Block 6: Review/Reteach - Midland High School · Lesson TEKS & Objective/Product Procedure 1 TEKS:...

Block 6: Review/Reteach

Realistic Fiction & Traditional

Literature

3/16-3/27

2 weeks (10 days)

TEKS 3.8

Week Time

Frame

Lessons Focus

1 3/16-

3/20

1-5 3.8A, 3.8B, 3.8/Fig19D, 3.8/Fig19E

2 3/23-

3/27

6-10 3.5A, 3.8A, 3.8B, 3.5/Fig 19D,

3.5/Fig19E

Lesson TEKS & Objective/Product Procedure

1

TEKS: 3.8

Obj: We will understand, make inferences,

and draw conclusions about the structure

and elements of fiction and provide evidence

from text to support our understanding.

Product: I will understand, make inferences,




Focus: Genre Structure of Realistic Fiction

Text: M.D. =Moody Day (released ’13

STAAR) Approach: Minilesson-Review

Resources/Materials:

Realistic Genre Anchor Chart

Synectic Snowball

2

TEKS: 3.8









Focus: Review realistic fiction SEs

Text: M.D. =Moody Day (released ’13

STAAR) Approach: Minilesson /Engagement Strategy



Other fiction SE anchor charts (

sequence, plot line, summarizing,

character change, inferring about

character)

3

TEKS:3.8










Text:

Approach: Minilesson /Engagement Strategy






character)

4 TEKS: 3.8










Text:

Approach:






character)

5 TEKS: 3.8









Text:

Approach:






Flex Day

Use this time to reteach SEs that students need, or

are weak in.

Flex Day

Use this time to reteach SEs that students need, or

are weak in.

Lesson TEKS & Objective/Product Procedure

6

TEKS: 3.5









Focus: Traditional Literature Review

Text: “A Tale of Two Frogs”

Approach: Review & Engagement Strategy


Traditional Literature Genre Anchor

Chart




character)

7

TEKS: 3.5














Chart




character)

8

TEKS: 3.5














Chart




character)

9 TEKS: 3.5






and draw conclusions about the structure a


Text:

Approach:


10 TEKS: 3.5







and elements from text to support


Text:

Approach:


Flex Days

Use this time to reteach SEs that

students need, or are weak in.

Lesson 1

Realistic Fiction Review/Reteach

Lesson Overview: 3.8

Text: M.D. =Moody Day (STAAR Release 2013)

Approach: IRA

BEFORE THE LESSON

1. Ensure all students have a copy of “M.D. =Moody Day” and the “Synectic Snowball”

activity. (Both are included in the handouts.)

2. Display your Genre Study: Realistic Fiction Anchor Chart from Block 1.

3. Create the STAAR Strategy Anchor Chart.

Genre Review/IRA/Minilesson

1. Using your Realistic Fiction Genre Study Anchor Chart from Block 1, review the

noticings of Realistic Fiction and remind students that they should read with these things

in mind. Good readers are always thinking about these noticings when they read this

genre. It should be the first thing they do when they come to a passage on STAAR –

identify the genre!

2. Display the passage “M.D. =Moody Day” on your Smart Board or under the document

camera AND the STAAR Strategy Anchor Chart.

3. Use the STAAR Strategy Anchor Chart and the phrases that go with the acronym to help

your students know what to do when they approach reading a passage that is test

formatted. Record these on the STAAR Strategy Anchor Chart. *You will want to display

this in your classroom for the rest of this Block.*

Start with the Title and Identify the Genre (Read Passage with Genre Noticings in

Mind)

Take Notice of Important Information (Track your Thinking)

Analyze What the Question is Asking (What is the Test Maker Wanting You to Do?)

Answer using Text Evidence (Go Back and Find Evidence to Support Your Thinking)

Recheck (Check to Make Sure You Answered All the Questions and Bubbled

Correctly) 4. Read the passage – You may choose to read and model how you want your student use the

ST of the STAAR strategy; you may also choose to group students in partners/small

groups and have them use the strategy to read; OR you may want your students to read

independently.

