Lesson: Bring students to your whole group reading area. Have students sit by partners (self-selected or assigned).

Introduce the focus:

We have been reading realistic fiction books and we have made predictions, inferences and text to text connections. Today we are going to read The Recess Queen. It is about a little girl who thinks she is the boss of recess and wants her things her way. We will be making predictions and inferences as we read. What is a prediction? Discuss that a prediction is a guess that we make based on the text or pictures in a story. What is an inference? Discuss that an inference is

Reading the text: Pg.8-Look at Mean Jean, what do you think she is thinking about Katie Sue?

Let’s make a prediction. Discuss as a class. Use the sentence stem…I predict Mean Jean…

Pg.13-Jean told Katie Sue everything she had ever told all the other kids. How do you think Katie Sue is going to react to Jean? Turn and talk to your partner about your prediction. Say…I predict Katie Sue will…Discuss with your class that most people probably predicted that she would be scared of Jean like everyone else. Explain that the evidence we had made us think that she would be like all the other kids at the school.

Pg.22-Wow! Look at Jean, she looks confused. What do you think she will do? Let’s make a prediction. Turn and talk to your partner. Say…I predict Jean will…

Pg. 29-How do you think recess will be from now on? What do you predict what will happen in the future? Discuss with the class.

5. Closing:

Katie Sue changed things for everyone at recess. Standing up to Jean and asking her to play with her was a surprise for us. We didn’t predict that a small girl like Katie Sue could change things, but she did. Sometimes our predictions are what actually happens in the story and sometimes they aren’t. A prediction is just a guess that keeps us thinking about the story and what we think or predict will happen next. Making predictions is one way to help us stay focused and thinking about what we read.

Lesson 5Lesson Teks:

1.4(A) confirm predictions about what will happen next in text by "reading the part that tells";Fig. 19 (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud);

Text: Whistle for Willie by Ezra Jack Keats (Journeys Unit 5, T232-T43 or student book pgs. 92-112)Approach: Interactive Read-AloudFocus: Understanding Characters

Create: (BEFORE THE LESSON) Stopping Points – Record the following on sticky notes and place on the correct

pages in the text: This book does not have page numbers, the pages are identified by the first line of text.o Pg. 99- Peter wants to be able to whistle at his dog Willie. Do you think he will

be able to whistle? What do you predict will happen? o Pg. 105-Look at Peter, what do you predict he will do next? Turn and talk to

your partner about your prediction. Say…I predict Willie will… What evidence helped you make your prediction? Discuss as a class. o Pg. 109-Peter finally was able to whistle. Let’s make an inference about how

Peter is feeling. What do we know about Peter wanting to be able to whistle? How do you feel when you are finally able to do something after trying a long time? What can we infer? Discuss as a class.

o Pg. 112-Why do you think Peter whistles all the way to the store and back? Turn and talk to your partner about your inference. Say…I infer Peter whistles all the way to the store because…

Lesson: 1. Bring your students to your whole group reading area. Have students sit by a partner

(self-selected or assigned).

2. Introduction: Today we are going to read another realistic fiction book, A Whistle for Willie. It is a story about a little boy who wants to learn to whistle. We are going to read to see if he learns how. While we are reading we are going to make some predictions and some inferences.

3. Reading the Text:

Begin reading the text. Pg. 99- Peter wants to be able to whistle at his dog Willie. Do you think he will be

able to whistle? What do you predict will happen? Pg. 105-Look at Peter, what do you predict he will do next? Turn and talk to your

partner about your prediction. Say…I predict Willie will… What evidence helped you make your prediction? Discuss as a class.

Pg. 109-Peter finally was able to whistle. Let’s make an inference about how Peter is feeling. What do we know about Peter wanting to be able to whistle? How do you feel when you are finally able to do something after trying a long time? What can we infer? Discuss as a class.

Pg. 112-Why do you think Peter whistles all the way to the store and back? Turn and talk to your partner about your inference. Say…I infer Peter whistles all the way to the store because…

4. Closing:Peter learned to whistle and it made him very proud of himself. We made predictions and inferences while we were reading. Making predictions and inferences while we read help us to better understand the story.

