Respect for Others

Appreciating, Valuing, and Honoring our

Differences

Authored by: Abigail Soble and Haigan Tcholakian

TE 802 Justice Text Set Unit

Text Set at a Glance

Opening Page
The text set focuses on an overall theme of Respect for
Others. The books in this set describe characters who
experience disrespect, stereotyping, and negativity towards
Is this Just Literacy?
differences. These books bring to light the importance of
Introduce your text set as a breaking stereotypes, negative judgments, and disrespect
whole.
towards differences. A more specific topic of bullying shows
up in the various texts described below. Bullying tends to
What social justice angle show up when people are uncomfortable with someone elses
are you taking?
differences. The texts communicate the importance of
embracing differences.

What literacy
strategy/strategies are you The literacy strategy used throughout the texts is
summarizing. The ability to successfully summarize a text is
working on?
important because students need to distinguish and make
meaning of the most significant ideas and ignore irrelevant
details. As our students progress to more advanced texts, we
want them to be able to discern the main idea for a better
understanding.
The text set unit uses the five following strategies to promote
successful summarizing abilities:
1. Identifying the beginning, middle, and end of the
story.
2. Sequencing main events through illustrations
3. Identifying and sequencing main events
4. Identifying cause-and-effect relationships
5. Retelling

Book 3
Title & Author

The Sandwich Swap

Written by Queen Rania Al Abdullah with Kelly DiPucchio
Illustrated by Tricia Tusa
Bully
Written and Illustrated by Laura Vaccaro Seeger

Voices In The Park
Written by Anthony Browne

Book 4
Title & Author

Mr. Lincolns Way

Written by Patricia Polacco

Book 1
Title & Author
Book 2
Title & Author

Book 5 Title & Author

A Pig is Moving In!

Written by Claudia Fries

Text Set Book # 1

Reading Strategy

Summarizing through identifying the beginning, middle,

and end of the story.

Book Title & Author

The Sandwich Swap

Written by Queen Rania Al Abdullah with Kelly
DiPucchio
Illustrated by Tricia Tusa
Salma and Lily are best friends who like doing
everything together. They even eat lunch together
everyday; Lily eats a sandwich with jelly, while Salma
eats one with hummus. One day, Lily tells Salma her
sandwich looks yucky, and before they know it, the girls
have started a school-wide food fight. Feeling ashamed,
Salma and Lily try each other's sandwiches, and find
them delicious! Then, they help organize a picnic so
everyone at school can try each other's food and learn
about each other's culture.

-http://www.scholastic.com

1. The story involves two friends who fight over

their differences, their difference being the

sandwiches they eat during lunch. Fighting over
differences is a common occurrence in and out of
school. The social justice theme is respecting
others, which falls into play when Lily and Salma
learn to love each others differences.
2. This story fits with the other texts in the set
because the commonality between the books is
the situations where a character/characters give
one another a hard time due to their differences
and how important it is to try to understand
those differences.
3. This story is a good text to use when practicing a
summarizing strategy because there is a clear
beginning, middle, and end which students can
break down and use to guide them through th

Quick summary of the book

Why this book?

- how is it related to a social
justice theme?
- how does it fit with the other
texts in your set?
Why this book?

During/After Reading Strategy

Beginning, Middle,
End Chart: Teacher
will model how to pick
out the beginning,
middle, and end of a
story using the
explanations next to
the letters B, M, E.








Sandwich chart: Teacher will model and think-aloud to
fill out the sandwich chart during The Sandwich Swap!
Students will then take 3 sticky notes and write the
beginning, middle, and end from their own stories.
Students will place the sticky notes in the appropriate
categories on the sandwich anchor chart.