***You will need to establish how you want your students to identify the genre and track

their thinking. For this passage, students could write RF for realistic fiction at the top and

make brief notes about their thinking while they read. Some students will make more notes

than others; requiring every student to write the gist of every paragraph is not effective.

Allow students to choose how and when they want to make notes.***

Independent Practice: Synectic Snowball Activity:

Students participate in a Synectics activity by developing an analogy between a complex concept and a seemingly unrelated picture.

1. Place students into cooperative groups of 4.

2. Distribute the Synectic Snowball Activity, included in the handouts.

3. Ask students to circle one picture and to form a relationship in some way.

4. Students should write a “because statement” to complete their analogy.

5. When all students have completed their Synectics analogy, they should stand up and push their chairs in.

6. Students crush their paper into a “snowball.”

7. The teacher should provide clear instructions for the Snowball sharing activity.

At the teacher’s signal, students toss their snowball at a classmate.

Students pick up a random snowball and toss it.

Students pick up another random snowball and toss it.

After tossing 3 snowballs, students pick up a 4th snowball, read it, and share it with their group.

Cooperative groups select the best analogy from their 4 and share it with the class. You will want to collect these, so you can gauge students’ confidence in realistic fiction.

M.D. = A Moody Day

from the book Judy Moody, M.D.: The Doctor Is In!

by Megan McDonald

1 PLIP! Judy Moody woke up. Drip, drip, drip went rain on the

roof. Blip, blip, blip went drops on the window. Not again! It had

been raining for seven days straight. Bor-ing!

2 She, Judy Moody, was sick and tired of rain.

3 Judy put her head under the pillow. If only she was sick. Being sick was

the greatest. You got to stay home and drink pop for breakfast and eat

toast cut in special strips and watch TV in your room. You got to read

Cherry Ames, Student Nurse, mysteries all day. And you got to eat yummy

cherry cough drops. Hey! Maybe Cherry Ames was named after a cough

drop!

4 Judy took out her mom’s old Cherry Ames book and popped a cough drop

in her mouth anyway.

5 “Get up, Lazybones!” said Stink, knocking on her door.

6 “Can’t,” said Judy. “Too much rain.”

7 “What?”

8 “Never mind. Just go to school without me.”

9 “Mom, Judy’s skipping school!” Stink yelled.

10 Mom came into Judy’s room. “Judy, honey. What’s wrong?”

11 “I’m sick. Of rain,” she whispered to Mouse.

12 “Sick? What’s wrong? What hurts?” asked Mom.

13 “My head, for one thing. From all that noisy rain.”

14 “You have a headache?”

15 “Yes. And a sore throat. And a fever. And a stiff neck.”

16 “That’s from sleeping with the dictionary under your pillow,” said Stink. “To ace

your spelling test.”

17 “Is not.”

18 “Is too!”

19 “See, look. My tongue’s all red.” Judy stuck out her Cherry- Ames-

cough-drop tongue at Stink.

20 Mom felt Judy’s head. “You don’t seem to have a fever.”

21 “Faker,” said Stink.

22 “Come back in five minutes,” said Judy. “I’ll have a fever by then.”

23 “Faker, faker, faker,” said Stink.

24 If only she had measles. Or chicken pox. Or . . . MUMPS! Mumps gave you a

headache. Mumps gave you a stiff neck and a sore throat. Mumps

made your cheeks stick out like Humpty Dumpty. Judy pushed the cough

drop into her cheek and made it stick out, Humpty-Dumpty style.

25 “Mumps!” said Dr. Judy. “I think I have the mumps! For real!”

26 “Mumps!” said Stink. “No way. You got a shot for that. A no- mumps shot.

We both did. Didn’t we, Mom?”

27 “Yes,” said Mom. “Stink’s right.”

28 “Maybe one mump got through.”