Lesson 6

Lesson Teks:1.(7) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

Fig 19 (A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension;

Text: The Art Lesson, The Dot, The Recess Queen & A Whistle for WillieApproach: MinilessonFocus: Genre Characteristics

Create: (BEFORE THE LESSON) Realistic Fiction Anchor Chart

Title the anchor and create the chart (as seen on right). The information in the columns will be filled in with your students.An example of the finished product is included after the lesson.We will create the anchor with pictures and some text so that students will truly be able to use it. The pictures are following the example chart for your use. You may feel

Lesson:1. Bring students to your whole group reading area.

2. Introduction: Remember when we talked about Fantasy and Traditional Literature we talked about all of the characteristics of the books? We talked about how we read them for entertainment, but the things that happen couldn’t really happen in real life. Refer to the Fantasy and Traditional Literature anchor chart.Today we are going to talk about the books that we read last week. Display The Art Lesson, The Dot, The Recess Queen and A Whistle for Willie. These books are called Realistic Fiction. Realistic Fiction are made up stories in which the characters can do things that could really happen. Let’s think about these books and see what things we can notice about Realistic Fiction.

3. Noticings & Book Examples: * This concept is likely to still require significant modeling and guidance. Students will be somewhat familiar with the process from their work with fantasy texts. However, you may need to do some thinking aloud and restating of ideas.

o Author’s Purpose: We’ve talked before about the reasons why we read different kinds of books. Why do we read books like these? Are we reading to learn something new or to enjoy a story? (to enjoy) That’s right! When we watch a movie or read a book just for fun and enjoyment, we call that being entertained. Authors write realistic fiction to entertain us. Let’s add that to our genre chart (record in the “Noticings” column on anchor chart).

Let’s pick one of our books to use as an example of Realistic Fiction on our chart. How about The Art Lesson? Do the characters in The Art Lesson do things that could really happen? The characters go to school, learn to draw, and practice…Yes, you’re right, real people can do those things.

o Characters:–Now we’re going to think about the characters in these stories and see if we can notice anything that is the same. Let’s think about the main characters – Tommy, Vashti, Peter, Jean and Katie Sue. Display the cover or a picture that shows the characters. What do you notice about the characters? Students will likely respond that the characters are all children. In Realistic Fiction the characters will be people that can do things that could really

Title the anchor and create the chart (as seen on right). The information in the columns will be filled in with your students.An example of the finished product is included after the lesson.We will create the anchor with pictures and some text so that students will truly be able to use it. The pictures are following the example chart for your use. You may feel

happen in real life. All of the characters in our books could have been real people. They all did things that real people could do. When we read Realistic Fiction, it’s important to think about how the characters can do ordinary things that could really happen. (record in the “Noticings” column on anchor chart).

oLet’s think about the characters in The Recess Queen. There was… (Jean & Katie Sue). They might mention the other students in the school or the teacher. Discuss the importance of recognizing the main characters. (record in the “Book Examples” column on anchor chart)

o Setting: - The setting is when and where the story takes place. Let’s identify the setting in each of these stories…(The Art Lesson-School, The Dot-School, The Recess Queen-School Playground & Whistle for Willie-Home). The setting also usually tells us when the story takes place. In Realistic Fiction the story takes place in the present time. (record in the “Noticings” column on anchor chart)

Let’s use The Recess Queen as our book example. Where did this story take place? Reread the first page of the text: “Mean Jean was recess queen and nobody said any different.” Let’s look at the picture to see where they are? They are outside at the school playground. Is the school playground a real place? Is that something could happen right now? (Record in the “Book Examples” column on anchor chart)

4. ClosingRealistic Fiction is entertaining to read because they are stories that have characters and settings that we can really understand.

Realistic Fiction: A made upstory that could really happen

NoticingsAuthor’s Purpose:to entertain

Characters:people that are like real people

Setting:Could be a real place

Plot:Problem Events Ending

(Solution)

Dialogue:Words characters say

Book ExamplesAuthor’s Purpose:An entertaining book about a boy who wants to be an artist.

Characters: Jean

Katie Sue

Setting : School playground

Plot:Problem: Peter wantedto whistle but he couldn’t.

Important Events: Peterpracticed and practicedwhistling.

