Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 59377
Close Reading: Adventures of Toot and Puddle
In this close reading lesson, students will analyze two characters from the same book, Toot and Puddle, and identify their similarities and differences.
Students will compare themselves to one of the characters and write a paragraph describing their chosen character.
Subject(s): English Language Arts
Grade Level(s): 1
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Speakers/Headphones, Adobe Acrobat
Reader, Microsoft Office
Instructional Time: 2 Hour(s) 30 Minute(s)
Freely Available: Yes
Keywords: compare, contrast, similarities, differences, close reading, text dependent questions, Toot and Puddle,
characters, comparison chart
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Compare and Contrast Chart.doc
Story Map.pdf
First Grade Informative Writing Rubric.doc
Toot and Puddle Comparison Chart Check List.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
describe characters in Toot and Puddle by comparing and contrasting their adventures and feelings, drawing on details in the text and illustrations for their
responses.
ask and answer text-dependent questions about the story Toot and Puddle.
write an informative paragraph to describe one of the story's main characters.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know how to:
Identify character, setting, and events in the story.
Use evidence from the text to answer questions.
Write in complete sentences.
Complete graphic organizers.
Work with a partner.
Guiding Questions: What are the guiding questions for this lesson?
page 1 of 4 Why is it important to ask and answer questions about what we read?
How can we use the story elements to help us compare and contrast the main characters?
Why is it important to recognize similarities and differences?
How does comparing and contrasting the experiences of characters help me better understand the story?
Teaching Phase: How will the teacher present the concept or skill to students?
Hook: Reading Comprehension Strategies: Compare and Contrast
The teacher will show this video on comparing and contrasting, and will reinforce the video by having students use the hand gestures for compare (fingers linked
for compare) and contrast (fingers making circles by their shoulders for contrast).
After talking about the video, the teacher should ask the guiding question: "How does comparing and contrasting the experiences of characters help me better
understand the story?" Discuss.
Before the first reading, the teacher should review story elements (character, setting, and major events). This will take 10 minutes.
First Reading: During the first reading, the teacher should focus on vocabulary, story elements, and clarification questions throughout the book. When the teacher
stops to ask comprehension questions, have students talk to a partner (Think-Pair-Share: The teacher gives direction to students. Students formulate an individual
response, and then turn to a partner to share their answers. The teacher calls on several random pairs to share their answers with the class). After students have
talked with each other, the teacher should ask for responses from students (not just answers, but the discussion that the students had with each other). This will take
two 20 minutes sessions.
1. Before the first reading, ask students: Have you ever been on a trip? This will help students activate their prior knowledge so they are able to make connections
while reading the story. Teacher should also provide sticky notes on clipboards for students to write down vocabulary they may not know.
2. Begin reading Toot and Puddle.
When you get to page 5, stop and talk about the word preferred. Read the sentence using preferred and talk about the pictures and why Puddle preferred to stay
home. Have a couple of students use prefer/preferred in a sentence of their own.
Stop at page 10 and ask students clarification questions: "Who are the characters? What was the setting at the beginning of the book? How has it changed? Why is
it important to know when the story changes?"
Stop at page 12 and talk about the word arrived. Read the sentence using arrived and talk about the pictures and what arrived. Have a couple of students use
arrive/arrived in a sentence of their own.
Stop at page 16 and ask, "Do you think that even with all of the fun that Toot and Puddle are having that they are missing each other? Why or why not?"
Stop at page 22 and ask, "Why do you think Toot and Puddle are friends when they are very different from each other?"
Stop at page 24. Talk about the word horrifying. Read the sentence using horrifying and talk about the pictures and why Puddle was horrifying. Have a couple
students use horrified/horrifying in a sentence of their own.
3. After the first reading, have students share their words that they wrote on their sticky notes. Find each word in the book and reread the sentence that contains the
word. Using context clues, have/help students come up with a student-friendly definition.
4. Ask students if they had any connections during the story; this will make it easier for the students to compare and contrast later in the lesson. Allow students to
share their connections with their partner.
5. When students are finished making connections, pass out the Story Map. Have students fill in the organizer with a partner while the teacher circulates and provides
feedback as needed. Have students share and create a class story map based on their responses. Note: If students are unfamiliar with completing a story map or
struggle with identifying story elements, this step can be done as a group by displaying the story map and completing it together.