Beginning
Middle
Middle
Middle
End

Teacher talk to introduce the book:

Over the past few weeks we have practiced summarizing stories. Today we will be
learning how to improve our summarizing skills by using a beginning, middle, and
end chart.
Today we will be reading an interesting story called The Sandwich Swap! While I
read I want you to first watch what I do as I summarize the beginning, middle, and
end of the story. You will do this later on. It is important to summarize a story as
readers, writers, and storytellers. Sometimes a person will ask you to tell them
about a book and they might not have time to hear all of the details (plus that would
take forever!) That would be the perfect opportunity for you to use the beginning,
middle, and end of a story to summarize. Lets go over our beginning, middle, and
end chart that tells us what to look for during each part of the story. Reference the
beginning, middle, and end anchor chart.
Students will fill out sticky notes to add to the beginning, middle, and end sandwich
chart. This will help them write the beginning, middle, and end of the story in their
own words. This is important practice for when they summarize the three parts of a
story in the future.

Read Aloud #1
Book Title & Author

Objective
and Standards
Stopping

Page

The Sandwich Swap

Written by Her Majesty Queen Rania Alabdullah with
Kelly DiPucchio
Illustrated by Tricia Tusa
Students will be able to determine the beginning,
middle, and end parts of the story by using pictures and
text to guide their reasoning.

5

Point
1

Stopping
Point

Watch as I read and use the pictures and text to help me

Question/
Think-Aloud find the beginning of the story. The characters are
described as being best friends. This is important
Comment
information, because now we as readers know
something about the main characters right at the
beginning.

If we look at the anchor chart it explains how the
beginning introduces the characters and the stetting.
Reference beginning, middle, end anchor chart.

I see the characters being introduced and playing
together at school and at home in the pictures. This
shows me the setting of the story. This tells me we have
found the beginning of the book.

Write in bun of the sandwich on smart board:
Beginning best friends Lily and Salma do everything
together in and out of school

Lets
read on t o find out more about these best friends
Anticipated
Response
Page

16

2
Up until this point the two girls have had just about
Question/
Think-Aloud everything in common with one another. Up until this
point the two girls have never shared their dislike for
Comment
the others sandwich.

If we look at the B.M.E anchor chart we see that the
middle is where something happens to our characters.

Something big is happening to the characters. I know
this because they are disagreeing. This big moment in
their friendship tells me this is the middle of the story.
Watch me as I read on. Try and notice how I find the
other parts of the story.

Write in middle bun of the sandwich on smart board: The
two girls do not like each others sandwiches, which cause
them to become angry at one another.

Anticipated
Response

Stopping
Point
3

Stopping
Point

Page

20

This scene is big, loud, and colorful. The entire picture

Question/
Think-Aloud shows different food everywhere. The whole school is
having a food fight, which makes me think this is
Comment
another important part of the middle.

When there is a big or dramatic moment, I can
sometimes tell right away that it signals the middle of
the storyan important turning point. Our anchor
chart says that when a big moment happens to our
characters we know this is the middle.

Watch as I read on, and try and look for another big
moment to add to our middle portion of our sandwich


Anticipated
Response

Page

23

4
I notice girls try each others sandwiches! This moment
Question/
Think-Aloud is a big one, because the two girls thought they would
never want to try the other ones food. I notice that this
Comment
moment is telling more about what is happening
between the characters. This must be another part to
our middle.

Turn and talk. Why is this moment another middle?
Anticipated
Response
Stopping

Page

24

Point
5

I notice there is a change of setting on this page. The

Question/
Think-Aloud girls are outside at a picnic in the pictures. The picture
shows different foods, along with different flags. The
Comment
two girls are enjoying the different foods. This makes
me think the characters have changed from the
beginning of the book.

If I look back at my B.M.E chart it says, At the end
characters go through a change, because of what
happened during the story.

There are picture and text clues that tell me this must
be the ending.
Write the ending on the smart board

A.R.

Closing Point: We have now written down the beginning, middle, and end of The
Sandwich Swap. If we look back at our anchor chart we now know that the
beginning is where the characters and setting are introduced, the middle is where a
big event impacts our characters, and the end is where there is a solution or
resolution to end our story. Being able to summarize the beginning, middle, and end
of a story is a summarizing strategy, which will help you as a reader. Good readers
must summarize in order to talk about the major events in the story, without giving
away all the details.

