Focus Unit

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Textbook

Galda, L., Liang, L. A., & Cullinan, B. E. (2017). Literature and the child. (9 th ed.). Wadsworth, Cencage Learning American 

APA

PsychologicalAssociation. (2020). Publication manual of the American Psychological Association (7th ed.).

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Education Assignment 4 Focus Unit

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Education Assignment 4 Focus Unit

Whole Group Instruction

Lesson 1: Pre-Reading Lesson (Whole Group)

Book: Enemy Pie by Derek Munson
Question from Web of Possibilities: How did the characters show kindness and support for each other?

OBJECTIVES:

· The students will predict the story based on the cover title.

· Students will then talk about different ways in which the characters were kind and supportive.

· Students will connect some of the story’s message to their own friendships.

STANDARDS:

· CCSS.ELA-LITERACY.RL.1.1: Ask and answer questions about key details in a text.

· CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations about grade-level topics and texts.

MATERIALS:

· Enemy Pie by Derek Munson

· Chart paper and markers

· Sentence strips with key vocabulary (kindness, support, friendship)

GUIDED PRACTICE:

The Teacher Will:

· Introduce the book with a reveal of its cover and have students make a prediction about its theme

· Ask guiding questions in order to stimulate students’ background information regarding kind and supportive friendships

· Introduce key terms through pictorial representations and real-life examples

· Read the book aloud, pausing to ask comprehension questions.

· Facilitate a discussion in your class regarding how characters exhibited kind and supportive behavior

· Model how to complete a sentence starter (e.g., “One way I can be a kind friend is _____.”).

Students Will:

· Observe the book cover and make predictions about the story.

· Participate in a discussion about a time they showed kindness to a friend.

· Listen attentively as the book is read aloud and follow along.

· Answer comprehension questions about how the characters supported one another.

· Share their thoughts on why kindness is important in friendships.

· Complete a writing or drawing activity illustrating how they can show kindness to a friend.

Modifications for ESOL & Special Needs (Including Dyslexia):

· Provide picture cards for key vocabulary words.

· Offer sentence stems for students who need writing support.

· Allow students to draw responses instead of writing if necessary.

· Provide audiobooks or read text aloud multiple times for students with dyslexia.

ASSESSMENT:

· Students will complete the sentence: “One way I can be kind to my friend is _____.”

Lesson 2: Read-Aloud Lesson (Whole Group)

Book: Should I Share My Ice Cream? by Mo Willems
Question from Web of Possibilities: What are some examples of friendship in the story?

OBJECTIVES:

· Students will identify examples of friendship in The Rainbow Fish.

· Students will discuss the importance of sharing and kindness.

· Students will create an art project to reinforce the lesson.

STANDARDS:

· CCSS.ELA-LITERACY.RL.1.3: Describe characters, settings, and major events in a story.

· CCSS.ELA-LITERACY.RF.1.4: Read with sufficient accuracy and fluency to support comprehension.

MATERIALS:

· Should I Share My Ice Cream? by Mo Willems

· Chart paper for discussion

· Fish cutouts and art supplies

GUIDED PRACTICE:

The Teacher Will:

· Read aloud the book Should I Share My Ice Cream? by Mo Willems, emphasizing expressive reading.

· Pause at key moments to ask for comprehension.

· Facilitate a discussion in your class about development of principal character into a good friend

· Introduce an activity in which students paint a picture of a fish and write one tip for a good friend

Students Will:

· Listen attentively when reading aloud

· Identify examples of friendships in the book and make observations about them

· Participate in a group discussion about a behavior change in Rainbow Fish

· Create a decorated fish silhouette with a message about friendship

Modifications for ESOL & Special Needs (Including Dyslexia):

· Use visuals and body language to convey information

· Allow students to speak for themselves when speaking is not feasible.

· Provide audiobooks and have students listen to at least two times.

ASSESSMENT:

· Students will share their decorated fish and explain how they can be a good friend.

Small Group Guided Reading

Lesson 3: Struggling Readers (Small Group)

Book: The Name Jar by Yangsook Choi
Question from Web of Possibilities: What qualities do you think make a strong friendship, and why are they important?

OBJECTIVES:

· Students will describe qualities of a strong friendship.

· Students will read simple sentences with teacher support.

· Students will use picture clues to support comprehension.

STANDARDS:

· CCSS.ELA-LITERACY.RF.1.3: Know and apply phonics and word analysis skills.

