Grade Level Content Expectations (GLCE) Genre...

English Language ArtsGrade Level Content Expectations (GLCE)

Genre Units

' Macomb Intermediate School District44001 Garfield Road

Clinton Township, MI 48038Phone (586) 228-3300

FAX (586) 286-2809

Grade ThreeUnit #1

Macomb Collaborative: Thematic Units to Teach Michigan’s ELA GLCE Grade 3 Lesson Plans

MC3 #1 Teaching Plan 2 © Macomb Intermediate School District 2006

Macomb Intermediate School District

44001Garfield Road Clinton Township, MI 48038-1100

586.228.3300 www.misd.net

Included on this CD are English Language Arts Grade Level Content Expectations Units Grades 2 – 5 from the Macomb Intermediate School District Collaborative. These units are designed to:

• Interest students • Involve all the language arts • Improve instruction • Implement Grade Level Content Expectations (GLCEs) • Increase test scores

These instructional units were created by:

Barbara Reed Nelson and Dr. Elaine Weber

and the teachers in the Macomb Collaborative:

Diane Berg 2nd Independent Consultant Sharon Charnesky 2nd Fraser Public Schools Barb Churray 2nd Utica Community Schools Kathy Ming 2nd Utica Community Schools Durga Miranda 2nd Fitzgerald Public Schools Clare Baxter 3rd Roseville Community Schools Sue Francek 3rd Roseville Community Schools Linda Pelloni 3rd Lakeview Public Schools Diana Ronayne 3rd Mount Clemens Community Schools

Mary Dombro 4th Anchor Bay School District Renee Fiema 4th L’Anse Creuse Public Schools Katie Fowkes 4th Troy School District Sandy Hudkins 4th Van Dyke Public Schools Kimberly Lockhart 4th South Lake Schools Marcia Powell 4th Van Dyke Public Schools Dave Figurski 5th Warren Consolidated Schools Debbie Parrish 5th Fraser Public Schools Jackie Rybinski 5th Warren Consolidated Schools Cathy Walle 5th Independent Consultant

A special thank you to Dr. Gayle Green for her support of this project.

http://www.misd.net/



MISSION Macomb Intermediate School District:

Service, Support and Leadership

VISION We are the Macomb Intermediate School District. We provide quality service to special education and general education students, instructional and technical support to school staff, and cutting-edge educational leadership in Macomb County. We are committed to all the students of Macomb County. To serve them well, we are resolute in involving parents, school personnel, and the community at large, including business, government, and civic organizations as active partners in planning, delivering and evaluating our services. We work directly with individuals with disabilities who reside in Macomb County School Districts. We serve students of all ages, from newborns to adults, meeting their unique learning needs and supporting their families all along the way. Within the twenty-one local districts and public charter schools, we focus our efforts on building capacity with school staff. Through quality training and instructional support, we increase their knowledge, skills and abilities, so all students receive a rigorous and effective educational experience. We promote all aspects of the educational process through our development and support of technology. We provide training in the use of essential technology tools that enhance curricular, instructional and administrative services in our schools and, as a result, opportunities are expanded for all. We work collaboratively with colleges and universities and are leaders in state and national programs. We anticipate needs and opportunities, all with the single purpose of identifying, developing and implementing programs and practices that, through education, improve the quality of life in Macomb County.

Macomb Intermediate School District Board of Education

John A. Bozymowski, President

Max D. McCullough, Vice President Charles C. Milonas, D.D.S., Treasurer

Theresa J. Genest, Secretary Edward V. Farley, Trustee

Michael R. DeVault, Superintendent

It is the policy of the MISD that no person, on the basis of race, creed, color, religion, national origin or ancestry, age, sex, height, weight, marital status, or disability shall be discriminated against, excluded from participation in, denied the benefits of, or otherwise subjected to discrimination in any program or activity for which it is responsible.



Macomb Intermediate School District

44001Garfield Road Clinton Township, MI 48038-1100

586.228.3300 www.misd.net

These English Language Arts instructional units were created by:

Barbara Reed Nelson and Dr. Elaine Weber and

the teachers in the Macomb Collaborative:

Clare Baxter 3rd Roseville Community Schools Sue Francek 3rd Roseville Community Schools

Linda Pelloni 3rd Lakeview Public Schools Diana Ronayne 3rd Mount Clemens Community Schools

http://www.misd.net/



Unit #1 Introduction

The lesson plans that follow for the unit selections on advocacy: taking care of our world are designed to be a framework for discussing the selection and will help teachers model for students how to think about, discuss, and respond to literature. Students will also be taught strategies that will improve their word study abilities, fluency, reading comprehension, and writing skills. By using these word study and comprehension strategies, models, and discussion questions, teachers will be teaching to the Michigan English Language Arts Standards, the new Grade Level Expectations (June, 2004) and helping students prepare for success on the ELA MEAP and the No Child Left Behind tests. The coding in the left hand column on each page makes reference to the June 2004 version of the ELA 3rd Grade Level Content Expectations (GLCE’s) on which the new MEAP/NCLB tests will be based. The “C” indicates “CORE” meaning a MEAP-assessable GLCE. The best reason to use these methods, models, and materials is that doing so will facilitate students’ delving more deeply into text. It will make text more interesting and challenging to students, as well as, improve their skills and strategies. As teachers we often assume that if students have read or listened carefully to a story or book they would be able to write effective and complete answers to questions. This is simply not the case. Students need to be explicitly taught through a TO (teacher models), WITH (students work with teachers), and BY (students work independently) method. So what does this mean for discussing, teaching and assessing the selections about advocacy: taking care of our world in this unit? These plans can be used to set up discussion about and learning from the books toward a deeper understanding of the issues and content of each book and of narrative and expository text and author’s craft. If students are guided through these books, they will be more ready to have effective discussions and to answer similar questions on other books. The selections included in this unit are: Just a Dream, Chris Van Allsburg, 1990, Houghton Mifflin (Realistic Fiction/Modern Fable) (T) The Wartville Wizard, Don Madden, 1986, Aladdin (Modern Fable) (S) or (T) (See Appendix for Story Theater.) Garbage and Recycling, Rosie Harlow, Sally Morgan, 2001, Houghton Mifflin, (Informational) (S) “Are Plastic Bags Harming the Environment?” Sara Ives, April 5, 2004, National Geographic Kids News (Informational/Magazine Article) (S) or (T) (See Appendix.) “We Are Plooters” from It’s Raining Pigs and Noodles by Jack Prelutsky (Poetry) (S) “The Street Cleaner’s Lament” from Sky Scrape/City Scape by Jane Yolen (Poetry) (S) “Peckin’” from Where the Sidewalk Ends, by Shel Silverstein (Poetry) (S) “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” from Where the Sidewalk Ends by Shel Silverstein (Poetry) (S) (See Appendix.) Miss Rumphius, Barbara Cooney, 1985, Penguin (Realistic Fiction) (T) T = One copy needed for Teacher Read Aloud S = Provide a copy for each student