29 “Sounds like somebody doesn’t want to go to school today,” said Mom.

30 “Can I? Can I stay home, Mom? I promise I’ll be sick. All day.”

31 “Let’s take your temperature,” said Mom. She took the thermometer

out of the case.

32 “Cat hair?” said Mom. “Is this cat hair on the thermometer?”

33 “She’s always making Mouse stick out her tongue and taking the cat’s

temperature,” said Stink.

34 Mom shook her head and went to wash off the thermometer. When she

came back, she took Judy’s temperature. “It’s 98.6,” said Mom. “Normal!”

35 “Faker, faker, not-sick, big fat faker,” said Stink.

36 “At least my temperature’s normal,” said Judy. “Even if my brother isn’t.”

37 “Better get dressed,” said Mom. “Don’t want to be late.”

38 “Stink? You’re a rat fink. Stink Rat-Fink Moody. That’s what I’ll call you from

now on.”

39 “Well, you’ll have to call me it at school ’cause you don’t get to stay home.”

40 Judy stuck out her cherry-red, no-mumps tongue at Stink.

41 She was down in the dumps. She had a bad case of the grumps. The no-

mumps Moody Monday blues. She, Judy Moody, felt like Mumpty

Dumpty! Mumpty Dumpty without a temperature, that is.

JUDY MOODY, M.D.: THE DOCTOR IS IN! Text copyright © 2004 Megan McDonald. Reproduced by permission

of Candlewick Press, Somerville, MA.

Synectic Snowball

Reading a realistic fiction story is most like…

(Circle the picture that completes the comparison best in your opinion)

because _____________________________________________________________________ ______________________________________________________________________________.

GO ON

Lesson 2

Minilesson: Reviewing Inferring/Inferring about Characters Realistic Fiction

Lesson Overview: 3.8B, 3.8/Fig. 19D

Text: “M.D. =Moody Day” (included in Lesson 1)

Approach: Engagement Activity

BEFORE THE LESSON

1. Ensure all students have a copy of “M.D. =Moody Day.”

2. Display your Inferring AND Understanding Characters Anchor Charts from Block 1.

3. Write the following question stems on big square pieces of butcher paper or blank chart

paper for “Toss the Question”:

Write a sentence that would best describe Judy and Stink’s relationship?

Which sentence from the story best shows that Judy is upset with her brother?

Why does Judy put her head under the pillow?

What can the reader conclude about Judy?

Why does Judy call her brother a name at the end of the story?

4. You may choose to have markers for each group to use when playing “Toss the

Question.”

Review:

Using your Inferring and Understanding Characters Anchor Charts from Block 1, review

the process of Inferring and Understanding Characters in Realistic Fiction. Briefly reteach any

concepts based on the needs of your students.

Engagement Activity: “Toss the Question”

1. Students are organized into small groups.

2. Each group will need to designate a “Thrower” and a “Catcher.”

3. Determine a “throwing” pattern. (Each group will eventually need to see each question.)

Instruct students where to throw to and who to catch from. (This should be the same each

round.)

4. Distribute a question that you wrote on chart paper/butcher paper to each group.

5. In only ONE minute, each group will work cooperatively and attempt to answer their

question. Call time when the minute is up, and tell students to STOP writing. (You really

GO ON

don’t want to give them enough time to answer the question entirely.)

6. Then, groups will crumple their question into a ball, and the “Thrower” will toss it to the

group you assigned earlier. The “Catcher” will receive the group’s new question.

7. Again, each group will have ONE minute to work cooperatively on the question; however,

they need to read what the previous group answered. If they disagree with anything, they can

mark out and change answers. They may also add to the answer.

8. After a minute has passed, groups will crumple their question into a ball, and the “Thrower”

will toss it to the group you assigned earlier. The “Catcher” will receive the group’s new

question.

9. Continue this pattern until groups receive their first original question.

10. After receiving their original question, allow groups 2-3 minutes to read all the comments

everyone in class wrote, and they must construct a definitive answer and be ready to justify

their thinking.