· CCSS.ELA-LITERACY.RL.1.1: Ask and answer questions about key details.

MATERIALS:

· The Name Jar by Yangsook Choi

· Picture cards for vocabulary

· Sentence strips with key phrases

GUIDED PRACTICE:

The Teacher Will:

· Introduce the book and speak about why sharing is important

· Guide students through an echo reading activity

· Use picture cues to promote deeper understanding

· Facilitate a discussion about friendly behavior displayed in the book

Students Will:

· Follow along with the reading and use picture cues for direction

· Participate in echo reading for practicing reading fluency

· Discuss the character of a good friend and use examples of your experiences

Modifications for ESOL & Special Needs (Including Dyslexia):

· Provide sentence stems for supporting responses

· Use visual aids for key terms

· Offer finger tracking, audiobooks for students with dyslexia

ASSESSMENT:

· Students will complete the sentence: “A good friend always ______.”

Lesson 4: Advanced Readers (Small Group)

Book: Frog and Toad Are Friends by Arnold Lobel
Question from Web of Possibilities: How are the friendships in different books alike or different?

OBJECTIVES:

· Students will compare friendships from different books.

· Students will identify key friendship traits in Frog and Toad Are Friends.

· Students will write a comparison sentence.

STANDARDS:

· CCSS.ELA-LITERACY.RL.1.9: Compare and contrast characters.

· CCSS.ELA-LITERACY.W.1.1: Write opinion pieces.

MATERIALS:

· Frog and Toad Are Friends

· Venn diagram

· Writing paper

GUIDED PRACTICE:

The Teacher Will:

· Read Frog and Toad Are Friends aloud.

· Guide students through a Venn diagram comparison.

· Facilitate a discussion on similarities and differences in friendships.

Students Will:

· Listen and follow along with the story.

· Compare Frog and Toad’s friendship to another story using a Venn diagram.

· Write a short comparison sentence about the two friendships.

Modifications for ESOL & Special Needs (Including Dyslexia):

· Use sentence stems for writing support.

· Allow verbal responses instead of written ones for students with dyslexia.

ASSESSMENT:

· Students will write a comparison sentence.

Lesson 5: ESOL Students (Small Group)

Book: How Do Dinosaurs Play with Their Friends? by Jane Yolen
Question from Web of Possibilities: How can you be a good friend in your own classroom or playground?

OBJECTIVES:

· Students will describe ways to be a good friend at school and on the playground.

· Students will use sequencing skills to retell key events from the story.

· Students will participate in a discussion about inclusion and kindness.

STANDARDS:

· CCSS.ELA-LITERACY.SL.1.4: Describe people, places, things, and events with relevant details.

· CCSS.ELA-LITERACY.L.1.5: Sort common objects into categories to gain understanding.

· CCSS.ELA-LITERACY.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message.

MATERIALS:

· How Do Dinosaurs Play with Their Friends? by Jane Yolen

· Picture cards of key story events

· Sentence strips for guided writing

· Large paper for a classroom “Friendship Pledge”

GUIDED PRACTICE:

The Teacher Will:

· Show students the book cover and ask them to predict what the story might be about.

· Introduce key terms (e.g., fairness, kind, include) with picture cards and examples

· Read the book out loud, pausing to ask about feelings when neither the principal character nor pet elephant is present

· Guide students through a sequencing activity with picture cards in narrating important events

· Facilitate a discussion about students becoming a positive and supportive group in both school and school playground

· Model a classroom “Friendship Pledge” where students commit to including others.

Students Will:

· Observe the book cover and make predictions about the story’s theme.

· Listen to the reading aloud and follow illustrations with your eyes

· Participate in a sequencing activity, putting picture cards in sequence in order to recount the narrative

· Share examples of when and why they can make a supportive and caring friend in school environments

· Contribute to a “Friendship Pledge” through writings and illustrations of how they will make room for others

Modifications for ESOL & Special Needs (Including Dyslexia):

· Provide bilingual picture-word cards for ESOL students

· Allow students to speak for themselves, in case they have difficulty with writing.

· Use audio recordings of the book for students with additional comprehension requirements

· Provide finger tracking and enlarged text for students with dyslexia

ASSESSMENT:

· Students will complete a drawing of themselves being a good friend in the classroom or playground.

· Students will orally share one way they will include others at school.