Unit 1: Lesson 5
UNIT 1: LESSON 5
Introduce Part 2, Investigate Characters & Story Elements for Toys Go Out
LITERARY "I CAN" STATEMENT
|Steps||Pacing: 40-50 Minutes|
Step 1: Introduce Part 2
Step 2: Introduce Lesson 5
|Step 3: Pre-reading Discussion of Toys Go Out by Emily Jenkins||
|Step 4: Read Aloud Chapter 1 of Toys Go Out, Act It Out! with Sitting Statues & Discuss Story Elements||20-30 Minutes|
Step 5: Close Lesson 5 – Treasure Pile of Books
Targeted CCSS update
A4L Student Notebook
Life & Learning Skills
Unit 1 includes the following Life & Learning Skills:
-Critical and analytic thinking
Differentiation Options will appear throughout the unit to suggest ways to scaffold or challenge student learning. Use the number of helping hands to select the level of differentiation that best supports student learning.
Highest level of scaffolding. Select this option if students are learning strategies for the first time, if the text is challenging for them, or if students require more guidance during activities. The Unit is written for the highest level of scaffolding.
Moderate scaffolding. Select this option if students require some support comprehending the text or navigating the activity.
Least amount of scaffolding/Extending the instruction. Select this option if students are ready to work more independently, move more quickly through the material, or are ready for additional challenge.
Process: Introduce Part 2 and review the Unit Overview for Students (see below). There are many ways to use Toys Go Out. Make decisions about how to use the text and how to structure the reading for your students. Since the reading groups in Part 2 of the unit will also be the final performance groups in Part 3, keep in mind students’ strengths for both reading and acting. See below drop down menus - Differentiation Options: Reading Toys Go Out and Performing Toys Go Out.
Part 2 lessons are written with the highest level of scaffolding. Guide the whole class to read Chapter 1, track story elements, and begin the character study. Then, read aloud Chapter 3 and guide students to do a more independent close reading and create talking tableaux.
Unit Overview for Students
In this unit, students act like both reading detectives and real actors as they read stories closely for clues about characters. To begin, students read the classic tale of The Three Little Pigs and a fractured version, The True Story of the Three Little Pigs by Jon Scieszka, and engage in a theater technique called statues as they learn how to identify story elements and find clues to characters. Students learn the dramatic technique of tableau and engage in vocal expression to help them both think about and show their understanding of a character’s traits and perspective. In the next part of the unit, students work more independently as they read selected chapters from Toys Go Out by Emily Jenkins, engage in close reading, and create talking tableaux that reflect their understandings. Those talking tableaux are then expanded for a final performance for an invited audience.
Each A4L unit contains a common 3-part sequence of instruction that educational research suggests will help students become more self-directed, independent learners. There is a gradual hand-off of responsibility--from teacher to students-- that is supported by assessment and teacher help as needed. Throughout A4L units the arts serve as motive and means to advance reading for meaning and writing thoughtfully.
Teaching Tip: Section Dividers in A4L Texts
Each chapter in Toys Go Out is divided into 5-7 sections. The section dividers serve three purposes:
To help students identify different events in the story.
To help groups self-regulate their reading and discussion. Each student can silently read a section, and then the group can stop to discuss characters and what is happening before moving into the next section.
To help students make decisions about moments to show in tableau for the final performance.
Differentiation Options: ReadingToys Go Out
Toys Go Out follows three characters—StingRay, Lumphy, and Plastic—on various adventures and mishaps. Each chapter can stand alone as an independent story, but read together, the book gives readers an increasingly rich understanding of the characters’ personalities.
Chapter 1: Read aloud to class to kick-off Part 2 and Toys Go Out.
Read aloud & guide close reading. Read 1 or more additional chapters aloud to the class as students follow along. Allow ELL to use native language and/or picture dictionaries as vocabulary and concept clarifiers. Have class then choose 1 chapter to read closely for character traits & perspective and create tableaux for performance.
OR After read-aloud, put students into groups. Each group chooses 1 chapter to read closely and create tableaux for performance.
Assign chapters to groups. Assign 1 or more additional chapters to groups to read, providing scaffolding as needed. Each group reads closely, completes story maps, and creates tableaux for its assigned chapter.
Students read entire book. Students read all 6 chapters independently or with their reading group and complete story maps for each chapter. Extra story maps can be copied from Resources, pages 20-22. Then, assign groups a chapter (or have them select chapters) to create tableaux for performance.
*Chapters 3, “The Terrifying Bigness of the Washing Machine,” & 4, “The Possible Shark,” are particularly good chapters for students to perform using Talking Tableaux.
This unit is written for a close reading of Chapter 3. Select other options as appropriate for your students.
Differentiation Options: PERFORMING Toys Go Out
Depending on the selected option for reading Toys Go Out, groups can create performances in multiple ways.
Groups perform tableaux for 1 section of the same chapter. If the whole class reads the same chapter for close reading, each group is given a section from the chapter and creates 2–3 talking tableaux for its section. There are 5–6 sections for each chapter.
