The straight Line Wonder - Mondo · PDF fileThe straight Line Wonder ... rhythm and meaning in a story, poem, ... classmates questions to help you understand what you are reading

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LiteraCY StaNDarDS aDDreSSeD iN thiS PLaN

KeY iDea When a straight line decides to bend the rules, first he loses his straight-line friends. Then he becomes a star! This book is about daring to be different.

Written by Mem Fox and illustrated by Marc Rosenthal

The straight Line Wonder

rL.2.1 MaiN FOCUS Key ideas & Details Sessions 1, 2, 3 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

rL.2.4 MaiN FOCUS Craft & Structure Session 1 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

rL.2.7 MaiN FOCUS integration of Knowledge & ideas Sessions 1, 3 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

rL.2.10 range of reading & Level of text Complexity By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SL.2.1c Comprehension & Collaboration sessions 1, 2, 3 ask for clarification and further explanation as needed about the topics and texts under discussion.

L.2.4a vocabulary acquisition & Use session 1, additional instruction use sentence-level context as a clue to the meaning of a word or phrase.

L.2.4b vocabulary acquisition & Use session 2, additional instruction determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

rF.2.3e Phonics & Word recognition session 2, additional instruction identify words with inconsistent but common spelling-sound correspondences.

rF.2.4b Fluency session 2 Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

W.2.1 text types & Purposes Writing Task Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.2.8 research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question.

GR_G2_StraightLineWonder_LP.indd 1 12/15/14 5:01 PM

2 The STraighT Line Wonder

Session 1

Previewing the text 5 minutesDiscuss the title, author, and illustrator credits with students. then discuss the cover illustration and invite students to read the back cover.

Let’s think about the title of this book. Who can tell me what the word wonder means in the title?

When i wonder about something, i ask a question about it. i’ve heard of the wonders of the world, so maybe it means something amazing.

Yes, wonder can have more than one meaning. Here it means, “something amazing or surprising.” Now, let’s read the back cover. What questions do you have about the book, based on the title and what you’ve read?

What happens? how does the straight line become a wonder?

Let’s read to find the answers to our questions.

reADing the text CLOSeLY 10 minutesexplain the learning focuses to students. have them read pages 2–3. Check their application of the focuses and provide support if needed. then have them finish the book.

Today as we read, we’re going to read closely and look closely at the pictures. We’re going to think about what happens in the story and think through any questions we may have. Before we read, let’s think of a question we can ask about the characters in the story. When I wonder about characters, I usually ask a who question. Can someone ask a who question?

Who is the story about? Who are the characters?

Let’s look at pages 2 and 3. Are there details on these pages that answer our questions?

Yes, it says the story is about three friends who are straight lines. and there’s a picture of three lines.

if you’re satisfied that students can apply the focuses, set the reading assignment for the session. if you are not, prompt students to return to pages 2–3 to ask and answer questions about the details.

Our work as readers today is to ask and answer questions so we can better understand the story. Ask yourself questions that start with the words who, what, where, when, why, and how. Then, look for answers in the text and the pictures.

DiSCUSSing the text 10 minutesinvite students to ask and answer questions using text details and illustrations in order to develop their understanding of the story.

Remember, in addition to asking questions about the book, you can ask your classmates questions to help you understand what you are reading. Who has an example of a question they asked about the book? And an answer they found?

Page 5, the picture shows the line jumping, and when i read that i wondered why he wanted to jump. Then i went back to page 4 and it said he was tired of being straight.

eLL SUPPOrt

rL.2.1 Discussing the text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses:B: What is ___? Why does ___? Who is ___? Where is ___?I/A: I want to know what ___ means. I want to know what will happen ___. I found an an answer to my question. It is ___.

SL.2.1cDiSCUSSiON Collaborative

LearNiNg FOCUSeS rL.2.1, rL.2.7

Students read closely and analyze the text and illustrations, demonstrating understanding of key details as they cite text evidence and ask and answer who, what, where, when, why, and how questions.

Corrective FeedbackHave students closely reread pages 2 and 3 to find the author’s key idea. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.



Who has another question?

how come his friends yell at him? That was my question. i looked at the pictures on pages 6 and 7.

That is a very important question. It shows you understand what we need to know about the characters. Are there clues in the illustrations?

