P Title of Text: Mr. Badger and Mrs. Fox: A Hubbub
Author/Illustrator: Brigitte Luciani/Eve Tharlet GRL: L Series: Graphic Universe Genre: Fiction, Graphic Novel Standard: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Lesson Objectives: to determine and think about how a character’s feelings and actions add to the plot and events, to review hoe other characters feel about main characters, to consider how events in life causes changes and effects of those changes. Comprehension Strategy: Inferring Skill: Story Elements Fluency: Intonation Academic Vocabulary: explain or research the meanings of the words below. Discuss the morphology of the words: suffixes, taking a root word and adding to it to change the meaning of the word. Have students talk about the meaning of each word, using antonyms, synonyms and situations where each word can be used correctly. a. burrow b. natural c. studio d. scold e. hammocks Before Reading: ENGAGE! THINK! 1. Build Background Knowledge a. Let’s look at the front and back cover. What do you know about this topic? b. What would you like to learn about this topic? c. If you had to move into another family, what challenges might you face? d. Have you ever thought someone else’s life was better than yours? What happened? 2. Skill Introduction: a. Story Elements – as we read today, let’s consider how the settings play a part of the story and how the characters relate to one another. 3. Strategy Introduction: a. As I read the back cover, I am inferring that Ginger has never really argued before. What make me think so? 4. Fluency: Intonation – today we are going to read dialogue – characters talking to one another. Think about listening to some people fighting. Are they animated? What do you hear? We need to change our voices as we read animated language. Standard – from the back cover, I think the character, Ginger, may have some trouble adjusting to her new home environment and new family but that maybe she finds good things about this too. I wonder what events her actions will effect? Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com During Reading: Don’t Wait Until It’s Too Late! Check for Understanding (Stop Midway through the Book) 1. Tell me about a part you didn’t understand? 2. Turn and Talk: how is using the strategy of inferring helpful in your reading? 3. On page 5, what did the author mean to tell us about fighting with a brother is natural? 4.
Standard: Describe how Ginger and Bristle feel about one another and how they play off one another? How do they feel about their parents? Why does Ginger lie to her mother? How does this affect the rest of her day? After Reading: EVALUATE! 1. What is the most important thing to remember from this book? What are the details that can help you remember this? 2. What did you learn? 3. What more do you want to learn about this topic? 4.
Standard: Why do the characters in this story lie so often? How do their actions affect the plot and what happens to them? Does this make you infer anything about them? 5.
Standard: Why did the author tell us that Ginger’s dad doesn’t like to stay put? How are we supposed to feel about this? Knowing this, how does this help you better understand the characters? 6. Academic Vocabulary: Natural – think about many ways you can use the word natural. Talk to one another about this. Writing Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Task: In our story, we find that our characters sometimes lie, don’t tell the truth. Decide whether this is a good practice to have, or if people should never lie. Back your opinion up with facts, examples, reasons. Use the points above to help you. IF/THEN: Inferring – if the student is struggling, ask them to read one‐two pages at a time, draw some conclusions gradually, and slowly build and discuss the information they are compiling as they think and read to help them infer. Copyright © 2012 by Lerner Publishing Group, Inc. Lerner Digital™ and Lerner eSource™ are trademarks of Lerner Publishing Group, Inc. All rights reserved. www.lernerbooks.com