Ending: Peter learnedhow to whistle.

Dialogue:“Just make a mark andsee where it takes you.”

Lesson 7

Lesson Teks:1.(7) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

Fig 19 (A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension;

Text: The Art Lesson, The Dot, The Recess Queen & A Whistle for WillieApproach: MinilessonFocus: Genre Characteristics

Create: (BEFORE THE LESSON) Realistic Fiction Anchor Chart

Title the anchor and create the chart (as seen on right). The information in the columns will be filled in with your students.An example of the finished product is included after the lesson.We will create the anchor with pictures and a minimum of text so that students will truly be able to use it. The pictures are following the example chart for your use. You may feel free to select others if you desire.

Lesson:

1. Bring students to your whole group reading area.

2. Introduction: Review the definition of Realistic Fiction with your students (Realistic Fiction is a made up story that could really happen). Explain that all Realistic Fiction stories have certain characteristics.Yesterday we started creating an anchor chart about Realistic Fiction; we are using the four books we have read together to think about what we notice: The Art Leson, The Dot, The Recess Queen and a Whistle for Willie. (display the four texts). Let’s think about some more things these four stories have in common…

3. Noticings & Book Examples: * Remember that students will likely require a lot of modeling and guidance. The teacher may need to do quite a lot of thinking aloud.

o Plot: The plot is what happens in the story. It includes the problem the character or characters have, the important events that happen as characters try to solve the problem, and an ending or solution. In all of the stories we read, our main characters faced a problem. What was the problem in A Whistle for Willie? (Peter wanted to whistle but he couldn’t). In Realistic Fiction the problem is something that really can happen in real life. (some little boys want to learn to whistle but can’t….). Add the beginning to the noticings chart.The plot also tells what happens in the story as the character tries to solve a problem. What happens in A Whistle for Willie that helps him solve the problem? (Peter practices and practices trying to learn to whistle) Add the middle to the noticings chart. The plot also includes the solution or how the character solved the problem. How did the problem get solved in A Whistle for Willie? (He learned to whistle) Add the end to the noticings chart.

o Dialogue: Dialogue are the words that characters say to each other. It shows us what characters are like and how they feel about each other.

Let’s think about what Vashti’s teacher said to her when she was having a hard time knowing what to draw. Turn to the page where the teacher smiles at Vashti and says, “Just make a mark and see where it takes you!” What can we tell about the teacher based on what she said? (She really wanted Vashti to try something and to have confidence.) (Record in the “book examples” column of the anchor chart)

4. Closing: Realistic Fiction is one genre, or type of book. They are entertaining to read because they are stories that could really happen.

Lesson 8-14Rationale: During these lessons you will teach the specific standards that we are expected to teach with Realistic Fiction. The plot and inferring characters feelings are the main focus for these lessons. We will use the same mentor texts that we used in the immersion for most of our mini-lessons. These lessons are designed to give students a large amount of support in the beginning and then begin to take the support away small bits at a time. This is called scaffolding. We will use partner work and independent student work as performance indicators (PIs) during these lessons.

Teks: 1.9(A), (B), Figure 19(D), (E), (F)

1.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:(A) describe the plot (problem and solution) and retell a story's beginning, middle,and end with attention to the sequence of events; and(B) describe characters in a story and the reasons for their actions and feelings.Fig. 19(D) make inferences about text and use textual evidence to support understanding; (E) retell or act out important events in stories in logical order; and (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.

Lesson 8

Teks:1.9 (A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and

Text: The Dot (Journeys Unit 6, Lesson 26; T32-T42 or student book pgs. 15-32)Approach: MinilessonFocus: Plot; problem/solution, B/M/EMaterials: Plot Anchor Chart, Beginning, Middle, End anchor chart, plot graphic organizer & markers for interactive writing

Create (BEFORE THE LESSON):

Lesson:1. Bring students to your whole group reading area. Have the book displayed on

an easel or the white board tray next to you. You and your students are going to write using interactive writing so you will need to have markers and the graphic organizer ready for use.