The pictures of the friends have black lines and squiggles and things that look like flying sweat drops. These marks tell me that the friends are really mad. it looks like their heads are going to explode.

Excellent. You had a question based on text that you read. As you read on, you answered the question with information from the illustrations.

Point to the word bows on page 27. Discuss using context clues.

The word bows has different meanings. What can we do to figure out the meaning as it is used on page 27?

We can look for helpful words on the page.

Yes, we can look for context clues.

it says “to the crowds” and the picture shows him bending. So i think he is bowing like people do on stage. They bend at the waist to an audience.

Well done.

Confirm students’ good use of the focuses and encourage them to keep the focuses in mind whenever they read narratives.

You did a great job asking and answering questions about key details in the text and illustrations. Keep the work we’ve done in mind as you read other stories.

E-RESOURCEE-RESOURCE Formative assessment: Comprehension Using the Quick Start Planner, note this session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focuses.

TEACHER’SCHOICE COMPrehenSiOn: ASK AnD AnSwer QUeStiOnS

E-RESOURCEE-RESOURCE Formative assessment have students use the blackline master on page 10 to ask and answer questions about key details in the story. review students’ responses as you evaluate their mastery of the learning focuses.

TEACHER’SCHOICE COnStrUCteD reSPOnSe: COLLeCt text eviDenCe

E-RESOURCEE-RESOURCE Formative/Summative assessment have students continue to use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: How do the characters’ feelings toward the first straight line change throughout the story? Use evidence from the text to support your answer. review students’ collected evidence as you evaluate their mastery of the learning focuses.

L.2.4a vOCaBULarY Context Clues

vOCaBULarY

rL.2.4 Point out jump/humps, twirl/whirls, point/joints, creep/heaps, spring/rings. Discuss how repeated rhymes add rhythm and a song-like quality. Elicit that rhymes make the descriptions fun because of the sound of the words.

W.2.8, rL.2.1 WritiNg gather information

rL.2.1 COMPreheNSiON ask & answer Questions



eLL SUPPOrt

L.2.4 vocabulary Support words and phrases such as silly, stare, I don’t mind, and twirl in context using the ELL vocabulary strategies in Getting Started.

Session 2

retUrning tO the text 5 minutesAsk students to reflect on their reading in Session 1. guide them to recall how they applied the learning focuses to their reading.

Let’s quickly review our discussion from the last session.

We thought about the words and the details in the pictures and used them to ask and answer questions about who the friends are, why the first straight line moves differently, and how the other lines feel about that.

Yes, and this really helped you understand the story.

reADing the text CLOSeLY 10 minutesexplain the learning focuses. invite students to reread pages 2–7. Check to see how well they have understood the focuses. if you are satisfied that students can apply them, set the reading assignment for the session. if not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today as we reread, we are going to consider how the author used words and phrases in special ways. Let’s reread pages 2–7 silently. Now look closely at the words on page 6. What do you notice about these words?

almost all of the words start with s.

Who could ask a who, what, where, when, why, or how question about this?

i have one! Why is this line talking with so many s’s?

Great question. I’d like a few volunteers to read this page aloud while the rest of us listen carefully. What was it like to read it?

it was almost like reading a tongue-twister or singing a song. it was fun to say all those words that begin with the same sound. it felt like i was reading a poem.

It was fun to listen to, too! So I think the author used all the s’s to make us laugh when we heard what this line was saying. The author wanted this story to be funny, even when one of the lines was scolding another line.

Focus students’ attention on the author’s craft.

Why do you think the author uses words that start with s on this page?

it helps me know the book is funny. it makes the words bounce along in beats.

Let’s ask a why question. Why does author want the words to bounce and have rhythm?

Well, the pictures show the line bouncing all around. and the words made me think about bouncing. Maybe the words are supposed to sound like the way the line moves.

Interesting! Let’s keep thinking about words and sounds and asking questions as we reread the book.

Formative assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how they decode words with the vowel team ow, such as bows and crowd (page 27). Pay close attention to see if students read with accuracy, appropriate rate, and expression. if students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading.