Text Set Book # 2

Reading Strategy
Book Title & Author

Summarizing by sequencing main events through

illustrations
Bully
Written by Laura Vaccaro Seeger

When the other animals ask a bull to play with them he

responds with unkind words, which stereotype the
animals. He realizes that his words hurt and that he has
become a bully to the other animals.

1. This simple, yet vibrant book expresses how
words can hurt others. Bully portrays how
Why this book?
differences sometimes lead to stereotyping, which
- how is it related to a social
can be hurtful and disrespectful. In this story the
justice theme?
bull stereotypes the other animals, and uses their
- how does it fit with the other
differences to label them in a negative way. This
texts in your set?
book points out how bullies often go about making
- why is it a good text for the
friends in the wrong way, and how most of the
particular reading strategy you
time they are just looking to be befriended.
are teaching or practicing?
2. This book is similar to the other books in the text
set, because it reveals how differences often are
used to creative negative stereotypes. The book
expresses the importance of respecting
differences, and embracing these differences
instead of constructing judgment.
3. This book is outstanding for practicing
summarizing because the pictures and the
sequence of the story allows for readers to picture
the order of major moments in the story. When
summarizing readers must be able to determine
the main events. Students will be using the
pictures so they can successfully sequence the
most important moments in the story.
Quick summary of the book

During Reading Strategy?

Story Mountain: Students will build on summarizing
through beginning, middle, and end by adding more
detail through summarizing using a turning point and
solution/resolution. Using a story mountain will help the
students grow as readers and improve their ability to
summarize a story. Readers must be able to summarize a
story by identifying the rising action, climax, falling
action, and solution/resolution. Summarizing strategies
such as the story mountain help readers understand how
to pick out the major moments in a story.
Teacher talk to introduce the book:
Today we will be reading Bully. A story with little words but pictures that will tell
us a lot about what is happening in the story. We learned previously about how to find
beginning, middle, and end. Today we will be using something called a story mountain
to add to our beginning, middle, and end sequence of events. Stories, as you know,
arent boring and flat. As we read a story we are usually led up, up, up to a problem or
big moment then we are led down, down, down to a solution or resolution. I will use
hand motions to show up, up, up and down, down, down. The shape a story makes
looks somewhat like a mountain.
Lets go through each part of the mountain. Point to each part and go over what
students should look for when teacher is reading the story. Students will each have a
set of pictures. There will be 5 pictures to show each part of the story mountain. The
students will have to order the pictures 1-5 to show where the picture would go on the
mountain. This will help them start the lesson using a small amount of predicting, while
using the pictures to judge where the pictures would go on the story mountain.
While I read notice how I can use the pictures to place events on our story
mountain. The story mountain will then help us summarize the story. We will then work
as a class to arrange the 5 pictures in a sequential order on our story mountain.

Read Aloud #2
Book Title & Author

Bully
Written and illustrated by Laura Vaccaro Seeger

By thinking aloud and modeling how I use pictures to figure

out the beginning, rising action, middle/climax, falling
action, and solution/resolution students will be able to
sequence the events in a story when they are summarizing.

1
Page


Question/ On the very first page, the page before the title page shows
Think-Aloud an interaction between two bulls. They both look mad at
Comment each other. This picture is telling me a little about what is
going on in the bulls life.

This event would fit in the background part of the
mountain. I will now write down in the background part of
our story mountain: The bull looks mad at the other bull.

