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Materials:
The book Maana, Iguana by Ann Whitford Paul and Ethan Long
A picture of a calender with the weekdays written in English and Spanish
Chart paper for small group story maps
8.5x3 card stock with string for character labels
Pictures of the turtle, rattlesnake, rabbit, and iguana characters to label on
the board (attached)
Worksheet to use for story timeline (attached)
Scoring rubric (attached)
Pre-Assessment:
Activate background knowledge of sequencing by asking students to recall
the story of the Three Little Pigs. Since different versions of this story were
used in an earlier lesson students should be able to give an appropriate
beginning, middle, and end.
Ask students for key details of the different Three Little Pig versions and
point out how little details made a big difference in the stories.
Steps in the Lesson:
Start the lesson by sharing the objective: Reader's find key details in the
beginning, middle, and end of a story.
Hold a quick discussion about why details are important.
They help the reader learn about characters, setting, and plot.
They help the reader create a mind picture of what is happening in the
story.
Inform students that this story contains some words in Spanish, write the
words fiesta, gracias, maana, and piata on the board.
Remind students that they will be listening for key details and begin reading
the story. As Spanish words come up in the story offer clarification verbally,
by using the calender, or by writing the translation on the board.
Pause at the page that starts with, On viernes, Iguana sighed. Ask
students to turn and talk to give their predictions about what might happen.
Ask students to share and explain their thinking using the key details they
have already learned.
Finish the story and draw out a chart that says beginning, middle, end on
top. Ask students for details they heard that helped them understand what
was going on in the story. This chart will serve as a reminder as students
move onto their small group projects.
Students will then be given a choice for how to represent their learning.
Working in groups of 3-4 students may draw or write a story timeline or
______________________________________________________________________________________________
Looking For Details In Text Grade 1
Lisa
Ebel 2015
P-
Student included
character names, story
problem and solution, and
provided relevant story
details in order. Students
used clear language
(written and/or spoken) to
convey information.
______________________________________________________________________________________________
Looking For Details In Text Grade 1
Lisa
Ebel 2015