6. Ask, "How can we use the story elements to help us compare and contrast the main characters?" Discuss.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Second Reading: For this reading, you will focus on text-dependent questions. Before reading, be sure that you have a document camera or have multiple copies of
the text so that students can have it in front of them. This will take two 20 minute sessions.
1. Pass out a copies of the book or place the book under a document camera. Have students read pages 19-28 with a partner.
2. Prior to the lesson, create a T-chart with the text-dependent question on one side (see questions below) and space for students to share their responses on the
other side. Once students have read the text with their partner, display the T-chart and explain that they will be answering the posted questions by writing their
answers on a sticky note. Instruct them to write the page number where they found the answer on their sticky note, too. They may continue to work with their
partner.
3. Ask, "Why is it important to ask and answer questions about what we read?" Discuss. Have them turn to pg. 19 (first page you had them start reading on). Read the
first question on the T-Chart.
Why did Toot decide to come home from his adventure?
Evidence: "Are you going to the beach this year? I miss you. Do you miss me? Friends forever, Toot." (p. 19); "Yes, Puddle missed his friend." (p. 20);
Illustrations on pg. 25: Toot looks lonely without his friend Puddle.
On page 27, Puddle says, "Here's to all your adventures around the world." What adventures did Toot and Puddle go on while separated from each other?
Evidence: Puddle went to Antarctica (p. 19), Paris (p. 21), and Italy (p. 23); Toot went to the beach (p. 20)
What does the author mean when he said "December called for a celebration"?
Evidence: "Here's to all your adventures around the world," said Puddle. (p. 27); "Here's to all your adventures around right at home," said Toot. (p. 27); "And
here's to being together again," said Toot and Puddle. (p. 28)
What feelings do the characters have at different parts of the story? How do you know they feel that way?
Evidence: "I miss you. Do you miss me?" (p. 19); Illustrations on p. 25-28
Third Reading: This reading will focus on comparing and contrasting the characters Toot and Puddle. Students will use the comparison chart that they will also use
during the summative assessment. The third reading will take two 20 minute sessions.
1. Before reading, the teacher should make a three column chart (similar to the comparison chart students will use) on chart paper. See sample.
2. Have students get a clipboard and pass out their comparison charts. Have them get a pencil and come to the floor. (Students should be instructed to not play with
clipboards or pencils; explain that they are using them to help them learn.) Review the hand signs from the video (compare fingers linked and contrast fingers apart)
and also review that compare is what is the same and contrast is what is different. Explain to students how the comparison chart is similar to the Venn diagram: "This
page 2 of 4 chart is like a Venn diagram, except it uses straight lines instead of circles. What is the same still goes in the middle and what is different goes on the outside." Also,
discuss the different ways you can compare the characters: their actions, adventures, feelings, looks, etc. Ask, "Why is it important to recognize similarities and
differences?" Discuss.
3. Begin reading the book. After reading 8 pages, stop and point out what is the same and what is different, and record it on your chart paper. For example, Toot
loved to take trips and Puddle loved to stay at home (contrast). On the other hand, both Toot and Puddle are pigs (compare). Have students fill out their comparison
chart as you are filling out yours on the chart paper. See sample.
4. After showing students how to pick out details to compare and contrast, read a couple of pages then ask if students have anything to add to the anchor chart;
student responses may vary. Continue reading, stopping periodically for students to offer comparisons to add to the chart. When you complete the book, be sure you
have 4 things that are different for each character and 4 things that are the same (this is the requirements for the students' comparison charts). When students have
finished their comparison charts, they should look identical to your chart paper comparison chart.
Student sample 1
Student sample 2
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Before passing out new comparison charts, explain to students that they will be using the same type of comparison chart as before, except this time they will be
comparing themselves to either Toot or Puddle. Go over the checklist so that students know what is expected of them. After going over the expectations, give each
student a comparison chart. Give students an example of how you would choose your character to compare. For example, "Toot loved taking trips, and I really enjoy
traveling, so that is something about Toot and me that is the same. But Toot likes to mountain climb and I am afraid of heights and would not like mountain climbing;
this is something that is different about Toot and me."
2. Have students choose who they would like to compare themselves to (from the book) and have them start working. See samples of student work:
Student Sample 1
Student Sample 2
The teacher should review each of the students' comparison charts and attach a completed checklist so students know where they need to make revisions. The
teacher can share student exemplars with the class if needed.