Objective
and Standards

Stopping
Point
1

Stopping
Point
2

Stopping

Page

Anticipated
Response

Question/ On this page I see nice looking animals asking the bull to
Think-Aloud play. The picture tells me a lot about the characters feelings.
Comment The animals look friendly, while the bull looks angry. I want
to say that this picture of the angry bull is a rising action
that will lead to a climax with a problem.
Anticipated
Response
Page

20

Point
3

Stopping
Point
4

Question/ The goat shouts, Bully! to the bull. This is the climax of
Think-Aloud the story. The bull has been a big bully to the other animals,
Comment and that is a big problem. The climax is where a problem or
a moment that changes the characters occurs. I know this is
the climax, because the bull is being told that he has been a
bully.

Page

Anticipated
Response
21

Question/ The bull is large and looks sad in the picture. Since the bull
Think-Aloud doesnt look angry any more I think the bull is learning his
Comment lesson about being mean. I would say this matches the
falling action, because the bull is about to begin solving his
problem of being mean, which will lead to a solution. Lets
look for a solution to our story on the next pages. Lets
summarize what we have so far.
Anticipated
Response

Stopping
Point
5

Page

29

Question/ The pictures shows the bull crying and saying sorry,
Think-Aloud which to me seems like a solution and a nice ending to a
Comment story about an angry character. Lets think back to
everything that has led up to this point.

Stopping
Point
6

Closing Talk

Lets summarize all the parts of our story mountain

together.
Now, try and fix the order of your pictures to match
our story mountain and then practice summarizing
the story using the story mountain. Make sure to
explain why each picture fits in that part of the story
mountain.
Today we learned another strategy to improve
our ability to summarize stories. Organizing big
events into a story mountain helps readers
summarize only the major moments in a story,
without having to retell every little detail.

Text Set Book # 3

Reading Strategy
Book Title & Author

Summarizing through identifying and sequencing main

events
Voices in the Park by Anthony Browne

A book that follows four narrative voices describing their

perspectives of a walk in the park. The four characters, a
wealthy woman, an unemployed man, the womans lonely
son, and the mans happy daughter, are depicted as
gorillas. This book explores the characters feelings and
personalities, and indirectly addresses some adult themes
such as poverty, class, diversity, and unemployment.

1. As active members of society, people cross

paths each and every day in all aspects of life
Why this book?
school, work, and recreational activities. The
- how is it related to a social
phrase dont judge a book by its cover is often
justice theme?
heard at a young age but as children age, the
- how does it fit with the other
essence of the phrase may not be upheld as it
texts in your set?
was in youth. Element two in Picowers Six
- why is it a good text for the
Elements of Social Justice, respect for others,
particular reading strategy you
calls for kindness and empathy. Young children
are teaching or practicing?
often embody kindness and are not aware of the
stereotypes that seem to grip adulthood. This
book affirms the innocence of children and the
effects judgment brings upon lives, while giving
a glimpse into the life of each character.
2. This book is similar to the rest of the books in
the set because it subtly deconstructs
stereotypes. Like the other books, readers are
exposed to the effects stereotyping has on
youth, as well as finding ways beyond judgment
and appreciating differences.









3. In this book, there is a representation of each
characters perspective of their time spent at the
park. The book is not arranged in chronological
order, instead it is arranged through the
characters thoughts (A mom, a father, the
Quick summary of the book

Story Mountain: As students identify key events in

the story, they will need to sequence them in order
to accurately summarize the story. The story
mountain will assist students in sequencing the
events, especially because Voices in the Park is not
told in chronological order, rather by each
characters perspective.
As you will notice in the read aloud lesson plan
below, I will model how I choose the main events of
the story and begin listing them on either an
Anchor Chart or a Smart Board. I will then allow
students to contribute. At the end of the lesson, we
will review the main events we have listed so far
and create our story mountain.