11. Clarify and verify all answers for understanding.

***NOTE: This strategy is excellent for helping students transfer learning to answer

questions that are different from the form in which they practiced it with the teacher.***

Independent Practice:

Students will answer the test-formatted questions with answer choices independently (included

at the end of this lesson) Since they have already had a chance to process the questions and

what they are really asking them to do, this step will be more of a bridging activity that focuses

on choosing the correct answer choice, rather than an “assessment.

***ANSWER KEY***

1. A

2. C

3. D

4. C

5. B

GO ON

M.D. =Moody Day

Inferring and Understanding Characters

1. Which sentence best describes Judy and Stink’s relationship?

A They tease each other.

B They are jealous of each other.

C They tell each other everything.

D They like to spend time together.

2. Which sentence from the story shows that Judy is upset with her brother?

A “Just go to school without me.”

B “Well, you’ll have to call me it at school ’cause you don’t get to stay

home.”

C Judy stuck out her cherry-red, no-mumps tongue at Stink.

D She was down in the dumps.

3. Why does Judy put her head under the pillow?

A She does not want to listen to her brother.

B She wants to look at her dictionary.

C She feels like she has the mumps.

D She wishes she could stay in bed.

GO ON

4. Why does Judy call her brother a name at the end of the story? A. She wants Stink to be afraid of her B. Stink tells mom that Judy took the cats temperature C. She is angry that Stink ruined her plans D. Stink wants to stay home with Judy

5. What can the reader conclude about Judy? A. She is usually dressed for school before her brother

B. She thinks it is fun to stay home from school

C. She has difficulty understanding mystery books

D. She has had the mumps before

GO ON

Lesson 3

Minilesson: Review Plot and Summarizing Realistic Fiction

Lesson Overview: 3.8A, 3.8/Fig. 19E

Text: “Mud Pies” (included)


BEFORE THE LESSON

1. Ensure all students have a copy of “Mud Pies.”

2. Display your Plot AND Summarizing Fiction Anchor Charts from Block1.

3. Make copies of the Odd One Out handout for each student.

Review:

Using your Plot and Summarizing Anchor Charts from Block 1, review the process of Plot

and Summarizing in Realistic Fiction. Briefly reteach any concepts based on the needs of your

students.

Engagement Activity: “Odd One Out”

1. Organize students into Home Groups of 4. Students number off, 1-4 within their Home

Group.

2. Give each student an Odd One Out handout.

3. With a copy of “Satisfaction Guaranteed” and their Odd One Out handout, break out into

groups in corners of the room. (All 1’s in one corner, 2’s in another corner, etc.)

4. Working cooperatively in groups, students should analyze their corner’s question using the

Word Bank.

5. Select the correct answer choice to their corner’s question and justify why it is the correct

answer.

GO ON

6. Students should return to their Home Groups and share their discussion about the question

and what answer choice he/she chose as correct. Group members may agree OR disagree

with the answer choice.

7. Teacher can clarify/verify after the discussion for each box with the entire class.

8. Now, students work with their Home Group to compare/contrast the squares and decide

which one is the “Odd One Out” and justify.

9. Clarify and verify – there is really not one square that’s an obvious outlier. Listen to

students’ justifications to get a feel for what they think about the questions.

10. Finally, have students rank the boxes. They develop their own ranking systems. They may

choose to rank them by level of difficulty, recently taught, etc.

Answer Key

1. D

2. H

3. A

4. D

GO ON

ODD ONE OUT – Plot & Summarizing Fiction

1 Paragraph 6 is mostly about—

2

A The children and their dad

taking a bike ride.

B Mom getting ready to go

shopping.

C Finding a water hose.

D Playing in mud.

3 Which event belongs in the empty box? F The children made mud pies with the pie plates and spoons they found in the kitchen. G The children went on a long bike ride with their dad. H The children got very muddy while playing outside. J The children watched their favorite movie on television.