Students also need to be explicitly taught comprehension strategies. Therefore, the plans for the selections in this unit also make use of Strategies That Work from the book of the same name by Stephanie Harvey and Anne Goudvis (2000). These strategies were compiled in a ground-breaking article in 1992 by David Pearson, Laura Roehler, Jan Dole, and Gerry Duffy – “Developing Expertise in Reading Comprehension: What Should Be Taught and How It Should Be Taught.” This article points out that teachers should show and model what proficient readers do and teach students how to use these strategies explicitly in literature-rich learning communities where peers and teachers discuss and collaborate. The list of strategies include: making connections (activating prior knowledge) asking questions determining importance inferring synthesizing visualizing repairing comprehension A critical literacy skill developed through the lessons in each genre unit, is fluent oral reading. Many activities are included which help teachers and students become increasingly more proficient in oral reading for an audience. The inclusion of the reader’s theater, choral reading and paired reading are intentional; it is expected that time will be spent practicing and perfecting oral reading skills. Students need opportunities to read text like the author intended it to be read. They should be taught to pay close attention to punctuation, dialogue, sentence rhythm, etc. so they can read with proper intonation, pace, and emphasis. Students should also hear oral reading only when it has been practiced and reflects the author’s message. For all of these reasons, teachers and students should practice reading any text before reading to an audience. Cold reads for either students or teachers are not appropriate. These plans were written by a group of grade level educators who all know that as teachers we take lesson plans like these and add our own special touches to make them better, and better suited to our students. The reading selections and writing assignments were chosen by grade level educators for their appeal to students’ interests. (R.AT.03.01, R.AT.03.02, W.WA.03.01) The times given are suggestions, as is everything else in these lesson plans.

Permission is granted only to teachers in the district purchasing these documents to reproduce pages from this teaching plan and appendix for classroom use.



Day 1

Writing (25 minutes)

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Introduce this unit by telling students that together you will be talking, reading and writing about taking care of our world. Another word for this is advocacy. Advocacy means standing up for or being in support of something, like taking care of our environment. Brainstorm with students how we might take care of our environment. Ask them how we might take care of our world and our environment. Possible replies might include: • We could try to get people to stop polluting. • We could get people to recycle. • We could let people know how the world is getting polluted. • We could work to clean up our neighborhoods. • Etc. As students share their ideas about taking care of our world, record their ideas so that students will be able to use the ideas in their writing. Tell students that they are going to write about ways we all can take care of our world – ways we can stand up for our world and keep it clean and protected. Use the following prompt (See Appendix # 1.): Write about taking care of our world. Do one of the following:

Tell what you could do or have done to take care of our world.

OR

Describe what a person you know has done to take care of the environment.

OR

Persuade your readers that everyone should take care of our world.

You may use examples from real life, from what you have read or watched, or from your imagination. Your writing will be read by adults.



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Use the paper provided for notes, freewriting, outlining, clustering, or writing your rough draft. If you need to make a correction, cross out the error and write the correction above or next to it. You should give careful thought to revision (rethinking ideas) and proofreading (correcting spelling, capitalization, and punctuation). Use the checklist to help improve your writing. (Optional: You may use a dictionary, thesaurus, spelling book and/or grammar book.) Remind students that when we write we go through steps known as the writing process: Brainstorming (What we have just been doing)

Brainstorming is thinking and talking about the topic or theme of the writing and relating it to your own personal life. Brainstorming is asking questions like: “What could I write about taking care of our world? What interesting details can I choose to tell about taking care of our world? How should I organize my writing (list, web, etc)?

Drafting Drafting is getting ideas down on paper, trying to organize as the writer is drafting. Drafting is asking questions like: “How will I start my writing to get my reader to want to read it? What details, examples, anecdote (a story from your life), and/or explanations should I write to show my reader about taking care of our world? How shall I end my writing?”

Revising The real work of writing occurs when the writer makes sure that the writing has everything it should have, that it will appeal to the reader (audience) and tell or prove what it is supposed to do (accomplish the purpose). Revising is asking questions like: “Will my reader (audience) know what my point (purpose) is? Is my point or central idea clear and connected to the theme or topic? Have I given important and relevant details, examples, and/or anecdotes to support my point? Is my writing well organized with a beginning that makes my audience want to read on, a middle that makes and supports my point, and an end that satisfies my audience? Have I used interesting words and a variety of sentence lengths and types to interest my reader?”



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Proofreading and Editing Proofreading and editing are making sure that the audience can read and understand the words and the point. Proofreading and editing involve asking questions like: “Have I checked and corrected my spelling, punctuation, and capitalization to help my audience understand what I have written? Have I read my work to a friend or myself to make sure it sounds good? Have I looked my writing over to make sure that it’s neat, and it invites my audience to read it?”

Publishing

Publishing is putting writing in its final form for an audience. Publishing involves asking: “Is my final copy just the way I want my audience to see it?”

As you guide students through each step of the writing process, remind them of the steps and the questions to ask. If time permits in this session and students have had enough brainstorming time, have students begin their drafts. Go over the writing prompt and either of the rubrics (See Appendix #4a or b.) emphasizing the introduction and emphasizing that after brainstorming, students should choose one part of the prompt to write to. Encourage students to make notes on the prompt page and circle or underline the part of the prompt they have chosen to write about. Students will continue drafting during writing time. They may use a dictionary, thesaurus, spelling book and/or grammar book.

Writing

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Have students continue drafting their “taking care of our world” writing. Circulate to encourage and assess students’ work as they draft.



Day 2

Reading (25 minutes)

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Give students the opportunity to peer-edit their “taking care of our world” papers with a partner. Set this activity up by briefly modeling with a student a procedure for peer-editing: Each partner will read aloud his/her draft to the other who will listen carefully thinking of the following questions (See Appendix #3.):

Peer Editing Questions Is the central idea or point of the writing clear? Is the central idea or point supported by important and relevant details,

examples, and/or anecdotes (a story from my life)? Does the writing begin with an interesting and engaging lead, continue

with a middle that supports and develops the point, and finish with an end that summarizes the point?

Is the writing interesting with engaging words and different sentence lengths and types?

What do I, as the listener, think is good about the writing? Do I have questions and/or suggestions for the writer?

Have the student read aloud his/her draft, then model posing the above questions and answering them with the student. Then tell students that the other student will read his/her writing aloud and the process will repeat. Give students the opportunity to peer-edit in partners for the remainder of the time. Tell them they will have more time in the next session.