****The chart will be separated by character. We
will identify the main events in each section
(character).

During/After Reading Strategy

Mother
Charles
Dad
Smudge

Book:
Teacher Talk to Introduce the

Weve been using a lot of strategies
to help us understand a book when we read.
Weve been specifically focusing
on strategies that help us summarize a book while
we read and at the end when were finished reading. Weve identified the beginning,
middle, and end of stories and weve sequenced the main events in the story by
using the illustrations to help us. Today, were going to add on to the strategy of
sequencing events but in two ways: using text features to help us as well as
identifying what those main events are.
I want you to pay attention to how I choose main events. (I will model how to choose
main events during the read aloud; I will keep track of them by writing them on an
anchor chart). Your job will then be to keep track of what you think the main events
are. To let me know you have identified a main event, you will hold up your fingers
like the number three (model). You will tell me the main event you have identified
and explain why you think it is a main event what in the text/text feature supports
your reasoning?

Today when we are reading were going to think about the main events in the story.
Were going to write down the main event and how we know its a main event. Were
going to have a lot of ideas written down because we all think differently, which is
good. At the end of the story were going to go through our list, decide which idea
helps us actually summarize the story, and once we have our key events chosen, we
will sequence them using our story mountain.
Our book today is called Voices in the Park. Its about four different people and their
day at the park. I really like this book because it has a different font for the different
voices and has some interesting illustrations, which I know youll love too.
Im going to begin reading and I want you to first watch what I do. Your job in the
beginning is to watch and notice how I stop and think about what the main events
are. (Student will wait their turn for identifying main events).

Read Aloud #3
Book Title & Author
Objective
and Standards

Stopping
Point
1

Stopping
Point
2

Page

Voices in the Park by Anthony Browne

Students will add on to the strategy of sequencing events by
identifying the main events


Cover of Book

Some books dont have a clear sequence (order of events) so

Question/
Think-Aloud it may become challenging to identify what the main events
Comment are and in what order they happen, it may be hard to keep
track of them. It is important then, as good readers, to keep
track of the important ideas in the story to help us
summarize. To keep the track of the main events, well record
them on the anchor chart.

Anticipated
Response
2
Page
Hmm This character, or voice, is using negative words to
Question/
Think-Aloud describe the dog, such as mongrel. She also referred to the
Comment dog as it and called the dog a horrible thing. It doesnt tell
me about something important that happened yet. So even
though this is important information, Im not sure its a main
event. I know this is important because it tells me about the
character but its not necessarily a main event. So far I know
lady, Charles, and Victoria went to the park. Let me keep
reading.

Stopping
Point
3

Stopping
Point
4

Page

Anticipated
Response
4

Im thinking theres a main event in this paragraph. I know

Question/
Think-Aloud its not that she was planning what they should have for
Comment dinner because thats just a detail of the story; I know the
story is not about their dinner. Ah, Charles disappeared. I
think its important because one of the characters is missing
and his mom seems really worried. I know shes worried
because she says Oh dear! (There is an exclamation point)
and she is wondering where he went. The illustration
supports my thought because her eyes are bulging out of her
head and she looks like shes shouting for Charles. Did you
notice what I did? Did you notice how I picked the important
information from that paragraph? What other sources did
you see me use?

Since we are reading the mothers section, Im going to record
Charles disappearance underneath mother (see chart in
during/after strategy). Im also going to place an M for
middle next to the main event, because this happened in the
middle of her day. This will help me sequence the story as I
read.

Mother
Charles disappeared (M)
Anticipated
Response
6
Page

I know that Charles mom thought he disappeared.

Question/
Think-Aloud Apparently he was talking to another child. This is important
Comment because now I know where Charles went and that he actually
didnt disappear. Our first lesson on summarizing, we learned
about how and why it is important to summarize by telling
the beginning, middle, and end of a story. Im going to write,
We walked home in silence on our chart because that is
clearly an ending. Im also going to add that he was talking to
another child next to our sentence about how he disappeared.

Mother
Charles disappeared (he was talking to another child)
(M)
They walked home in silence (E)

Anticipated
Response

Stopping
Point
5

Stopping
Point

Page

Im noticing at the top of this page it says second voice. The

Question/
Think-Aloud book is called Voices in the Park so when a new voice starts
Comment talking it must be important. Mister and Smudge and the dog
have now joined the Mother, Charles, and Victoria.