2. Introduction: Yesterday we discussed all of the characteristics of realistic fiction books. Quickly review noticings chart. We talked about realistic fiction books having a plot. We put A

This graphic organizer will be filled in during this lesson. You are going to fill it in using interactive writing. Make sure it is on a chart that is big enough for the students to write on.

Whistle for Willie’s plot on the chart. Today we are going to revisit plot.

3. Revisiting the Text:Let’s remind ourselves about plot. Review the plot anchor chart you created in block 1. (HINT; if you do not have room to have your anchor charts on the wall you can tape them to a clothes hanger and store them in a closet or on a hook until you need them again.) Today we are going to talk about the plot of The Dot. ***At this point it is your decision to re-read the story or just show the students the pictures and discuss the story. *** Let’s think about the problem Vashti had in the story. What was her problem? Turn and tell your partner what her problem was. Say…Vashti’s problem was…(Ex. Vashti didn’t know what to draw.) Interactively write the problem on the graphic organizer. Now let’s talk about the events that happened to solve Vashti’s problem. What happened in the beginning? Review Beginning/Middle/End anchor chart. Discuss the beginning as a class and interactively write it on the graphic organizer. (Ex.Vashti was in art class and didn’t know what to draw.) Let’s think about the middle now. What important event helped Vashti begin to solve her problem? We call this the middle of the story. Turn and talk to your partner about what happened in the middle of the story. Monitor students as they discuss what happened in the middle of the story. Have several students share their answers. (Ex. Vashti’s teacher told her to make a mark and she drew a dot. Her teacher framed it. She drew lots of dots and was an artist.) Interactively write the middle on the graphic organizer. Now let’s think about the end of the story or how the character changed during the story. Vashti got so good at drawing dots she felt like a real artist. What happened at the end to show you that she was an artist? Discuss the end as a class. (Ex. Vashti helped a little boy who wanted to draw like her.) Interactively write the end on the graphic organizer. So, was Vashti’s problem solved? Yes it was! How was it solved? Turn to your partner and say…Vashti’s problem was solved because…Monitor students discussions. Have several share their answers. (Ex. Vashti’s dots became beautiful works of art) Interactively write the solution on the graphic organizer.

Closing:Understanding the plot of the story helps us better understand what we read. Realistic fiction stories like The Dot have problems that could happen in real life. The events in the story help us know how the problem was solved.

Lesson 9

Teks:1.9 (A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and

Text: The Recess Queen by Alexis O’Neill (1st grade C-Scope tub)Approach: MinilessonFocus: Plot; problem/solution, B/M/EMaterials: Plot Anchor Chart, Beginning, Middle, End anchor chart & plot graphic organizer

Create (BEFORE THE LESSON):

Lesson:4. Bring students to your whole group reading area. Have the book displayed on

an easel or the white board tray next to you.

1. Introduction: Yesterday we talked about the plot of The Dot. Today we are going to work with a partner to understand the plot of The Recess Queen. You may use any method to partner your students with another student to work on today’s lesson. If you need help knowing how to partner your students refer back to lesson 11 in block 2. Discuss your

You will need enough copies of this graphic organizer for students to work with a partner on this task.

plot anchor chart.

2. Revisiting the Text:

The purpose of this lesson is for you to get an idea of how your students will do with the support of working with a partner. In the next lesson your students will be asked to independently do the same task. Depending on the amount of support you feel your students will need, choose from the following choices of mini-lessons.

High Amount of Support:Re-read the story. While reading, have students stop and talk about the parts of the plot, including the problem, solution, and events from beginning, middle and end of the story. Next have students work with partners to complete the plot graphic organizer.

Moderate Amount of Support:Look through the pictures of the story. Stop and have students turn and talk about the plot of the story. Allow the students to talk about the problem, solution, and events from the beginning, middle and end with their partners without giving them affirmation of their discussions. Then have students work with partners to complete the plot graphic organizer.

Least Amount of Support:Re-read the story to the students. Do not stop and discuss the plot of the story. Have students work with partners to complete the plot graphic organizer.

Closing:Discuss how the students worked together and their understanding of plot. Understanding the plot of the story helps us better understand what we read. Realistic fiction stories like The Recess Queen have problems that could happen in real life. The events in the story help us know how the problem was solved.