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Students who have successfully finished peer-editing, should make revision changes to drafts and begin editing and proofreading. Have students use the Checklist: Review of Writing (See Appendix #2.): Checklist for Revision • Did I stay focused on the topic in my writing? • Do my details/examples support my topic? • Do I need to take out details/examples that DO NOT support my topic? • Did I use a variety of interesting words, phrases, and/or sentences? Checklist for Publishing • Have I checked and corrected my spelling to help readers understand my

writing? • Have I checked and corrected my punctuation and capitalization to help

my readers understand my writing?



Day 3


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Introduce the rest of the unit by saying something like, “You have just talked and written about becoming an advocate. Now you will be listening and reading stories, a modern fable, poems, and informational selections all about advocacy. Each of these selections will have a theme that teaches a lesson or lessons. It will be important as we listen and read to think about the lesson(s) we can learn about advocacy from each selection. We will ask ourselves, as we read and listen, ‘What lesson or lessons is the author trying to teach us about becoming an advocate for our world?’ The first story you will be listening to is Just a Dream by Chris Van Allsburg. As I read the book aloud listen to find out how a boy named Walter realized the importance of taking care of his world and how his ways of the past could lead to an uncomfortable future.” Read the book aloud once. Briefly discuss what happened in sequence. As time permits, you could briefly identify the elements of the story (Use Appendix #5 if you wish): • Characters: Walter, Rose, dream character: Rose’s great grandson • Setting: A few days before Walter’s birthday and futuristic times.

• Problem: Walter’s indifference to the role he should play in keeping the

world clean • Events:

- Walter displays his disregard for the environment. - Walter watches a show about the future and wishes to be there. - Walter goes to sleep and dreams about a future environment that

makes him unhappy and uncomfortable. - He awakens from his dreams transformed. He becomes an advocate

for environmental concerns.

• Resolution: The transformed Walter advocates for his world. He picks up litter, he sorts trash, and plants his favorite birthday gift - a tree. A quick revisit to the future assures Walter his efforts toward the environment lead to a pleasant outcome.



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Tell students you will read the book again. This time they are to listen for the message of the story. What lesson is Chris Van Allsburg trying to teach? Why did he write it? • Theme/Lesson(s):

- Litter and neglect affect the world in many ways. - People can change their mind about what’s important to them. - Sometimes it takes experiencing something to come to a realization of

what it should be. - Everyone must do their part to advocate for a clean world

Spend time discussing and recording what students have learned about advocacy from Just a Dream. Use the above ideas as guidelines.

Speaking (10 minutes)

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Have a group discussion using the following question: What do we know so far about advocacy?



Day 4


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Chris Van Allsburg teaches many lessons about advocating for our world in Just a Dream. Lead the students through a Think Aloud (See Appendix #6.) with the following conversation: “Let’s go back and think aloud to notice how this author sets the stage for advocating for our world. First, you notice how he uses his illustrations to over emphasize the environmental problems by enlarging them. For example, on the first page of the story the crumpled empty bag lays in the forefront of the picture and it’s almost the size of Walter. As we continue through the book let’s see if we can find further examples of exaggeration.” “Even though Walter came from a family who did recycle, we wonder why he couldn’t be bothered. Walter was mostly concerned about making his life easier. He was looking forward to a future where robots would do things for him. He went to bed wishing he was in the future. That night his dreams allowed the experience to happen. Walter was frightened by what he saw. His street became a trash dump, all the trees were being cut down for toothpicks and he couldn’t see the Grand Canyon for the smog. I wonder how all these events played a role in changing Walter’s thinking?” Continue by saying, “At the end of the story, Walter returned to the future - this time a different kind of future - a peaceful world that he had been a part of creating. Van Allsburg teaches another lesson here: That advocating for our world in the present means we are advocating for our world in the future.” At this point help the students make correlations between events from the beginning of the story to the end. Keep in mind the themes or lessons learned, from the previous day. Throughout the think aloud point out to students the following writer’s craft tools used by Chris Van Allsburg to create the reader’s interest and establish meaning:

• Illustrations • Descriptive Language (making it easy for the reader to visualize) • Inferring • Story revisits the beginning to show change at the end • … Ellipsis is used by an author to show movement through time

Speaking

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Tell students that Just a Dream is a kind of story called realistic fiction. Use the following information about realistic fiction. (See Appendix #7a.) Also introduce students to the Realistic Fiction Student Bookmark. (See Appendix #7b.) Model the use of the bookmark with this selection, and tell students that they should refer to and fill in the bookmark as they encounter other examples



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of this genre.

Genre: Realistic Fiction Realistic fiction is not a true story but it has to be believable or to seem possible. Realistic Fiction Definition:

• A story that attempts to portray characters and events as they actually are (from Harris, et al. The Literacy Dictionary, IRA, 1995)

• Realistic fiction includes “…stories that could happen in the real

world, in a time and setting that is possible, with characters that are true to life.” (Kathleen Buss and Lee Karnowski. Reading and Writing Literary Genres, IRA, 2000)

Purpose:

• To entertain • To involve the reader in the lives of people who seem to be real and

are in real life situations Form and Features:

• The beginning introduces characters in a setting, conflict, problem or goal.

• The middle of realistic fiction develops the plot including the story’s

events, the characters’ reactions to these events, and the roadblocks the characters encounter.

• Realistic fiction ends with a resolution to the conflict or problem or a

conclusion.

• Plot: The main character’s problem makes up the plot and is the source of the conflict.

• Characters in realistic fiction are fictional, but they behave in realistic

ways. • The story takes place in the present time in a recognizable place.

• Places, events and characters are often vividly described.



• The characters’ words or dialogue show their personalities. Ask students in what ways does Just A Dream fit the definition of realistic fiction. You might include the following in your discussion: • Just A Dream, even though much of it is a dream, is believable with a

believable main character and believable events. • It is told like a story with characters in a setting, a problem, events and a

solution. • The main character acts in believable ways. • It seems like it could be happening in our time in our area. • The main character’s dream is vividly described and illustrated. • The character thinks to himself; so, we know what he is feeling.



Day 5


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Introduce the next story by saying something like, “The next book we will share is The Wartville Wizard by Don Madden. Here is another story where the author is trying to teach us a lesson. As I read this book aloud, listen not only to find out what happens, but also what lesson we might learn.” Read the story aloud. Discuss what happened in the story and emphasize what lessons might be learned. What lesson is the author trying to teach? Why do you think Don Madden wrote this story? As time permits identify elements of story (Use Appendix #5, if you wish.): • Characters: Wartville Wizard, Barbette Swartley, Harvey Bender,

Fullerton K. Hardboard, Mabel Botts, Melvin Splint, Jimmy Van Slammer, citizens of Wartville.