Page

Anticipated
Response

It is now your turn to identify the main events. Remember, if

Question/
Think-Aloud you think you notice a main event, hold up your fingers like
6
Comment the number three. You will tell me the main event you have
identified and explain why you think it is a main event what
in the text/text feature supports your reasoning?
From this point on, students will identify main events. I will
assist them in the beginning but by the last two characters
(Charles and Smudge) it is my hope they are able to do it on
their own. I will continue recording on the anchor chart.
Anticipated
Response
We have all of these main events listed on the anchor chart.
Closing Discussion
We know that this book is not sequenced so now it is our job
to sequence them on our Story Mountain, which will help us
keep track of all of the main events. Using the anchor chart,
we will then place the main events on the story mountain.

Text Set Book # 4

Reading Strategy

Summarizing through identifying cause and effect

Book Title & Author

Mr. Lincolns Way by Patricia Polacco

Quick summary of the book Mean Gene hates everyone whos different from him. Hes a
terrible student. He pushes little kids down and makes them
cry. And he calls people awful names. How can Mr. Lincoln
get through to Mean Gene and show him that the differences
between people are what makes them special? That like the
different types of birds in the school atrium, all kinds of
people are beautiful?
1. Too often, people make judgments about others

without getting to know them. There are people guilty
Why this book?
of harboring stereotypical thinking, which leads to the
- how is it related to a social
spread of these oppressive beliefs. Without respecting
justice theme?
others differences, whether it be cultural, racial, or
- how does it fit with the other
socio-economical, the cycle of passing down
texts in your set?
prejudicial thoughts will not end. This book focuses on
- why is it a good text for the
the beliefs in homes and how they may have a
particular reading strategy
negative impact on ones perception of diversity. It
you are teaching or
emphasizes breaking through stereotypes and
practicing?
empathizing with one another.
2. All of the texts in this set attempt to deconstruct
stereotypes and thus highlight the differences of
others. Once the causes behind hate or dislike are
uncovered and understood, only then can respecting
others begin.
3. Mr. Lincolns Way is a good text for teaching cause and
effect because it naturally probes the reader to think
of the underlying causes and reasons for a characters
behavior. The text provides a clear action and reaction
(Action Eugenes father speaks poorly of others at
home, Reaction Eugene mimics his father and
becomes a bully at school) throughout the story. The
summary of the book is mostly evident through
analyzing the cause and effect relationships (the
problem/solution) that are apparent in this book.

After Reading Strategy

Fishbone Diagram: Fishbone Diagram: The Fishbone
Diagram is used to display the causes for a specific effect,
event, or problem. It is also known as a cause-and-effect
diagram. Write the effect or outcome at the head of the
diagram. Write the causes that lead to that effect on each of
the bones that spread out from the centerline. Students can
use this tool to analyze the factors that lead to the desired
effect. They can also use it to define the causes of a certain
problem.

Teacher Talk to Introduce the Book:
Weve been using a lot of strategies to help us summarize a book when we read. We
do this to help us really be able to tell the main ideas of the story. Weve used
beginning, middle, and end, and for the past two days weve sequenced the main
events in a story. Yesterday we added on to sequencing by explicitly identifying the
main events in the story as we were reading because some books dont give us a
clear sequence. Today were going to identify cause-and-effect relationships. Good
readers use cause-and-effect strategies for summarizing because it helps us focus
on what happens in the story and why it happened. Not only are we identifying main
events but were digging deeper and figuring out why these main events happen.
Cause is WHY something happens and the effect is WHAT happens, sometimes
one thing in a story causes something else to happen.
To record your thinking, we will use a fishbone diagram. Many of you have never
seen this before and that is okay. Let me talk you through an example. Imagine I am
tired all the time, like falling asleep in school and while I teach. At the head of the
diagram, Im going to write, Miss Tcholakian is exhausted all the time because that
is the effect, the WHAT. But what was the CAUSE? In other words, WHY am I tired
all the time? Hmm. Let me think. I only get 2 hours of sleep at night, thats not
good. Thats a cause of my exhaustion. Im going to record that in this box because
its a reason, its a why. What else? Hmm. I stay up reading, Im playing on my