Mom went shopping with a friend. The children played outside with their dad. The children ate lunch and spent the afternoon entertaining themselves. The whole family enjoyed playing with mud.

4 Why did the children freeze

when they heard their

mother’s voice?

A They thought she would be

upset to see them so muddy.

B They got cold while playing in

mud.

C They didn’t know where she

was.

D She told them to freeze.

What is the best summary of this story?

A Mom left the children with dad while she went shopping. Dad rode bicycles with the children. Mom came home and found dad and the children playing in the mud.

B Mom left the children with dad while she went shopping. Dad told the children a story about making mud pies with Aunt Paula. Grandmother enjoyed eating mud pies they made for her. C Mom left the children with dad while she went shopping. Dad helped the children make mud pies. Mom brought presents to the children. D Mom left the children with dad while she went shopping. The children went outside and played in the mud. When mom got home, the whole family played in the mud.

1 2

3 4

Word Bank conflict major events

resolution sequence

summary plot

mostly about influence events

character’s role in the plot

GO ON

Mud Pies 1 Last weekend one of my mom’s friends called. She invited my mom to spend the day shopping. My dad knew

Mom would love to go, so he offered to stay home with my brother and me, Mom gave Dad a giant hug and said,

“Thanks! Let me get some things together for you before I leave.” Mom wanted to make sure we had everything

we needed, so she kept giving my dad directions. My dad followed her around, assuring her that we would be fine.

2 Finally, Mom was on her way out the door. She turned around, smiled, and said, “When I come back, I want to

find the children just like I’m leaving them.”

3 Dad hugged her and said, “Quit worrying. We will be fine!” Mom left to go shopping and promised to return

with a surprise for each of us.

4 Since it was a warm summer day, we quickly ran outside with Dad right behind us. We wrestled with him in

the grass for a while. Then we got on our bicycles and took a long bike ride down our country road. We

talked about the things we saw along the way. I could tell it was going to be a day to remember!

5 When we arrived back at the house, we ate lunch. Dad told us a story whole we were eating our sandwiches.

He told us about how he and Aunt Paula made mud pies when they were little. He said they used pebbles,

grass, acorns, and other small objects they found in their yard to make the mud pies. Then they took the pies

to my grandmother for her to eat. Dad said she always put them up to eat later. I asked if she really ate the

mud pies. Dad said he never actually saw her take a bite, but the next morning the pie plates were always

empty.

6 After lunch Dad said he has some things to do outside. He told us to entertain ourselves for a little while. We

kept thinking about the mud pie story. My brother and I went into the kitchen and found two pie plates and

some spoons. We took them outside. Next, we stretched the water hose over to some dirt where we had been

playing. We turned the water on as high as it would go. When I pointed the water hose toward the dirt, mud

sprayed all over my brother’s face. We both laughed. Then he took the water hose and did the same to me.

Brown mud was flying everywhere. We threw mud at one another and rubbed mud in each other’s hair and

all over our clothes. My brother and I were having so much fun! Then we heard my Mom say, “What’s

happening here?”

7 Both of us froze. We looked around and saw Dad coming toward our mud hole. We didn’t know what to do

or say. My brother and I wondered if we would get in trouble for the big mess we had created. Mom looked

at Dad and said, “I told you I wanted to find the children just like I left them.”

8 Dad said, “Well, you left them smiling, and they are still smiling.” We all started laughing! Mom picked up a

handful of mud and threw it at Dad. Then Mom got a panicked look on her face. She saw Dad pick up a

handful of mud. Dad calmly said, “Don’t worry, you’ll be fine.”

9 We never got around to making our own mud pies that day. However, I know we had as much fun playing

with mud as my dad and Aunt Paula did when they were kids.

GO ON

Lesson 6

Genre Review: Traditional Literature

Lesson Overview: 3.5

Text: “A Tale of Two Frogs” (included)

Approach: Minilesson

BEFORE THE LESSON

1. Ensure all students have a copy of “A Tale of Two Frogs” and the “Consensogram” activity. (Both are

included in the handouts.)