Names_____________________________________ Date________________________________

Plot Graphic OrganizerTitle

Problem

Beginning Middle End

Solution

Lesson 10

Teks:1.9 (A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and

Text: The Lemonade Stand (Houghton Mifflin Leveled Reader Level L)Approach: Minilesson/PI(Performance Indicator)Focus: Plot (problem/solution, beginning/middle/end)Materials: Realistic Fiction PI Plot graphic organizer

Create (BEFORE THE LESSON):

Lesson:1. Bring students to your whole group reading area. Have the book displayed on

an easel or the white board tray next to you.

2. Introduction: Today we are going to read another realistic fiction book. I would like for you to think about the plot of the story. What is the plot? Discuss with the class.

3. Reading the Text:The Lemonade Stand is the story we are going to read today. Make sure you listen for the problem, the important events that help solve the problem and the solution to the problem as I read. Read the story aloud without much discussion.Now boys and girls, you will take this graphic organizer back to your seats. You will

You will need a copy of this for every student in your class this will be used as a PI.

write the plot of the story on it. You may have to repeat these directions several times. You may possibly have to give the directions for each column. ***Students who are unable to write, but can orally express the lessons and the connection, get full credit. You may write it for them and they can draw a picture. Students who write independently, but their writing is not legible, need to tell you what they have written. Then you need to write it on a post-it. They also get full credit. This is a reading comprehension PI; NOT a writing PI. *** Continue monitoring students while they are working independently.

Name_____________________________________ Date________________________________

Realistic Fiction PI Plot Graphic OrganizerTitle

Problem

Beginning Middle End

Solution

Lesson 11

Lesson 11Teks:1.9(B) describe characters in a story and the reasons for their actions and feelings.Fig. 19(D) make inferences about text and use textual evidence to support understanding;

Text: The Art Lesson by Tomie dePaolaFocus: Characters FeelingsMaterials: Blank chart tablet paper & Characters Feelings Graphic Organizer(Example of completed graphic organizer follows the lesson.) Create (BEFORE THE LESSON):

Lesson:1. Bring students to your whole group reading area. Have the book displayed on

an easel or the white board tray next to you.

2. Introduction: We have been reading realistic fiction books. In realistic fiction the characters could be real people. So these characters have feelings just like you and me. What are some of the feelings that we have? As the students tell you feeling words, write them on a chart tablet. Emphasize that we have more feelings than just happy, mad & sad. Encourage your students come up with more words than these three. (ex. Proud, surprised, lonely, excited, frightened, disappointed, proud etc.) It is recommended that you find an emoji that fits with your feeling words. Hang this chart up so you can refer to it in the next several lessons.

3. Revisiting the Text:Today we are going to think back to when we read The Art Lesson. We are going to think about some of the feelings that Tommy had in the story. So let’s put his name here in the middle of our graphic organizer. Write Tommy in the middle. Read the book through the page that Nana Fall-River puts one of his pictures in a

This chart will be used for the next couple of lessons. If you laminate it you can write on it with dry erase markers, visa-vi markers or post-its and not have to make it again for every lesson.

frame. Hmmm, how do you think Tommy was feeling? Hmmm, his parents and grandparents put his pictures up at their houses and at the places they worked. If someone did that with the pictures I drew I would feel so proud! So let’s look at our anchor chart. It says _____felt_______because. So what should we write here? Point at first blank, write Tommy. Now it says felt, how did Tommy feel? Yes, he felt proud. Write proud in the next blank. Ok, now it says because, that means we want to know why he felt proud. What text evidence did we use to infer he felt proud? We infer he felt proud because his family loved his work and put it up everyweher. Write on the graphic organizer.

Read the book through the page the wind blows the paint off the paper. Poor Tommy! How do you think he is feeling now? Turn and tell your partner how you think Tommy is feeling. Say…Tommy feels…Listen in and monitor. Have a few people share their thoughts. (ex. Sad, disappointed, mad, etc) Decide on one and write it on the graphic organizer. Now, I want you and your partner to talk about why you think Tommy felt ________(insert feeling you and your students decide on) Say…I think Tommy felt______because…Listen in and monitor. Have a few students share their thoughts. And add it to the graphic organizer.