gameboy, and I nap during the day, which causes me to not fall asleep at night. All
of these reasons are WHY Im exhausted. See how I listed them as the causes of
the same one effect? We are going to look for an effect and some causes in the
story we read today.
As good readers who use cause-and-effect strategies, it is important to remember
that the cause and effect must be related to one another. I wouldnt, for example, say
that Im tired because I skipped dinner last night. Those things arent related.
Today your job will be to notice how I use the fishbone diagram throughout the story
and to use the context from the story to help you think about the causes. (Blue and
pink post it notes will be at the counter so I can easily hand them to my paper
passers to pass out). Paper passers please make sure to give a blue post it note to
one person in the partnership and a pink one to the other. Partners with the blue
post it notes will determine the causes of one effect, while the other half will
determine the causes of another effect.
We will create a whole class fishbone diagram on the anchor chart and you will post
the sticky note on your designated fishbone diagram. (I will write two fishbone
diagrams on an anchor chart. The students will have sticky notes with them at the
carpet, they will be given time to turn and talk with their partner and discuss various
causes. At the end of the read aloud, the students will post their sticky notes on the
fishbone diagram and I will re-write it for clarity. The students will then go back to
their desks with a fishbone diagram graphic organizer and fill each side out).
Today well be reading Mr. Lincolns Way; its about a cool principal who seeks to
understand one of the students in his school.

Read Aloud #4
Book Title & Author
Objective
and Standards
Stopping

Page

Mr. Lincolns Way by Patricia Polacco

As good readers, students will be able to summarize
information through determining cause-and-effect within the
story. They will use a fishbone diagram to identify the causes
of a certain outcome/problem.
4

Point
1

Stopping
Point
2

Stopping
Point
3

Oh wow! This entire page is about how mean Eugene is, so

Question/
Think-Aloud mean he even has a nickname for it! Im wondering why
Comment Eugene is mean; Ill have to read more to find out. But I
definitely know the what what is Eugene? Eugene is mean,
thats an effect. Blue people, you are focusing on identifying
the causes for this effect. If you hear any causes explaining
why Eugene is mean, write it down. If I notice that many of
you are writing, I will wait so you dont miss any of the story.
Im going to record this at the head of the fishbone diagram.
Record Eugene is a bully/mean on anchor chart. The pages
between four and fifteen do not have any causes identified.
Anticipated

Response
15
Page

This page has some words that might tell me what Eugene is.
Question/
Think-Aloud It says he seems genuinely happy and he didnt even tease
Comment other kids anymore. Im thinking about why he was happy I
know Mr. Lincoln introduced the birds to him and he likes
birds, this could be a reason for his happiness. The bird
project can be a cause for his happiness. Im going to record
that on my pink post it. On the fishbone anchor chart I will
write, Eugene is happy/doesnt tease others anymore at the
head. I will write that cause on the pink post it and place it on
the bones of the anchor chart. Can someone tell me what
you noticed that I did? As I continue reading, I want you to
think about what some other causes are of Eugenes
happiness. Pink post-its, this effect is for you to keep track of.
Like the blue post-its, if I notice youre writing, Ill stop
reading so you dont miss important parts of the story.
Anticipated
Response
22
Page
A lot just happened here. In the beginning of the story, we
Question/
Think-Aloud were told Eugene was mean and we were wondering why.
Comment Turn and talk with your reading partner about a cause you
just heard. If you have a blue-post it, write down that cause on
your blue sticky note. Dont forget to put your name on it!
Anticipated
Response

Stopping
Point

Page

24

4
This is the second time weve heard that Eugene has changed
Question/
Think-Aloud his ways. Earlier we heard that he was happy and he wasnt
Comment teasing other kids. This time we know he kept true to his
word. To this fishbone head, Ill add that Eugene turned into a
model citizen.
Anticipated
Response
Share of Fishbone Diagrams: We have accomplished a lot of
Closing Discussion
work and we have done a lot of thinking. Today we identified
cause and effect relationships to better understand the main
ideas of the story. Please put your post-its on the fishbone
diagram it belongs to. As I summarize the causes from your
sticky notes on the Smart Board, write them down on your
fishbone diagrams so we have clear, neat sheet showing us
what we learned in this mini-lesson.