2. Display your Genre Study: Traditional Literature Anchor Chart from Block 1.

3. Make sure the STAAR Strategy Anchor Chart is visible to your students.

Minilesson:

1. Consensogram Activity: Have students record where they are in their understanding of traditional

literature BEFORE you review the Genre of Traditional Literature. ***You may want to collect this

consensogram because students will record their understanding of traditional literature AFTER of lesson

6***

2. Using your Traditional Literature Genre Study Anchor Chart from Block 1 review the noticings of

Traditional Literature and remind students that they should read with these things in mind. Good readers

are always thinking about these noticings when they read this genre. It should be the first thing they do

when they come to a passage on STAAR – identify the genre!

3. Display the passage “A Tale of Two Frogs” on your Smart Board or under the document camera AND

the STAAR Strategy Anchor Chart.

4. Use the STAAR Strategy Anchor Chart and the phrases that go with the acronym to help your students

know what to do when they approach reading a passage that is test formatted. Record these on the

STAAR Strategy Anchor Chart. *You will want to display this in your classroom for the rest of this

Block.*

Start with the Title and Identify the Genre (Read Passage with Genre Noticings in Mind)

Take Notice of Important Information (Track your Thinking)

Analyze What the Question is Asking (What is the Test Maker Wanting You to Do?)

Answer using Text Evidence (Go Back and Find Evidence to Support Your Thinking)

Recheck (Check to Make Sure You Answered All the Questions and Bubbled Correctly)

5. Read the passage – You may choose to read and model how you want your student use the ST of the

STAAR strategy; you may also choose to group students in partners/small groups and have them use the

strategy to read; OR you may want your students to read independently.

GO ON

***You will need to establish how you want your students to identify the genre and track their thinking.

For this passage, students could write TL for traditional at the top and make brief notes about their

thinking while they read. Some students will make more notes than others; requiring every student to

write the gist of every paragraph is not effective. Allow students to choose how and when they want to

make notes.***

Independent Practice: Students will read “A Tale of Two Frogs” using the STAAR strategy.

GO ON

A Tale of Two Frogs A Japanese Folk Tale

1 Once upon a time, two frogs lived in Japan. One frog, named Momoka, lived near

the city of Osaka. She enjoyed watching the cool waves wash up against the

shore. From the ditch where she lived, she could see her city’s tall buildings. Still,

Momoka wondered what else she might see in the world.

2 The other frog lived many miles away. This frog, named Kai, lived near the city of

Kyoto near a little stream. He liked to watch the fish swimming by on lazy

afternoons. When he looked up, he could see his city’s tall buildings. Still, just

like Momoka, Kai always wondered what else he might see in his country.

3 One morning, the birds chirped a happy song. The sun cast shadows through the

magnolia leaves. On that beautiful morning, both Momoka and Kai had the same

idea at the same time. Each frog decided to travel to another city. Each frog

wanted to see something new.

4 Momoka set out from Osaka to see Kyoto. Along the way, she found many

interesting things. She saw a peddler selling flags and watched the patterned

fabric blowing in the ocean breeze. She passed a store that sold bicycles and

admired all the colorful, painted machines. She continued along and soon heard

the bells clanging from a nearby town’s tower. Oh, what interesting sights and

sounds! she thought.

5 At the same time, Kai set out from Kyoto to Osaka. He also saw many interesting

things. He saw a crystal-blue lake and swaying, deep green grass. He hopped

through an old train tunnel. When Kai was hungry from all the hopping, he

stopped for some fresh fish.

6 Momoka and Kai traveled the same road that stretched between the two cities,

Osaka and Kyoto. So it happened that they met high on a mountain, midway

between the two cities.