Read the book through the page where Tommy hides his crayons in his shirt. How do you think Tommy is feeling about the art lesson? Discuss as a class. (ex. Excited, nervous, happy, etc.) What makes you think he was excited? Yes, he couldn’t sleep the night before and he snuck his crayons to school. Fill in the next box on the graphic organizer. The students should be telling you what to write on each block.

Read the book through the page where the art teacher says “it wouldn’t be fair to let you do something different.” Look at Tommy! He doesn’t look very happy! How do you think he is feeling now? I want you to turn and tell your partner how Tommy is feeling and why you think so. Say…Tommy feels_____because_______. Listen in and monitor. (ex. Frustrated, sad, upset, etc. ) Have a few students share their thoughts and add it to the anchor chart.

Read the rest of the book.

4. Closing

Look at our graphic organizer. Did Tommy have lots of feelings in this story? Yes, he did. Do we have lots of feelings in a day? Yes! We have different feelings because of the different things that happen to us, just like Tommy did. When we infer how the characters are feeling as we read, it helps us to understand them better, which helps us be better readers.

Characters Feelings

Tommy___felt ___proud__________because

his family loved his artwork.They put it up in lots of places

_Tommy___felt __disappointed__because

the paint didn’t stick to the paper and blew off his paper

___Tommy___felt____excited_______because

the art teacher was coming to his class

_Tommy____felt___upset______because

he was going to have to copy and real artists don’t copy

Tommy(Character name)

Lesson 12

Teks:1.9(B) describe characters in a story and the reasons for their actions and feelings.Fig. 19(D) make inferences about text and use textual evidence to support understanding;

Text: The Dot by Peter ReynoldsFocus: Characters FeelingsMaterials: Characters Feelings Graphic Organizer(Example of completed graphic organizer follows the lesson.)

Create (BEFORE THE LESSON):

Lesson:1. Bring students to your whole group reading area. Have the book displayed on an

easel or the white board tray next to you.

2. Introduction: Yesterday we started talking about the feelings characters have in stories and why they feel the way they feel. We are going to talk about characters feelings again today.

3. Revisiting the Text:Today we are going to think about Vashti’s feelings and why she felt them in The Dot.Read the book through the page Vashti gave the paper a good strong jab. Oh goodness, how do you think Vashti is feeling? Discuss as a class. (ex. Frustrated, mad, upset) Yes, I agree I think Vashti was frustrated. What evidence do we have to help us infer she was frustrated? She didn’t know what to draw. Look at her face, does it look frustrated? Have you ever felt frustrated when you couldn’t do something? I have

This chart will be used for the next couple of lessons. If you laminate it you can write on it with dry erase markers, visa-vi markers or post-its and not have to make it again for every lesson.

been! Then look what she did, she grabbed the marker and gave the paper a good strong jab, that sounds like something someone who is frustrated would do! So let’s write all of this on our graphic. Interactively write in the first box of the graphic organizer.Read through the page where the dot is hanging in the frame. Wow! How was she feeling now? Turn and tell you partner how she was feeling and why. Say…Vashti felt_____because______....Listen in and monitor their talking. Have a few students share. The author helped us out with that feeling didn’t they! We didn’t have to make an inference, he told us that Vashti felt surprised. Interactively write in the next box on the graphic organizer. Read through the page where Vashti made a dot by not painting a dot. Vashti was very busy painting dots. How do you think she was feeling? The author doesn’t tell us this time so we will have to infer. Let’s look at the evidence. What is she doing? She’s painting lots of dots in lots of different ways. Look at her face. How does she look? Yes, I agree, she looks excited or happy. Hmmm, so how do you think she is feeling? Discuss as a class. (ex. Happy, excited, thrilled, etc.) Ok so let’s write that on our graphic organizer. Interactively write in the next box on the graphic organizer.Read the rest of the story. How do you think Vashti is feeling now? Turn an tell your partner how you infer Vashti was feeling. Say…Vashti felt______because_____... Listen in and monitor conversations. (ex. Happy, proud, etc.) Have a few students share. Interactively write in the last box of the graphic organizer.