• Setting: The town of Wartville.

• Problem: Everyone in town is littering.

• Events: An old man tries to keep the countryside clean and picks up

trash everyday. After a while he becomes frustrated with this job. He is tired of picking up after the people of Wartville. He acquires “the power over trash” and is able to send the trash back to where it came from. The trash sticks to the people in town who have littered. The people cannot remove the trash and are uncomfortable and angry with the wizard. The townspeople and the wizard come to a solution they can all live with.

• Resolution: The people agree to stop littering the town.

• Theme/Lesson: Everybody needs to be responsible about taking care of

our environment. Word Study Suggestion Word Play Ask the students to think about the names that the author chose for the characters in the story. Say something like: “What do you think of the name Wartville? Does it sound like someplace you would like to live? Why? Do you think the author was trying to tell us something by choosing Wartville for the name of his town?”



There are many examples in this story where the author has played with words to make the story more humorous. Ask the students to think about the names of the characters (Doctor – Melvin Splint). Discuss the significance of the names. Read the story Trash by Joy Cowley. Find the examples of word play (“Trash is a pain in the neck,” said the giraffe.) Have students think of additional animal examples. Write them on chart paper. It seems to be easier to think of an animal first (skunk). Then think of what is unique about the animal or what it does (smell). This will help them come up with lots of examples. “Trash stinks,” said the skunk. As time permits students could make their own Trash books. This would also be a good review of quotation marks.


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Use a Venn Diagram to compare the two stories Just a Dream and The Wartville Wizard. (Refer to Venn Diagram Samples in Appendix #8 a-b.) • Tell the students you will be comparing the two stories you have read to

find out how they are alike and different. • Model and guide students through the Venn Diagram. Complete

together using chart paper or the overhead. Discuss and emphasize the similarities in theme/lesson/author’s purpose.

• Ask the students to compare the type of literature. You might say

something like this: “Yesterday, we decided that Just a Dream was realistic fiction. What do you think about The Wartville Wizard? Is that also realistic fiction?” Review Realistic Fiction from Day 4. Have students support their answers with examples from the text. Guide the students to discover that although some parts of The Wartville Wizard seem like they could happen, it also has some fantastical parts (the wizard’s power over trash, the garbage sticking). Explain The Wartville Wizard is fantasy.



Day 6


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Have students read The Wartville Wizard by Don Madden in partners. Partner groups may be teacher selected or student choice. Keep in mind supporting the less able readers so all can enjoy the story and partake fully in related activities. Following the reading, explain to students they will be preparing for a story theater presentation to be given on Day 7. Tell them story theater reading is when a narrator reads the book while others take on the role of the characters and pantomime their actions. Some characters may have a few lines to say. A few of the lines may be read chorally. Sometimes props or costumes can be used. Students could make or bring some of these in. Double faced tape could be used to hold the trash items onto the characters. Here is a suggested format for developing a story theatre presentation in your classroom. Modify the character list to suit the number of students in your room. Characters/Actions: (See Appendix #9a.) • Narrators(s) (Since this is a major portion of the reading, several can be

selected.) • Old Man (has actions throughout the whole story) • Flowers (dancing in the sunlight) • Trees (waving in the breeze) • Barbette Swartley (speaking lines and a Cruncho Snuggles Wrapper

attached) • Harvey Bender (beverage can attached and has speaking part) • Mr. Fullerton K. Hardboard (has speaking parts and a cigar attached to

his elbow) • Mrs. Mabel Botts (garbage bag stuck to her rear and yells, “BOO!”) • Dr. Melvin Splint (has speaking parts and gum wrappers attached to his

ears) • Lady in a tent • Friend (wearing a quilted plastic garbage bag) • A sofa slip cover (person) • Librarian • A sleeping bag (person) • Large beach umbrella (person) • Jimmy VanSlammer (covered in trash and has speaking parts) • Sheriff (has speaking lines) • Johnny jump-ups (lifting their heads proudly)



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• Wild Geraniums (beaming) • Additional crowd characters for Doctor’s Office and Town Meetings

(various trash attached to each character) Suggested Props (See Appendix 9b.) • Character Signs (Each character could wear a sign telling who they are) • Trash littered around staging area • Large bag (full of trash) • Garbage can • Cruncho Snuggles wrapper • Beverage can • Cigar butts • Grocery bag (full of trash) • Gum wrappers • Tent • Plastic garment bag • Sofa slip cover • Large beach umbrella • Bandanna • Various trash (attached to crowd members)

Speaking Lines and Choral Reads (See Appendix #9c-d.) Opening scene • Choral reading: Old Man, “The people of Wartville are slobs! Slobs!

Slobs! Slobs!” Second Scene: Power Over Trash • Old Man speaks, “Mother Nature, I’ve tried to keep your hill and green

places clean, but I can’t go on. I’m tired.” • Choral Reading: (soft humming by group) • Old man speaks, “Go back and stick to the person who threw you!”

Third Scene: Doctor’s Office, “Everyone in Wartville is experiencing problems with returning garbage.” • Dr. Melvin Splint, “I have never seen anything like this. Come back to

see me tomorrow afternoon.” • Fullerton K. Hardboard, “Oh, my goodness!”

Fourth Scene: Barbette watching the Old Man • Barbette Swartley, “When I get out of town, I’ll be able to take this thing

off for a while. He’s a wizard! A wizard with a power over trash! That’s why things are sticking to everybody! He’s a wizard!”



• Choral Reading, “He’s a wizard! He’s a wizard! He’s a wizard!” Fifth Scene: Town Meeting • Fullerton K. Hardboard, “I move we adjourn the meeting and get some

sleep. Tomorrow we’ll go out to this wizard’s place and demand that he remove these awful stick-ons!”

• Choral Reading, “We agree! We agree!”

Sixth Scene: Old Man’s yard • Sheriff, “These folks claim you’re a wizard, mister. They say you made

all this stuff stick to them. Let’s hear what you have to say about it. We’re all ears.”

• Fullerton K. Hardboard, “We demand action, sheriff!” • Mrs. Botts, “Boo!” • Choral Reading, “Boo! Boo!” • Old Man, “Hello slobs!” • Harvey Bender, “Arrest him sheriff!” • Old Man, “You’re angry because your trash has come home to you.

You’ve been throwing trash along the road for a long time and I’ve been cleaning it up. I’m tired of cleaning up after you. Every piece of trash stuck to you is something you yourselves threw away.”

• Jimmy VanSlammer, “Suppose we promise not to do it again?” • Old Man, “If all of you promise not to litter again, and mean it, the trash

will stop sticking to you when you get home. Then you can put it in your own trash baskets, where it belongs!”