Groups perform tableaux for all sections of the same chapter. If the whole class reads the same chapter for close reading, each group can perform the entire chapter, creating 1–3 talking tableaux for each section. With this option, the class will perform multiple versions of the same chapter.
Groups perform tableaux for different chapters. If each group is reading a different chapter for the close reading, each group performs their entire chapter, creating Talking Tableaux for each section. Depending on time and students’ ability to work independently, decide how many tableaux to create for each section.
ELL Support Comprehensible Input
Recommended vocabulary from Toys Go Out, Chapter 1, to pre-teach with Vocabulary Snapshots:
Fluffy -- Hungrier -- Barrette -- Curls -- Cramped
Sample Visual Icons
Click for Vocabulary Snapshot activities using these visual icons and more (A4L Student Notebooks, pages 28-29 for students and Resources, pages 16-17 for teachers).
Suggested vocabulary to pre-teach using sounds, facial expression, and/or body movements:
Plunk -- Fiercer -- Squeakier
Fidgety -- Whiny -- Snorts
Introduce Part 2
"You’re going to take the skills you’ve gained as readers and actors and use them to do a close reading of a new story and create a performance for an audience. Let’s visit the Unit Overview for Students, so we can see where we are in our process."
Process: Give an overview of the lesson objectives. Read a new story, use theater to interact with the text, and identify character traits.
Introduce Lesson 5
"Today we are going to read a new story called Toys Go Out by Emily Jenkins and use theater as we read to get a better idea of the characters’ personalities. We’ll work together as a class with the first chapter and then work more independently in groups for other chapter(s)."
"By the end of today’s lesson, you will be able to say, 'I can identify characters, setting, problem, events, and resolution in a story. I can identify clues that tell me what characters are like and what they are thinking and feeling.'”
Process: Look at the cover and subtitle. Engage the class in a discussion about their relationships with stuffed animals and toys. Review the table of contents. Feel free to make connections to other books and films about toys.
"Let’s look at the cover—what do you see?" (Students respond.)
"This book is probably about a girl and her stuffed animals. Let’s talk about the stuffed animals in our lives. Does anyone have a favorite stuffed animal or one that you had when you were little? Did any of you believe that your stuffed animals had feelings or came to life when you left?" (Students pair-share. 2–3 students share with the class.)
"I’ll read the subtitle, 'Being the adventures of a knowledgeable Stingray, a toughy little Buffalo, and someone called Plastic.' We already have some clues about these characters’ personalities."
"Let’s take a look at the table of contents." (Read chapter titles.)
"What kinds of adventures do you think these characters are going to have?"
STEP 4: Read Aloud Chapter 1 of Toys Go Out, Act it Out! Wth Sitting Statues & Discuss Story Elements
Process: Read aloud Chapter 1, “In the Backpack, Where It Is Very Dark.” Have students get out their Unit 1 Texts on page 9 to follow along. During the read-aloud, have students make Sitting Statues at points that reveal character traits. Target dialogue, actions, and descriptions for each character to help students make inferences about what these characters are like. This will support students as they work more independently with subsequent chapters. Feel free to mark your text before the read-aloud for sitting statue stopping points.
Stop after each section, prompting students to pair-share what is happening in the story and what they are learning about the characters. Then, engage in whole class discussion. As the chapter and discussion unfolds, record the story elements—characters, setting, problem, events, and resolution on a Class Story Map.
Focus on the problem as a way to understand each character’s traits and perspective. Sting Ray, Lumphy, and Plastic share the same problem— they don’t know where they are going. Each, however, has a different perspective, or different thoughts and feelings, about their problem. Feel free to have students take notes on their own story maps for this chapter in their A4L Student Notebooks, pages 11-13. The ultimate goal of reading Chapter 1 is for the class to gain an understanding of each character’s traits and record them so they can be carried forward into subsequent reading. Post the Story Map in the classroom for students to reference as they read other chapters.
Process: Send students to the Treasure Pile to practice reading like detectives and looking for clues about characters. Have students select books to take home.
Close the lesson by having students make statues of their favorite characters, a look forward describing the next lesson, and an optional closing ritual.
Exploring the Treasure Pile of books
"To close, you’ll have time to go to the Treasure Pile and select something to take home and read. Practice reading like detectives, looking for clues about the characters. We can use our detective knowledge to find clues to character traits and perspective in dialogue, action, and description. And let’s help each other. When you find a character you think someone else would love, write a card about it and post it on our Character Treasures Board."
"Let’s close our lesson with a statue of your favorite character. Include the traits we have on our list. 1–2–3–Freeze!" (Students make statues.)
"In our next lesson, you’ll work more independently in groups with a new chapter from Toys Go Out—this will be the chapter you perform."
Perform the Closing Ritual (Optional)
"Let’s appreciate our work and each other with a unified clap. 1–2–3 (clap) Huh!"
CONGRATULATIONS ON COMPLETING LESSON 5! YOU ARE NOW READY TO MOVE ONTO LESSON 6 OF UNIT 1.
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