Instructional Sequence
Unit Name:
Community Heroes
Lesson
Babu’s Song
Number of days:
3–7
Text(s)
Anthology
Written Communication
Objectives:
Student will be able to (SWBAT) express their opinion in a paragraph
Writing Standards: Language 2.3, use knowledge of language and its conventions when writing, speaking, reading or listening; Writing 3 write narratives in which they recount a wellelaborated event ro short sequence of events; Writing 10 write routinely over extended time frames for a range of tasks, purposes and audiences
Task
Purpose
Audience
Journal Topic: (opinion)
Who is your hero and why?
How does Bernardi feel after he sells the
music box? How do you know?
How does Babu feel at the end of the
story? How do you know?
Journal Topic: (opinion)
Who do you think the hero is in “Babu’s
Song” and why?
To get students to thinking about what
makes a hero
Explore how a character’s actions affect
them.
Explore how a character’s actions affect
them.
To make connections between the
enduring understanding and the reading
selection
To practice story structure
Teacher and class (whole group sharing
of journals)
Teacher
Culminating Activity:
As a whole group activity students write
a story about how a person in their
community or family is a hero to them.
Teacher, class
Teacher and class (whole group sharing
of journals)
Teacher
Oral Communication
Objectives:
SWBAT participate in collaborative conversations expressing opinions with reasons.
SWBAT express thoughts and feelings regarding story concepts
Speaking and Listening Standards: SL 2.1a, SL 1c, SL 2.1b Follow agreed-upon rules for discussions, build on other’s talk in conversations by linking their ideas to the remarks of others,
ask for clarification and further explanation, and produce complete sentences
Comprehension and Collaborative - activities/structures:
Whole group brainstorming with teacher recording responses:
What is a hero? List traits of a hero generated by class.
Audience: class
Kagan Activities: think, pair, share; block party, preferred partner strategy
Presentation of Knowledge and Ideas – activities/structures:
Using sentence frames, students will choose a character from the story and describe them
Academic Language:
Paragraph, opinion, infer
Story Concepts: Selfless, Sacrifice, Values, Relationships
Reading
Objectives:
SWBAT answer story selection questions using evidence from the text to support their answers.
Reading Standards: R 2.1, R 2.2, R 2.3, R 2.5, R 2.7 Ask and answer such questions as who, what, where, when, and why to demonstrate understanding; recount stories, and determine
their central message, lesson or moral; describe how characters in a story respond to major events or challenges, describe the overall structure of a story; and use information gained from the
illustrations and words to demonstrate understanding of characters, setting and plot
Text Dependent Questions
Question
On the Surface Questions:
1. Why doesn’t Bernardi go to school like the other children?
2. Why can’t Babu speak?
Below the Surface Questions:
3. Babu cannot speak, yet he communicates with his
grandson, Bernardi. In what ways does he communicate?
4. What clues does the author give to show that the soccer
ball is important to Bernardi?
Answer
Page 164
1. They did not have enough money.
Page 166
2. An illness had taken his voice a long time ago.
Page 166, 173, 178, 179
3. Through physical touch, hugging, wiping tears, facial
expressions, hand signals, gifts
4. Page 170 – “It was just what he had always wanted.”
Page 175 – “Bernardi’s eyes widened.”
Page 177 – “He thought about the brand new ball and how it
would feel when he kicked it.”
5. How does the illustration on page 187 show that Babu and
Bernardi care deeply for each other?
Deeper Dive Questions
6. What did Babu do that makes him a hero?
7. Are there any other heroes in the story?
5. They are holding hands, smiling, looking at each other and
standing close to each other.
6. Possible responses: put Bernardi’s needs ahead of his own.
7. The people in the marketplace donate materials to Babu so
he can build toys. Without the donated materials, he wouldn’t
have anything to make the toys.
Scaffolds
English Learners
Sentence Frames
Retelling Cards
Front loading visuals of story vocabulary
Story map graphic organizer
Character trait organizer
Special Needs/Other Differentiation
Sentence frames (visual)
Extra audio listening of the story
Story map organizer
Character trait organizer