7 Momoka and Kai looked at each other for a few moments without speaking. Then

Kai explained he had come a long way to see Osaka. Surprised, Momoka

explained that she had come a long way to see Kyoto. The two frogs decided to

rest together and talk about their home cities. As they talked, they heard the

GO ON

tweets and chirps of a skylark.

8 ”I hear those same birds in Osaka,” said Momoka.

9 ”I hear them Kyoto, too!” said Kai.

10 The two frogs hopped to a nearby pond to drink the water, where they saw a

lotus flower blooming atop the water.

11 ”We have lotus flowers in Osaka,” said Momoka.

12 ”We have the same flowers in Kyoto!” answered Kai.

13 ”I wish we were taller,” said Momoka. “Then we could see both towns without

traveling any farther.”

14 ”I have an idea,” said Kai. “Let’s stand up on our hind legs. If we hold onto each

other, maybe we can stretch just enough to see each other’s town.”

15 Momoka quickly agreed to Kai’s plan. The two frogs stood back to back and held

on to each other. Then they stretched as tall as their legs would let them, their

noses pointing straight up.

16 ”How very disappointing!” exclaimed Momoka after a few seconds. “Your Kyoto

looks exactly like my Osaka!”

17 ”Yes, very disappointing. Your Osaka looks exactly like my Kyoto,” Kai sighed.

18 Disappointed, the two frogs agreed that their long road trips had been a waste of

time. The foolish frogs never realized that with their noses pointing up, their eyes

looked behind them.

19 The two frogs bowed a sad farewell to one another. They returned home no

wiser, thinking that there wasn’t much to see in the world after all.

Consensogram

At this exact moment in time...

How confident are you in TRULY understanding the structure and elements of traditional literature.

Lacking Confidence but

Willing to Learn!

Somewhat Confident Completely Confident

Before

After

GO ON

Lesson 7

Minilesson: Reviewing Inferring in Traditional Literature

Lesson Overview: 3.5/Fig. 19D

Text: “A Tale of Two Frogs” (included in Lesson 6)


BEFORE THE LESSON

1. Ensure all students have a copy of “A Tale of Two Frogs.”

2. Display your Understanding Characters, Inferring in Traditional Literature, AND Theme from

Block 1.

Review:

Using your Understanding Characters, Inferring in Traditional Literature, AND Theme from Block

1, review the process of Inferring, Understanding Characters, and Theme in Traditional Literature. Briefly

reteach any concepts based on the needs of your students.

Engagement Activity: “Four Corners”

1. Assign each corner of the room a candy, drink, or vacation spot.

2. Ask students to select a corner to “go on vacation” or their favorite corner.

3. Once students are in their chosen corner, they form a partnership with someone who is there also.

4. Teacher gives a question related to TEKS content, rigor, and specificity to each corner.

5. Students work with their partner to answer and justify their response and transfer information to their

journals/notes.

6. Students come back together as a whole group. Each corner shares their question and their response

7. Teacher clarifies/verifies after each group.

GO ON

Questions for 4 Corners:

3.5A What genre characteristic is presented to help the reader know this is an example of traditional

literature?

3.8B/Fig19D Explain why Momoka is surprised when Kai says he has “come a long way to see Osaka.”

3.8B/Fig19D Why do both frogs decide to travel to another city?

Fig19D The author most likely includes the following sentences to show that the two frogs probably-


Students will answer the test-formatted questions with answer choices independently (included).

Answer Key

1.A

2.D

3.B

4.B

As they talked, they heard the tweets and

chirps of a skylark. “I hear those same

birds in Osaka, “said Momoka. “I hear

them in Kyoto, too! “said Kai.

GO ON

A Tale of Two Frogs

A Japanese Folk Tale

1. Read the following sentences from paragraphs 7-9 of the story.

The author most likely includes this information to show that the two frogs probably-

A live in similar places

B miss their homes very much

C know how to listen carefully

D think about the same things

2. Why do both Momoka and Kai decide to travel to another city?

A They want to meet each other.

B They want to see tall buildings.