• Choral Reading, “Maybe he’s not such a bad wizard after all!” Closing Scene • Choral Reading, “No more slobs! No more slobs!”

Direct students to use post-it notes to mark their speaking parts in the book or use Appendix #9c and 9d. Have them review their action parts as well. Give them time to practice their scenes for presentation on Day 7.



Day 7


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Preparation and presentation of the Story Theater: The Wartville Wizard



Day 8


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To introduce comprehension strategies you might do a Think Aloud (See Appendix #6.): “As we go through this unit, we will be learning and using the strategies good readers use. Probably you will use many of these strategies, sometimes even without thinking about it, but we will pay attention and talk about them often. These strategies include:

• asking questions • making connections • visualizing • determining importance • inferring • synthesizing • repairing comprehension

I will explain each of these strategies and show how I would use the strategies as I read or listen to Just A Dream.

• Asking questions means stopping while reading to ask questions like, “What will happen next?” or “Why did that character do that?” I might ask, “Why was Walter mean to Rose?” I would reply that he did not appreciate the natural beauty in the world as much as she did. I might wonder “Will Walter behave differently after his dreams? Will Walter behave differently for just one day or for the rest of his life?” I would reply that Walter did behave differently for at least a day. He ran around correcting his mistakes from the day before. The lesson he learned seems to last. He asks for a tree for his birthday and dreams of a future free of pollution and he likes it there. I might wonder, “Why does the future seem like the past in Walter’s last dream?” I would reply that maybe in order to save our earth, we have to go back to simpler, less polluting ways.

• Making connections means putting things together from what I know,

other stories I have read, and what I’ve experienced and know about the world to help me understand stories better. When I saw the Mt Everest Hotel it reminded me of all the hotels at Niagara Falls now and how much more a wonder of nature the falls seemed before skyscraping hotels were built. It used to be you could follow the roar of the water and come upon the falls as the Indians must have done. I’d like to prevent natural beauty destinations from being commercialized.

• Visualizing means to make pictures in your mind about what’s going



on in the story so you can understand the story better. I noticed that one of Walter’s birthday guest’s feet were a girl’s. I visualized that it was Rose and how happy she would look to know that Walter is planting a tree too. I pictured her smiling and the two of them sharing delight in their trees growing every year.

• Determining importance is asking what is most important in the story as opposed to the details. I would ask myself a question like, “Why did Chris Van Allsburg write this book? I think he wanted us to know that each of us can make a difference. Depending on our actions everyday, we can make the world better or worse. We need to think about how what we do affects our world.”

• Inferring means “reading between the lines” or filling in ideas and meaning that the author leaves out. It’s using what you know to figure out things the author doesn’t tell you. For example, I ask myself what are the woodcutters going to do with the tree with Walter’s bed in it? I remembered their jackets say Quality Toothpick Company, so I realized they were going to make toothpicks from Walter’s tree. I wondered how Walter knew his bed had taken him to the future instead of a long time ago before there were motors. Then I realized how giant the trees had grown that Walter and Rose had planted.

• Synthesizing mean combining new ideas from what I have read with what I already know, to learn something that will help me understand the story or my own life better. I used what I know about people to help me understand Walter’s dreams. I know trash is overflowing our landfills and our forests are disappearing. I know factories pollute the air and places of natural beauty, like parks, are being ruined by stores and hotels. I know the waters are being polluted, and there is too much traffic. These things, must be bothering Walter to create such nightmares. They bother me also – enough to try to do something about it.

• Repairing comprehension means to use strategies to make sense when

comprehension is interrupted. You might say something like the following: ‘As good/expert readers read, they monitor their comprehension; they repair their comprehension when it breaks down. Being aware of this monitoring/repairing and knowing and using strategies, helps readers to better understand and remember what they read. Expert readers use some or all of the following strategies when reading is not making sense:

• slow down—adjust reading rate, • stop and think—make connections to own knowledge and

experience, to related text(s) and/or to the larger world,



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• reread—try to find the thread of meaning, • continue reading—look for cues and/or use context clues, • retell or summarize—think through or briefly write what has been

discovered so far in reading, • reflect in writing—make comments about what reader feels about

what he/she has learned so far, • visualize—see in one’s mind what is happening or described in the

text, • ask questions of the author—then predict answers and read to

confirm, • use text patterns or text resources, and/or • consult another student or the teacher.’”

You may wish to model the use of the repairing comprehension strategies above. Let students know that you will continue to remind them to use all of these strategies as they read and listen. Remind students that using these strategies as they read will help them understand what they read better. Point out whenever it would be appropriate to use one or more of the strategies. For more ideas on developing these strategies see the following chapters of Strategies That Work by Harvey and Goudvis: Chapter 6 Making Connections Chapter 7 Asking Questions Chapter 8 Visualizing and Inferring Chapter 9 Determining Importance Chapter 10 Synthesizing Together with students, find examples of the strategies in Wartville Wizard. Possible suggestions follow: Asking Questions One might wonder why the world outside was not a perfect place. Who is throwing away all this trash and who will help the old man clean it up? How will the townspeople get the trash to stop sticking to them? What will the angry mob do to the old man? Will the people remember the lesson the old man taught them? Making Connections There is a story about a neighbor who always let his dog mess in another man’s yard and never cleaned it up. One day, the man collected all the messes with a shovel and put it on his neighbor’s front porch. When the neighbor came out in the morning, he stepped right in it. From then on, he cleaned up after his dog whenever they went for a walk.



I've also noticed that more and more trash cans are appearing in front of stores and businesses encouraging people not to litter. Visualization One could visualize what might be under the slipcover and the tent - big items like posters or bikes or hundreds of little items. Determining Importance Don Madden may have written this book so that everyone would stop and think about the trash and litter that s/he personally contributes. If everyone else could see how much a person littered, maybe the person would feel ashamed and stop. Inference One could figure out that if the Senior Citizens Football team and the motorcycle club left a mess, the trash wasn’t just from children. One might know that something important was going to happen to the old man when the music played around him and the birds and trees became quiet. I know that someone wearing a tent, or a garment bag, or a slipcover must have thrown away something big. Synthesis We know that people usually throw away trash where they won’t have to see it again. They don’t usually litter in their own house or yard. Maybe that’s why litter bugs think it is okay. If everything people threw away came back to them, they would probably want to stop.


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Introduce Retellings: Tell students that a retelling is telling or writing down what happens in the story in a logical order including characters, setting, problem, important events, resolution and theme or lesson learned. Tell them that we don’t memorize or use the exact words from the story when we retell; we put it in our own words, and sometimes we use words from the story in our own way.