LearNiNg FOCUSeS rL.2.1, rL.2.4

Students return to the text and read closely in order to describe how words and phrases supply rhythm and meaning in the story. They continue to cite text evidence that allows them to ask and answer who, what, where, when, why, and how questions.

teaCher tiP

Ask students to identify phrases in the story that are fun to read and to record them in their journals. Then have students pair up with a partner to practice saying these phrases aloud. Have them discuss if they both agree they are fun to read and what they reveal about the story.



DiSCUSSing the text 10 minutesFacilitate a discussion in which students analyze the author’s use of language. remind students to keep using details and illustrations to ask questions and then to answer them. encourage them to ask each other questions to clarify their ideas as they discuss the book.

Let’s talk about other things that the author does with language.

Why do the second and third lines always say the same thing? The second line always says, “Stay straight, silly!” The third line always says, “People will stare!”

You’re right. The author repeats these words. Who has an idea about why the second and third lines always repeat these words?

i think it’s because they don’t like to be different.

That is an interesting idea. Remember, during a discussion, you can ask each other questions as well as asking questions about the book. For example, you can ask each other to clarify or explain ideas you have about the book.

i have a question. So the other lines don’t want to be different. But why not?

Can anyone answer that?

They want to be straight and they don’t even want to say different things! Yeah, it’s like they’re not even thinking; they just repeat themselves.

Wow! By looking at language and asking questions, you really gained some insights into these characters. You’re right, they do not want to be different the way the main character does.

have students focus on the text on pages 14 and 15.

Let’s look at pages 14 and 15. The author organized the text on this page differently. Who has a question to ask about this?

Why did the author mix up the words on pages 14 and 15? i tried reading down the page. it didn’t make sense.

Who has an idea?

The author writes the pages different from the other pages The story doesn’t go down the page, it goes across. The first picture on 14 shows the first line springing over to the next page.

Who wants to add to that?

Yeah, the author uses arrows to show what to read next. it goes from page 14 to 15, then to the bottom of 15, and back to 14.

Why might the author have written these pages like that?

To make the book act like the first straight line and jump all over the place

Focus on the word entranced on page 27.

The word entranced appears in our reading today. Let’s think about what we can do to figure out this word. Who has an idea about what to try?

We can read the page and look for clues that will help us figure it out.

Let’s try that.

it says that the line danced entranced. i think entranced is a way of dancing. Like if it said “danced slowly.” We’d know that slowly is how it danced.

Let’s keep that idea in mind as we try something else. Does anyone see a smaller word they know in entranced?

trance–What’s a trance?

L.2.4b vOCaBULarY Using Prefixes

COMPreheNSiON Share

Choose two phrases that you really like from the story, such as the phrases that tell how the line moves. Write each phrase on a sheet of paper and draw a picture to show what you think it looks like or what it makes you think of. Then write why you like it. This can help you understand why the author used the words in special ways.

teaCher tiP

Encourage students to consider how the words, illustrations, and layout give meaning to the story. Remind them about the layout on pages 14 and 15 and how the text follows the movement of the straight line to strengthen the idea that he doesn’t move in the usual ways. Ask students if they have questions about pages 16 and 17, particularly about the type sizes and the meaning of the black page with a single line of text.

SL.2.1c DiSCUSSiON Collaborative



Can anyone answer that?

it’s like when people are hypnotized. They don’t see or hear anything going on around them.

Yes, and the word entranced has the prefix –en meaning in, so what does that mean?

it means the line is dancing like in he’s in a trance and doesn’t notice anything else.

You used context clues and word parts to help you figure out the meaning of a difficult word. Those are good strategies to use when you come across unfamiliar words when reading.

Confirm students’ good use of the focuses and encourage them to keep the focuses in mind whenever they read other narratives or stories.

You did a great job reading closely and looking closely at the illustrations. You asked who, what, where, when, why, and how questions and worked hard to use details to answer them. Keep this in mind as we continue to read this book and whenever you read narratives in the future.

E-RESOURCEE-RESOURCE Formative assessment: Comprehension Using the Quick Start Planner, note this lesson’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate individual’s effective use of the learning focuses.

TEACHER’SCHOICE FLUenCY FOLLOw-UPFluency Practice revisit page 11 to help students build fluent and phrased reading that reflects their comprehension of what is happening in the story. 1) Model reading fluently, sentence by sentence. read the whole page fluently, asking students to notice how you slow down and speed up in different places, and how to express different emotions based on what is happening in the story as well as on end punctuation, such as exclamation points. 2) have students read the whole page, practicing accuracy and expression.