4. Closing:

Let’s look back at how Vashti felt in this story. Frustrated, surprised, excited and proud, are those some feelings that you have felt? Of course they are! In realistic fiction characters have the same feelings that we have. Their feelings change during the story because of the events that happen. Understanding characters feelings help us to comprehend the story better.

_Vashti___felt __frustrated______because

she didn’t know what to draw.

_Vashti___felt ____surprised______because

she saw her dot in a frame.

_Vashti__felt __excited__________because

she was a real artist and painted lots of different dots.

__Vashti__felt ____proud________because

the little boy thought she was a great artist and she helped him.

Character Feelings

Vashti(Character

name)

Lesson 13Teks:1.9(B) describe characters in a story and the reasons for their actions and feelings.Fig. 19(D) make inferences about text and use textual evidence to support understanding;

Text: An Airplane for Amy (Houghton Mifflin Leveled Reader level E)

Focus: Characters FeelingsMaterials: Characters Feelings Graphic Organizer

Create (BEFORE THE LESSON):

Lesson:1. Bring students to your whole group reading area. Have the book displayed on an easel

or the white board tray next to you.

2. Introduction: We have been discussing the feelings characters have and why they have them. Sometimes the author tells us how the character is feeling. Sometimes we have to make an inference. We look at the evidence and use our background knowledge to help us infer. Today we are going to read a new story called Amy’s Airplane. In this story Amy has feelings just like you and me. Let’s read to see how she feels.

You will need enough copies of this for partner work.

3. Reading the Text:

The purpose of this lesson is for you to get an idea of how your students will do with the support of working with a partner. In the next lesson your students will be asked to independently do the same task. Depending on the amount of support you feel your students will need, choose from the following choices of mini-lessons.

High Amount of Support:Read the story. While reading, have students stop and talk about how Amy is feeling in the story and why. Next have students work with partners to complete the Characters Feelings graphic organizer.

Moderate Amount of Support:Read the story. Stop and have students turn and talk about Amy’s feelings in the story. Allow the students to talk about the characters feelings without giving them affirmation of their discussions. Then have students work with partners to complete the plot graphic organizer.

Least Amount of Support:Read the story to the students. Do not stop and discuss the characters feelings in the story. Have students work with partners to complete the plot graphic organizer.

4. Closing:

Bring students back together to discuss their task. What feelings did you infer Amy had? Why did she feel that way? Characters in realistic fiction have the same feelings we have. That helps us better understand what we read.

Names:__________________________________________________ Date:____________________

Character Feelings Partner Work

____________________________felt

because…

____________________________felt

because…

Lesson 14

Teks:1.9(B) describe characters in a story and the reasons for their actions and feelings.Fig. 19(D) make inferences about text and use textual evidence to support understanding;

Text: A Whistle for Willie by Ezra Jack Keats (Journeys Unit 5, T232-T43 or student book pgs. 92-112)Focus: Characters FeelingsMaterials: Characters Feelings Graphic Organizer Performance Indicator PI

Create (BEFORE THE LESSON):

Lesson:1. Bring students to your whole group reading area. Have the book displayed on an easel

or the white board tray next to you.

2. Introduction:

We have been discussing the feelings characters have and why they have them. Today we are going to re-read A Whistle for Willie. In this story Peter has feelings just like you and me. Listen carefully to see what feelings Peter is having and why he is having them.

You will need enough copies for all students in your class.

3. Re-Visiting the Text:Read the story aloud without much discussion.Now boys and girls, you will take this graphic organizer back to your seats. You will write the feelings Peter had in the story on it. You may have to repeat these directions several times. You may possibly have to give the directions for each column. ***Students who are unable to write, but can orally express the lessons and the connection, get full credit. You may write it for them and they can draw a picture. Students who write independently, but their writing is not legible, need to tell you what they have written. Then you need to write it on a post-it. They also get full credit. This is a reading comprehension PI; NOT a writing PI. *** Continue monitoring students while they are working independently.

4. ClosingBring students back together. Discuss the feelings that Peter had. Boys and girls remember when you are reading on your own that characters have feelings and if you can infer how they are feeling then you will understand what you read better!

Names:__________________________________________________ Date:____________________

Character Feelings Performance Indicator

____________________________felt

because…

____________________________felt

because…