Model a retelling of Just a Dream (See Appendix #10a.) The retelling may go something like this: “Walter is a young man who does not care about the effect he has on his world. He litters, does not recycle and makes fun of his neighbor Rose for planting a tree. He likes to think of the future as a place where he can fly around in his own tiny plane and have machines and robots to do his work. Walter has a nightmare about a very different future overrun with landfills, traffic, and smog. Gone is most natural beauty. Walter awakens a changed person. He begins to care about the world and cleans up his messes from the day before. He even plants a tree like Rose. His next dream is about a very different future where there is blue sky. Green trees grow and people care for the environment. Walter has learned the effect we have on our world.” Review the elements of the story for The Wartville Wizard. (Refer to Reading Day 5.)



Tell students that you will use these elements together to retell The Wartville Wizard. Have students help you to do a shared retelling of The Wartville Wizard. (See Appendix #10b.) Your retelling might go something like this. “A tidy, old man lived on the road to Wartville which seemed a perfect place from his window. From Outside, however, the old man found trash everywhere discarded by the townspeople. For months, every day the old man collected the trash. One day the old man became too tired to go on. It seems Mother Nature gives him power over trash. From that moment on, the old man is able to point to any trash and send it back to the person who threw it away. The people of the town are angry that trash is attaching itself to their body parts. They hold a town meeting and decide to confront the old man calling him a wizard. The old man explains that each piece of trash stuck to their bodies is something they threw away themselves. The crowd becomes embarrassed, promises not to litter any more and the old man tells them they can throw everything in their own baskets when they get home. The old man is happy to walk along the road free of trash.” Option: Depending on how much experience students have had with retelling, students could do an instructional retelling. (See Appendix #11 and #12 for Listening Retelling Procedure and Rubric.)



Day 9


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To summarize what has been read so far and to introduce the next selections, you might say something like: “After reading and discussing these two books, Just A Dream and The Wartville Wizard, we now know the importance of advocacy – standing up for and taking care of our world. So far we have read two fiction stories, but there are other kinds of books that will help us learn how to take care of our world – or be advocates for the environment. Now we are going to read factual books and articles. We call these selections informational text. That means that they give us information or facts on a subject. Here is a description of the genre of informational text: (See Appendix #13a – b.) Also introduce students to the Informational Student Bookmark. (See Appendix #13c.) Model the use of the bookmark with this selection, and tell students that they should refer to and fill in the bookmark as they encounter other examples of this genre.

Genre: Informational Text Informational text gives factual information on a specific topic or event. Informational Text Definition:

• Informational text is “...designed primarily to explain, argue or describe rather than to entertain.” (from Harris, et al. The Literacy Dictionary, IRA, 1995)

• “The main function of expository text is to present the reader

information about theories, predictions, persons, facts, dates, specifications, generalizations, limitations, and conclusions.” (Michael F. Graves and Wayne H. Slater. “Research on Expository Text: Implications for Teachers” in Children’s Comprehension of Text, K. Denise Muth, editor, IRA, 1989.)

Purpose:

• To acquire information • To satisfy curiosity • To understand our world more fully • To understand new concepts and expand vocabulary • To make connections to our lives and learning • To write good nonfiction • To have fun (from Stephanie Harvey. Nonfiction Matters, Stenhouse, 1998)



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Form and Features: Informational text uses a number of forms of organization including: • Sequence of events • Description by categories • Process description • Comparison/contrast • Problem and solution • Cause and effect Informational text… • gives information • gives necessary explanations to understand the information • shows what is and is not important • often uses narrative (story) elements to make it interesting

(from Barbara Reed and Elaine Weber. Expository Text: What Is A Teacher To Do?, ABC Publishing, 1990.)

Informational text may have some or all of the following text features: • Table of contents • Index • Photographs • Realistic, accurate illustrations • Maps • Diagrams • Captions to describe photographs, illustrations, etc. • Glossary (words with definitions) • Page numbers • Footnotes • Bibliographies Tell students that the next text you are going to read together, Garbage and Recycling, is an example of informational text.

Assign students in partners or triads to read sections of the text Garbage and Recycling. Each set of students should read one of the 11 sections and record their information on a chart. The charts will be used later by students as they present their section of the book to the rest of the class. You will use the first section entitled “What a Waste!” pages 4-5 to model a note-taking strategy for students to use.



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This strategy will help students to determine the most important ideas and their supporting details. One helpful note-taking strategy can be found in Stephanie Harvey’s Strategies That Work pages 134-135. Begin by reading aloud the section “What a Waste!” Then use a transparency on the overhead or chart paper and set it up in the 2-column format. Head the paper with the book title Garbage and Recycling. Divide it into two columns headed topic and details. (See Appendix #14a-b for an example.) Next read through the text as you think aloud recording information in appropriate columns of topic and details on your chart. Students could contribute information and work along with you. Make sure to discuss text features and their function in helping us to understand the information as you go. Refer to the previous discussion on text features. If necessary do another section with the group to enhance further understanding. Have students assemble in groups and assign the remaining sections. See table of contents from Garbage and Recycling for section heading (page 3). Pass out chart paper. Monitor while students organize their papers and begin working. Remind students to decide on who will be the recorder and presenter(s). They should be prepared to present their section on Day 10.



Day 10

Reading/Speaking (45 minutes)

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Model what a presentation will look like using the first section “What a Waste.” (See Appendix #14b.) If you charted section two and you feel additional modeling is necessary, do so at this time. Then have each group of students present their section of the book using their charts as a guide. Allow a few minutes for discussion and questions following each presentation.



Day 11


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Introduce the magazine article, “Are Plastic Bags Harming the Environment?” by surveying students' opinions. Use charts on Appendix 15 to tally student responses. Have students read the article independently to get more information (See Appendix 16a–b). Have students tally their responses in group discussion using Appendix 16c.



Day 12

Reading/ Speaking/ Listening

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Share the following four poems with students: (See Appendix #17-20) We Are Plooters We are Plooters, we don’t care, we make messes everywhere, we strip forests bare of trees, we dump garbage in the seas. We are Plooters, we enjoy finding beauty to destroy, we intrude where creatures thrive, soon there’s little left alive. Underwater, underground, nothing’s safe when we’re around, we spew poisons in the air, we are Plooters, we don’t care. From: It’s Raining Pigs and Noodles by Jack Prelutsky



The Streetcleaner’s Lament dirt and clean them clean them clean them dirt and leave them let them rot dirt and stench and clean them clean them bending at the waist and stabbing – papers papers blowing sticking never leave them clean them clean them people put them now remove them clean street sidewalks quick remove them dirt and dirt forever. From: Sky Scrape/City Scape by Jane Yolen Peckin’ The saddest thing I ever did see Was a woodpecker peckin’ at a plastic tree. He looks at me, and “Friend,” says he, “Things ain’t as sweet as they used to be.” From: Where the Sidewalk Ends by Shel Silverstein Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out Sarah Cynthia Sylvia Stout Would not take the garbage out! She’d scour the pots and scrape the pans, Candy the yams and spice the hams, And though her daddy would scream and shout, She simply would not take the garbage out. And so it piled up to the ceilings; Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. It filled the can, it covered the floor,



