Gaja Stirbys Spring 2013 Identifying Change in Characters over Time Objectives SWBAT identify key details in the

text to describe the character and storyline. SWBAT utilize a graphic organizer to sequence change over time. Core Curriculum Standards CC.1.2.1.G Use the illustrations and details in a text to describe its key ideas. CC.1.3.1.C Describe characters, settings, and major events in a story, using key details. Materials Teacher When Sophie Gets Angry Really, Really Angry by Molly Bang White board for writing Dry erase marker Graphic Organizer Classroom Arrangement and Management Issues Students will be sitting in a circle on the stage. They will be reminded about the signals we use to represent enjoyment, agreement and questions. I will ask them to turn to someone next to them in order to identify their turn and talk partner. If someone is left without, Ill be able to rearrange and assign one. Plan Introduction Activating Prior Knowledge (1 minute) Yesterday we talked about feeling words like sad, happy etc. Can anyone list another example of a feeling word? Today were going to read a story about a girl whose feelings change from the beginning to the end of the book. I wonder if you will notice how and when she changes? Warm Up (3 minutes) When do you feel angry? I feel angry when ________. Before we begin reading, I show them the cover (hiding the title) and ask them what they think the story will be about. They will make predictions based on the angry expression that the title characters exhibits on the cover. Eventually students will suggest angry/mad. Can you show me your angry face? We will read When Sophie Gets Angry Really, Really Angryby Molly Bang

I tell the students that I will read through the story once and they we will read it through again together, stopping to ask questions and think aloud.

Work and Explore I tell students that I will need their help acting out parts of the book. On some pages, when Sophie feels angry, she makes noises and says words that let us know how she feels. I tell students that we will practice some of them now: My turn, No, Smash, Roar, Explode, Pabam, Tweet. I will post these on the white board for them to see. As I am reading, I will be doing a think aloud and well as asking students questions 1st open it seems like Sophie doesnt like that her sister took her toy gorilla away from her. I can tell she doesnt like that because of the illustration. I can see shes still holding on to the gorilla, like she doesnt want to let go. 2nd open hmmsnatched, I wonder if that is another word for grab? 3rd open why is Sophie angry? (comprehension question) 4th open what is this orange thing behind herher shadow, an expression of how Sophie really feels? I wonder what smithereens meansif Sophie wants to smash something, maybe it will break into little pieces. th 5 open why do you think the author illustrated/drew her roaring this red color? Why does he keep using red? th 7 open have you ever felt this way before? 9th open how does she feel now? Has anything changed? 11th open The wide world comforts her. I wonder what that means? I know comfort comes from comfortable and that means you feel good. th 14 open Before the author used a lot of red in her illustrations. Now I see a different color. What has changed? Why? th 15 open Did Sophie really leave her house? Guided Practice (10 minutes) Turn and talk prompt: When Sophie gets angry, she runs out and climbs her favorite tree. Different people handle anger in different ways. What do you do when you get angry? Students come back to whole group and share what they do when they get angry. Sophie didnt stay angry throughout the whole book though. She changed. How did Sophie change? Why did she change? Class, were going to try and use our sequencing words to help understand the changes Sophie goes through in this story: First, Next, Then, Finally. (See example of this graphic organizer on page 4). A graphic organizer will be drawn on chart paper for the class to fill in using shared writing.

Independent Practice Students will have a literacy station later during their literacy block during which they will identify how a character changed from the beginning to the end of the story. Debrief and Wrap-up Before returning to their seats, I ask students to consider characters in their favorite stories. Do these characters go through changes? Does it make it a better story? Anticipating Students Possible Comments/Questions and Your Possible Responses What students are likely to be confused by or find difficult. I dont ever get angry, Ms. Stirbys. Have you ever seen someone else who felt angry? I dont know why the color is red when shes angry. Lets imagine you are writing your own story and drawing your own pictures. If you were drawing a picture about when you were really happy, what kind of colors would you use? What kind of colors might you use if you were really sad? What are students likely to find especially engaging? Students will enjoy the story itself because of the extremity of the characters behavior. Students will enjoy the theatrical element of chiming in during the story during the second read aloud. What aspect of this lesson might present particular managerial challenges? I will have to ensure that we do not go to a negative place when we talk about times students have felt angry particularly with a couple of students in the class who express these feeling regularly. Instead, I want to promote the cathartic aspect of this story, as well as the sense that everyone feels angry sometimes. Assessment of goals and objectives listed above Student participation in class discussion as well as co-constructing the sequence chart will be a key component of my assessment. Students will practice identifying change in characters over time during one of their literacy station activities. Accommodations Students will be encouraged to participate in acting out certain emotive words. Kinesthetic: Every emotive word they act out will be associated with a hand movement (e.g. Explode, hands with make a volcano explosion motion.) Sentence frames will be written on the board to help students relay information Students who are ready for a greater challenge will develop new vocabulary words to describe the characters feelings.

If case the material is challenging there will be a word bank of feeling words developed in a previous class for students to utilize.