3. After you have graded students' comparisons charts using the checklist, pass the charts back out to the students. Students will then use their comparison charts to
write a paragraph to describe their chosen character. Provide students with the following prompt:
Choose a character, Toot or Puddle, to describe. Using information from your chart and the story, describe the character you've chosen. Tell about the character's
looks, feelings, and actions from the story. Remember to include a topic sentence, at least 3-4 sentences that describe your character, and a closing sentence in
your paragraph.
Students will be assessed using the attached Informative Writing Rubric.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The closure will happen in the days following the summative assessment, and should take 10-20 minutes.
1. Allow students to share their comparison charts and/or informative paragraphs.
2. Review the guiding question: How does comparing and contrasting the experiences of characters help me better understand the story?
Summative Assessment
After the third reading: Students will complete a comparison chart to compare themselves to either Toot or Puddle. Students should find four differences and four
similarities between themselves and one of the main characters. After giving the instructions, teacher should give students the checklist in which students will be
assessed by.
After teacher grades comparison chart: Using their comparison charts, students will write a paragraph to describe their chosen character, Toot or Puddle.
Students will write only about their chosen character and should include details from their comparison charts. After giving the students the expectations, go over the
rubric with them so the students know what is required of them.
Formative Assessment
After the first reading - Story Map: Each student will complete a story map where they will identify the characters, setting, and events of Toot and Puddle.
Identifying these elements will make it easier for students to identify similarities and differences throughout the book.
Throughout the first and second reading - Think-Pair-Share/Turn to Your Partner: The teacher gives directions to students. Students will formulate
individual responses, and then will turn and share their answer with their partner. The teacher calls on several random pairs to share their answers with the class. As
the teacher asks questions, rather than have students share with the class immediately, have them tell their partner and let them talk about each other's responses
before sharing with class.
Throughout the third reading - Comparison Chart (Graphic Organizer): Students will complete a class comparison chart which will allow the teacher to ensure
students understand the characters before they compare them to themselves. This will also allow the teacher to ensure students know how to use the comparison
chart.
Feedback to Students
Exit ticket: The teacher will provide written feedback to students on their story map. This feedback will allow them to be successful when comparing and contrasting
the two main characters.
Think-Pair-Share/Turn to Your Partner: The teacher will provide verbal feedback on students' responses to questions they will answer during the first and second
reading.
Comparison Chart (Graphic Organizer): The teacher will provide feedback on students' comparison charts. This feedback will help students compare themselves
to one of the characters in Toot and Puddle.
The teacher will provide verbal feedback to students throughout the lesson.
page 3 of 4 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students may orally dictate their responses and the teacher can write in words for students to then copy.
Students may work with a partner to complete their graphic organizers.
The teacher may draw lines on the graphic organizers for the student so that their work stays neat.
Visuals for the targeted vocabulary words may be used to support students.
A writing frame can be provided for the final writing piece.
Extensions:
For an extension activity, you may give students two guided reading books for students to compare and contrast characters. The teacher will pick out two guided
reading books on the student's level. The student will read both books, then compare and contrast the main characters using the same comparison chart. The
students should use the same checklist used for the summative comparison chart.
Students could read another book with two friends, such as George and Martha or Frog and Toad and compare and contrast the books and their story elements.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Speakers/Headphones, Adobe Acrobat Reader, Microsoft
Office
Special Materials Needed:
Toot and Puddle by Holly Hobbie - Lexile 320
Chart paper/markers
Clipboards for each student
Sticky notes
Before the second reading, create a comparison chart on chart paper
Further Recommendations: Recommended instruction time is two and a half hours
Additional Information/Instructions
By Author/Submitter
Toot and Puddle by Holly Hobbie has a Lexile level of 320L.
As a close reading activity, this lesson focuses on application of the targeted skills, not as an introduction.
SOURCE AND ACCESS INFORMATION
Contributed by: Pricilla Fugate
Name of Author/Source: Pricilla Fugate
District/Organization of Contributor(s): Levy
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.1.RL.1.1:
LAFS.1.RL.1.3:
LAFS.1.RL.3.7:
LAFS.1.SL.1.2:
LAFS.1.W.1.2:
Description
Ask and answer questions about key details in a text.
Describe characters, settings, and major events in a story, using key details.
Use illustrations and details in a story to describe its characters, setting, or events.
Ask and answer questions about key details in a text read aloud or information presented orally or through other
media.
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some
sense of closure.
page 4 of 4