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It cracked the window and blocked the door With bacon rinds and chicken bones, Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, Pizza crusts and withered greens, Soggy beans and tangerines, Crusts of black burned buttered toast, Gristly bits of beefy roasts… The garbage rolled on down the hall, It raised the roof, it broke the wall… Greasy napkins, cookie crumbs, Globs of gooey bubble gum, Cellophane from green baloney, Rubbery blubbery macaroni, Peanut butter, caked and dry, Curdled milk and crusts of pie, Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, Cold french fries and rancid meat, Yellow lumps of Cream of Wheat. At last the garbage reached so high That finally it touched the sky. And none of her friends would come to play. And finally Sarah Cynthia Stout said, “OK, I’ll take the garbage out!” But then, of course, it was too late… The garbage reached across the state, From New York to the Golden Gate. And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot right now relate Because the hour is much too late. But children, remember Sarah Stout And always take the garbage out! From: Where the Sidewalk Ends by Shel Silverstein Ask students to react to the poetry. Did they like the way it sounded? Were there parts they really liked? Did the poems create pictures in their minds? (visualization) Record students’ reactions. Tell students that poetry is another kind of literature. So far in this unit they have learned about realistic fiction and informational text. Poetry sounds



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good and uses fewer words to create images in readers’ minds. Use the following information to help students learn about poetry: (See Appendix # 21a.) Also introduce students to the Poetry Student Bookmark. (See Appendix #21b.) Model the use of the bookmark with this selection, and tell students that they should refer to and fill in the bookmark as they encounter other examples of this genre.

Genre: Poetry

Poetry uses word pictures to create images in readers’ minds and plays with sounds of words and the rhythms of phrases. PoetryDefinition: Poem- a metrical form of composition in which word images are selected and expressed to create powerful, often beautiful impressions in the listener or reader. (from Harris et al. The Literacy Dictionary, IRA, 1995) Poem – an arrangement of words written or spoken: traditionally a rhythmical composition, often rhymed, expressing experiences, ideas, or emotions in a style more concentrated, imaginative, and powerful than that of ordinary speech (from Webster’s New World Dictionary, 1991) “Poetry, therefore, we will call musical thought." – Carlyle. Purpose: • To create images through the rhyme and rhythm of language. • To express thoughts and feelings through lyrical (musical) language. • To cause readers to reflect Forms and Features: • Three categories:

Narrative – tells a story Lyrical – expresses poet’s feelings Dramatic – in play form (Shakespeare)

• Many forms: Ballad, blank verse, epic, dramatic, monologue, elegy, epigram, free verse, sonnet, limerick, ode, haiku

• Often intended to be read aloud • Varies in length from two lines to book length • Every word is chosen for sound and meaning. • Relies on imagery (word pictures) to make the reader think about an

important message.



• Usually more condensed than prose or everyday speech • Uses figures of speech like similes and metaphors and other ways of

comparing and contrasting. • Often focuses on intensity of emotion or observation. • Reader needs to read and think beyond the literal and superficial • Repetition of sounds, words, lines and images • Layout on the page often indicates how the poem is read. Reread some or all of the poems and share with students what makes these poetry: • In all of them you can hear the rhythm and rhyme. They sound better read

aloud. • In all the poet makes his or her point with very few words. • All of the poems create images in the reader/listeners’ minds. • The layout and repetition in “The Streetcleaner’s Lament” show how it is

to be read. • Prelutsky and Silverstein play with words: “Plooters” and “Peckin’”. • Some are short, others long. • Words are chosen for sound. • Simile in the last line of “Peckin’” • All of the poems have a message about taking care of our world.



Day 13

Reading/ Speaking/ Listening

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Divide the class into four groups and assign each one of the four poems. (See Appendix #17-20.) Give them a chance to practice chorally reading the poem in preparation for performing the poem for the group. Save time for each group to chorally read the poem.



Day 14


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Introduce the next story by saying something like, “The next book we will share is Miss Rumphius by Barbara Cooney. Here is another story in which the author is trying to teach us a lesson. As I read this book aloud, listen not only to find out what happens, but also for what lesson we might learn.” Read the story aloud. Discuss what happened in the story and remind students to think about the theme or lesson the author might be trying to tell us. (Use Appendix #5 if you wish.)

• Characters: Miss Rumphius, Little Alice, Grandfather

• Setting: A town by the sea

• Problem/Goal: To visit faraway places , come home to live by the sea, and to make the world a more beautiful place.

• Events: Young Alice lives by the sea. She wants to visit faraway

places when she grows up and return to live by the sea when she gets old. She promises her grandfather she will do something to make the world a more beautiful place. As a grown woman she travels to faraway places. She returns to live by the sea when she gets old. She still isn’t sure how to make the world a more beautiful place. She plants some lupines by her home. As the flowers begin to spread across the countryside, she knows what she must do.

• Resolution: Miss Rumphius plants lupines throughout the countryside

to make the world a better place.

• Theme/Lesson: There are many ways we can make the world a more beautiful place.

Word Study Suggestion Making Words/Word Ladders (See Appendix #22a-c.) Model on the overhead a making words or word ladder activity. The mystery word for this activity could be "mother of pearl" (from Miss Rumphius)



If you go to www.wordsmith.org/anagram/ Select the “advanced” setting and select “print candidate words only.” It will generate a list of possible words to use in this activity.


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Author's Craft Introduce the students to the term flashback (Flashback is the technique of disrupting the chronology of a narrative by shifting to an earlier time in order to introduce information.). Say something like: “I’m going to read the first page of this story and I want you to listen closely to find out how old Miss Rumphius is when the story begins.” Read the first page aloud. Discuss how this is an example of a flashback. If time permits, point out the examples of shrink a century (how the author makes time move quickly – a Barry Lane strategy)

• She went to school and came home and did her homework. And pretty soon she was grown up.

• Maybe it’s time to find my place by the sea. And it was, and she did. Shrinking a century allows the author to move the story along and leave out parts that are not important to the story.

The author has some interesting ways of organizing this story. Discuss the circular pattern. (Miss Rumphius and her promises to her grandfather and Little Alice and her promises to Miss Rumphius.) What do you think Little Alice might do? The story is also divided into three times in Miss Rumphius' life. Ask students to think about how the author divided the story.