C They do not like their own cities.

D They want to see something new.

3. Which sentence best explains why Momoka is surprised when Kai says he has “come a long way to see Osaka”?

A She also plans to travel to Osaka on her trip.

B She does not think that Osaka is very interesting.

C She is also traveling a long way to see a different city.

D She does not expect to see any other frogs on the road.

4. Which words in the first paragraph show that “A Tale of Two Frogs” is a folk tale?

A ------her city’s tall buildings

B Once upon a time

C ….two frogs lived in Japan.

D …what else she might see in the world.

As they talked, they heard the tweets and

chirps of a skylark.

“I hear those same birds in Osaka, “said

Momoka.

“I hear them in Kyoto, too! “Said Kai.

GO ON

Lesson 8

Minilesson: Review Sensory Language, Plot and Summarizing in Traditional Literature

Lesson Overview: 3.10A, 3.5/Fig. 19E

Text: “A Tale of Two Frogs” (included in Lesson 6)


BEFORE THE LESSON

1. Ensure all students have a copy of “A Tale of Two Frogs.”

2. Display your Plot AND Summarizing Fiction Anchor Charts from Block 1, Lessons.

Review:

Using your Plot and Summarizing Anchor Charts from Block 1, review the process of Plot and

Summarizing in fiction. Briefly reteach any concepts based on the needs of your students.

Engagement Activity: “Mystery Envelope”

1. Make sure students have their “Tale of Two Frogs” story, and pass out the mystery envelopes, 1 to

each group. Tell students they have 2 minutes to work together to decide on an answer to their

question and write it down.

2. Teacher will need to walk around and monitor and facilitate as needed while students work. Pass

envelopes when time is up until each group as had all 4 envelopes.

3. When all envelopes have been completed by every group, come together to discuss their thinking

and answers. You may wish to put the story “A Tale of Two Frogs” under the document camera to

model locating text evidence and show student thinking with a highlighter or colored pencil.

4. You may choose to discuss which answer choices are Worst, Distractors, and Close for each

question with the students.


Students will answer the test-formatted questions with answer choices independently (included in the

handouts).

***Also, have students complete the second row of the Consensogram from Lesson 6.***

Answer Key: D, B, B, A

GO ON

“A Tale of Two Frogs” Questions

1. Why do Momoka and Kai say their road trips have been a “waste of

time”?

A They both became very bored on their road trip.

B They have not enjoyed traveling with one another.

C They have already helped each other see a new city.

D They both believe that Osaka and Kyoto look just the same.

2. Which sentence from the story includes a word or a phrase that

appeals to the reader’s sense of hearing?

A “We have lotus flowers in Osaka, “said Momoka.

B As they talked, they heard the tweets and chirps of a skylark.

C From the ditch where she lived, she could see her city’s tall

buildings.

D She passed a store that sold bicycles and admired all the colorful,

painted machines.

3. Momoka and Kai never see the other frog’s city because each one-

A becomes too tired to go on

B looks in the wrong direction

C chooses a different city to visit

D misses his or her city too much

4. What is the best summary of the story?

A Two frogs each decide that they would like to see other parts of the

world. They both set out to travel to another city. The two meet on

their journey on a mountain. After sharing a couple of derails about

their cities, they decide they look very similar. The two decide to help

each other stand and look from a distance at the city. The frogs don’t

realize that when they look, they’re actually looking at their own city.

GO ON

B Two frogs become bored with their own cities. They each decide to

travel the world to explore other cities. They meet each other on a

mountain. They hear the same birds, and see the same flowers.

C Two frogs don’t like their homes. They both choose to travel to find

a new one. They meet each other on a mountain. After sharing about

their homes, and finding that they are similar, they frogs trade places.

D Once upon a time, two Japanese frogs wished they could live

somewhere else. They find a chirping bird who tells them to make a

wish on a lotus flower. Both frogs make a wish, but it doesn’t work and

they have to go back to their original home.

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