TEACHER’SCHOICE COnStrUCteD reSPOnSe: COLLeCt text eviDenCe

E-RESOURCEE-RESOURCE Formative/Summative assessment have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: How do the characters’ feelings toward the first straight line change throughout the story? Use evidence from the text to support your answer. review students’ collected evidence as you evaluate their mastery of the learning focuses.

vOCaBULarY

rL.2.4 Redirect students’ attention to the rhymes on page 27. Read the page aloud, emphasizing the rhymes and the rhythm. Discuss with students how the rhyme and rhythm make the text fun to read and express the mood of the story. Elicit from students that the words sound like dancing when read aloud in a certain way.

rF.2.4bFLUeNCY

expression

W.2.8, rL.2.1WritiNg

gather information



Session 3

retUrning tO the text 5 minutesexplain that students will reread the book, thinking about the details, illustrations, and the author’s use of words. they’ll ask and answer questions to confirm their understanding of key details.

As we reread the book, we’re going to continue to deepen our understanding by asking and answering questions and by thinking about the author’s use of words. In addition, we’re going to pay close attention to the illustrations. Why do you think this is important?

Because the illustrations are interesting. Because there are a lot of illustrations. Because the illustrations have details and help me understand the book.

reADing the text CLOSeLY 10 minutesreview the learning focuses. invite students to read pages 27–29. Check to see how they are doing with application of the focuses. then have students reread the rest of the book with the learning focuses in mind.

Today as we read, we are going to work together to think of more who, what, where, when, why, and how questions. Then we’ll look for answers by thinking about the words and what we see in the illustrations. Let’s check out pages 27−29. Does anyone have a question?

i’m sort of confused. So the line’s friends didn’t like his movements, but everyone else seems to love them. i just wonder what’s real. is he actually a good dancer?

Who has an answer to this?

i think his dance is actually good. The book says people threw flowers and loved him.

Yes, I notice that the author uses rhyming language here: “throw flowers for hours.” What did this rhyming language make you feel as you heard me say it?

Sort of sing-songy. it’s fun. reminds me of a love song.

Great, so the author used language that helps you feel how the crowds were happy when they saw the line dance. Let’s continue reading.

DiSCUSSing the text 10 minutesFacilitate a discussion that links the three learning focuses. remind students to use the learning focuses and to ask each other questions to clarify the discussion.

So, we just decided he was a good dancer. Does anyone have any questions about this or need anything clarified?

Yeah, so then why didn’t his friends like his dance at first? They seem to at the end.

Who could help clarify this?

i think he was always a good dancer. i just think his friends were embarrassed.

LearNiNg FOCUSeS rL.2.1, rL.2.4, rL.2.7

Students return to the text and ask who, what, where, when, why, and how questions about the story. They answer these questions using details in the text and illustrations as well as an analysis of the author’s use of words, phrases, and rhythm.

COMPreheNSiON Share

Ask yourself questions about the illustrations, such as:• What does this illustration

tell me about the characters?

• What does this illustration tell me about the setting?

• What does this illustration tell me about important events?

• What mood does the artist set for the book?

SL.2.1c DiSCUSSiON Collaborative



TEACHER’SCHOICE writing task: Opinion

E-RESOURCEE-RESOURCE Summative assessment invite students to write an opinion paragraph in which they express and support their opinion about whether or not the straight line’s two friends are good friends. remind them to include evidence from the book to support their opinion. guide them to use page 12 as they write the first draft. Students will work independently to write their paragraphs. encourage them to illustrate and share their paragraphs with the class.

You have been asking who, what, where, when, why, and how questions about the straight line’s two friends and writing down the details from the words and illustrations that answer those questions. Now, you will write a paragraph in which you tell your opinion about whether or not the first straight line’s two friends are good friends. You will use your notes to support your opinion. Write the first draft of your opinion paragraph on page 12, making sure to begin with a clear statement of your point of view, and ending with a conclusion. You can illustrate your paragraph and then share it with the class.