• Her life as a child • Her life as a young woman • Her life as an old lady

Make a map of Miss Rumphius. Divide her life into three parts. (See example in Appendix #23.)

http://www.wordsmith.org/anagram/



Day 15


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Have students complete a retelling of Miss Rumphius. (See Appendix #11 and 12 for Procedure and Rubric.) The retelling may be similar to the following: As a child, Alice Rumphius wants to do two things in her life, go to faraway places and later live by the sea. Her grandfather tells her she must also do something to make the world more beautiful. As Alice gets older, she travels and meets many people. She settles down in a little house by the sea but does not know how to make the world more beautiful. As an old woman, Alice plants some lupine flowers and the seeds are scattered by birds and wind. Alice decides to sow lupine seeds across the town and becomes known as the “Lupine Lady.” Recap the qualities of Realistic Fiction (Refer to Reading Day 4 and Appendix #7a-b and determine if Miss Rumphius is an example of this genre: Miss Rumphius could be based on a real story. The characters act like real people. The main character tries to solve a problem. This story could happen in real life. The character’s feelings and behaviors are like real life. Word Study Suggestion Context Clues Show students how using context clues as they read is a strategy that can help them figure out the meaning of unfamiliar words. Think Aloud: When I read the word “conservatory”, I am not sure what it means. I read the rest of the paragraph to figure it out. I know that the conservatory is in the park. Although it is winter outside, it is warm and damp inside and smelled like jasmine when Miss Rumphius went inside. A conservatory is probably a building for growing flowers like a greenhouse. Ask students if they can use context clues to figure out the meaning of any of the following words. Words to consider: lupine, stoop, wharves, bristling, masts, figurehead, prow, conservatory, jasmine, tropical, isle, paradise, mother-of pearl, catalogue, sow, headlands, hollows


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Descriptive Vocabulary Together discover examples of Cooney’s use of description. Ask the children to visualize passages such as: (See Appendix #24.)



“The Lupine Lady lives in a small house overlooking the sea. In between the rocks around her house grew blue and purple and rose colored flowers.” “My great-aunt Miss Alice Rumphius climbed tall mountains where the snow never melted.” “She saw lions playing and kangaroos jumping.” “From the porch of her new house Miss Rumphius watched the sun come up; she watched it cross the heavens and sparkle on the water; and she saw it set in glory in the evening.” “For there on the other side of the hill was a large patch of blue and purple and rose-colored lupines!” “She flung handfuls of them around the schoolhouse and back of the church.” “They bloomed along the highways and down the lanes.” “Down in the hollows and along the stone walls grew the beautiful flowers.” Ask children to “feel” a passage such as “When she stepped inside on a wintry day, the warm moist air wrapped itself around her, and the sweet smell of jasmine filled her nose.” Then say to students, "Alice Rumphius’s great niece tells us the story of the lupine lady. Older family members often pass down stories to younger relatives. Ask children to share a family story using descriptive vocabulary. Or, ask children to describe some of the most beautiful sights they have ever seen. Ask: Where did you see these things? How did seeing these things make you feel? What can you do to help maintain these beautiful things?



Day 16


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Author’s Purpose (An author’s purpose could be to entertain, to inform or to persuade. Barbara Cooney does all three.) Think Aloud: "Whenever I read something, I try to figure out why the author wrote it. Miss Rumphius is a good story, I enjoyed it. Barbara Cooney must have wanted to entertain us. We also learned about lupines and how flower seeds travel. Ms. Cooney informed us about plants. There was an important lesson in the story too. Like Alice’s Grandfather said everyone must do something to make the world more beautiful. I think Ms. Cooney was trying to persuade her readers to think about what they could do to take care of their world. She showed us that even one person can make a difference". Point of View Brainstorm ways in which people make the world more beautiful now. Perhaps mention that Barbara Cooney contributed with her work. Musicians and dancers add beauty. People who cause laughter add beauty. Doctors who cure sickness add beauty. Have students think about ways they could contribute beauty to the world and share with a partner.

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Word Study Suggestion Structural Clues – endings Think Aloud: "When I don’t understand a word, I look at its parts to figure out the meaning. When I read the word "bothering", I left off the ending –ing, and found the root word "bother". This word I know. The ending –ing shows an action that is continued. When I read "wrapped", I left off the –ed ending and found the root word "wrap". This word I know. The ending – ed tells about an action in the past. Endings tell a lot about the meanings of words.” Students can apply this strategy to other words that have these endings. New Words “Sometimes when I read, I don’t know a word and cannot figure it out from the story and I have to look it up in a dictionary. When I read the word bristling I thought of the bristles on my hairbrush but couldn’t figure out what they had to do with masts – the story said ‘bristling masts’. When I checked the dictionary, I found out that bristling means to stand stiff and upright like the bristles on a hairbrush. I know then, that the masts of the ships were standing strong and stiff.”



Choose one new word to look up in the dictionary and teach it to a partner.


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“What could you do to make the world more beautiful? Think about what you can do now and in the future and write about it.” (For Quick Write see Appendix #25.)



Day 17


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Build a chart detailing Advocacy in all books and articles used: • Just A Dream • The Wartville Wizard • Garbage and Recycling • “Are Plastic Bags Harming Environment?” • Miss Rumphius (See chart in Appendix #26 for ideas.)

Presenting (30 minutes)

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Assign students to five groups and assign a selection to each group. Students are to discuss in their small groups, what their selection has to do with advocacy; caring for our world. Tell them that they will be reporting about their selection and advocacy to the whole group. Leave ample time in the period for each group to give a short report and for all to do a summary together on advocacy: caring for our world.



Days 18 and 19

Reading (45 minutes x 2)

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Use both the Reading and Writing sessions of these two days for students to think about, draft, revise and share their answers to the following Response to Literature question. The question, checklist and state rubric are also included on separate sheets for your convenience. (See Appendix #27 and 28.) Focus Question The books and articles that we have read in this unit advocate for caring for our world. Choose two of the five selections we have read and give an example from each showing how. Explain your answer using specific details and examples from the books and articles we have read to support your position. Use the following rubric and checklist as you write and review your response: CHECKLIST FOR REVISION: _____ Do I take a position and clearly answer the question I was asked? _____ Do I support my answer with examples and details from both of the

selections? _____ Is my writing organized and complete? Save at least the Writing session of Day 19 for student sharing of their answers.



Day 20

Speaking (45 minutes)

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Culminating activity: Talk a friend into being an advocate for caring for our world. Tell students that they will now persuade a friend that it’s the right thing to do to take care of our environment. They can make use of the stories and the informational pieces to find support for their persuasive stand. Give students some independent time to plan how they will persuade a friend. Assign partners and have students share their position and support with each other. Save some time for students to share their positions and support with the whole group. Brainstorm with students actual ways they could actively advocate for our world. (Ideas might include: "Adopt a Mile/Park", Recycle, Plant a Tree, etc.)

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