W.2.8, rL.2.1 WritiNg

respond to Question

W.2.1WritiNg

Opinion

Now, let’s try to add to this using details from the text and illustrations.

i think the friends were young at the beginning. on page 24, it says “the first straight line grew up to be a great star.” So this is why i think he was always a good dancer; his friends were just young and embarrassed. also, on page 29, the picture shows his friends are back now that he has a show and is popular. They aren’t embarrassed anymore.

So what is the message in the story?

You shouldn’t let others keep you from doing what you want. and you should support your friends.

TEACHER’SCHOICE COnStrUCteD reSPOnSe: write tO SOUrCe

E-RESOURCEE-RESOURCE Formative/Summative assessment have students continue to use the blackline master on page 11 as they finish reading. then ask them use the blackline master on page 12 to write a response on a piece of paper that answers the question: How do the characters’ feelings toward the first straight line change throughout the story? Use evidence from the text to support your answer. have students use the text evidence they collected to support their writing.



wOrD StUDY Words with Prefixes expand students’ vocabulary skills with a discussion of prefixes. then focus on the word happy on page 28.

Who can tell me what a prefix is?

a word part added to the beginning of a word that changes its meaning

Let’s turn to page 28. What prefix can we add to happy?

un-

What is the new word?

unhappy

How does the prefix un- change the meaning of happy?

It changes it to mean the opposite of happy. It means “not happy.”

What other word on this page can we add a prefix to?

pleased; we can add dis- to make displeased

vOCAbULArYUsing Context Clues Discuss using context clues to determine the meaning of unfamiliar words in the story.

When we read, we may come across words that are unfamiliar to us. Let’s look at the word star on page 23. What’s a star?

it’s a bright object in the night sky. it can also be a famous person.

Are there clues we can use in the text?

There’s the movie director. he’s talking about putting the line in his movie. So i know star means “a famous person.”

Great. Are there other words that were unfamiliar to you?

The word tremendously on page 28. it says the line was “tremendously happy.” i guess i think it means “a lot” because it says he never has to be a straight line again.

Well done. You used context clues to figure out the meaning of the word, and now you better understand the character, too.

PhOniCSWords with ow Use a version of the Sound and Spell Sort routine to practice the two pronunciations of ow using the following words from the book: bows, crowds, throw, flowers (page 27). Create two columns on chart paper or a whiteboard, headed by brown and crow. guide students to find ow words in the text, sound them, and choose which column they belong in.

We identified two different sounds for ow. There are several words in this book that contain those two letters. Let’s sort them into two categories according to the sounds they make. We’ll start with this one (crowds). What sound is the ow making here? (Students say /ou/.)

Shall we put it under brown or under crow?

brown

Tell us why you chose brown. Remember, if one sound doesn’t make a word you know, or makes the wrong word for the context, just try the other sound.

TEACHER’SCHOICE Additional instruction

vOCaBULarY

Make a list of common prefixes, suffixes, and endings and how they change the meaning of words and post them on a word wall where all can see them.

L.2.4b vOCaBULarY Prefixes

L.2.4a vOCaBULarY Using Context

rF.2.3e PhONiCS & WOrD reCOgNitiON Spelling-Sound Correspondences


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Comprehension: Ask and Answer Questionsask and answer questions about key details in The Straight Line Wonder.

Questions Answers

who

what

why

Score:



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Collecting text evidencehow do the characters’ feelings toward the first straight line change throughout the story?

use details from the story to help you answer the question. Think about how the second and third straight line feel about the first straight line in the beginning, middle, and end of the story. use this chart to collect evidence.

the Second Straight Line’s Feelings the third Straight Line’s Feelings

Score:


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writing task: Your First DraftWrite a paragraph that tells whether or not you think the first straight line’s friends are good friends. support your opinion with details from the text and illustrations.

Score:

reMeMber: a well-written opinion paragraph includes

• A beginning: strong opening sentence that tells your opinion clearly

• A middle:

○ at least three reasons and details that support your opinion

○ linking words like “also,” “because,” and “and” to talk about your reasons

• An ending: closing sentence or two that restates your opinion


Documents

The straight Line Wonder - Mondo · PDF fileThe straight Line Wonder ... rhythm and meaning in a story, poem, ... classmates questions to help you understand what you are reading