Text Set Book # 5

Reading Strategy

Summarizing through retelling

Book Title & Author

A Pig is Moving In! by Claudia Fries

Quick Summary of the Book Someone new is moving into the apartment building. Its a
pig! gasps Henrietta Hen. Everyone knows that pigs are
messy and dirty and sloppy. So, Henrietta and her neighbors
arent a bit surprised when the new pig drops some wood on
the sidewalk, spills flour at the bottom of the stairs, and
leaves a trail of hoofprints on the floor. Thats just the way
pigs are or is it?

1. The characters in this story hold preconceived notions

notions that are supported only through
Why this book?
generalizations. Preconceived notions can lead people
- how is it related to a social
to quickly judge, ignore, and assume. This line of
justice theme?
thinking leads into one portrayal of a person, leading
- how does it fit with the other
to stereotypes, and in this case messy, dirty, and
texts in your set?
sloppy. This book promotes dismantlement of
- why is it a good text for the
judgments, an open mind, and a love for ones
particular reading strategy
neighbors. Surprises can arise when open-mindedness
you are teaching or
and tolerance is practiced.
practicing?
2. This text, like the others, deconstructs stereotypes.
The books in this set build on one another, eventually
leading to stories of narrow-minded characters
reshaping and reframing their beliefs of other
characters.
3. A Pig is Moving In! is a good book for retelling because
it encompasses the summarizing strategies the
students have worked on thus far. When students
retell, they should start at the beginning of the story,
use character names, describe the setting, tell the
problem/goal and important events in sequence, tell
how the problem is solved, and tell how the story
ends. This text provides a clear setting, sequence of
events and contains a problem that is eventually
solved.
4.Diary:

Students pause halfway through the story to
During Reading Strategy Dear
write a short blurb. The students will choose a main
character and write in first person about the day they have
had thus far in the story. Students will practice retelling the
story from the characters perspective. They will also write
what they think will happen next to that specific character.
Once the students spend 3-5 minutes writing they will turn
and talk for 1 minute about which character they chose, what
happened in that characters day, and what they believe will
happen next. This activity encourages students to practice
summarizing the main components that make up a story, by
thinking through the eyes of a character.
Teacher Talk to Introduce the Book:
Over the course of the week we have learned many different strategies to
summarize stories. What are some of the techniques we used to support our ability
to summarize? Today were going to combine all of the strategies weve learned
about in the past week by retelling.

When good readers retell they (refer to pre-made anchor chart):

Steps for Retelling a Story
1. Start at the very beginning
2. Tell the characters by name
3. Tell where and when the story happens
4. Tell the problem and the important events in sequence
5. Tell how the problem is solved and how the story ends.
We do this because it helps us see the story as a whole and it starts making us
think more deeply about the characters and events.
Before we begin, I would like us to get some practice with retelling. Using this chart,
take turns retelling Mr. Lincolns Way with your reading partner. Who would like to
volunteer their retell of Mr. Lincolns Way?
Today your job is going to be to notice when you hear one of these things that would
be important for retelling. When you notice these things, I would like you to hold up
the number next to it. If you hold up a 2, that lets me know you know the characters
by name. When you hold up a 4, that tells me you have identified a problem. Since
this is the last mini-lesson of the unit, Im expecting you all to be good readers and
good listeners. It is time to take what youve learned and apply it! You will notice that
I wont be talking as much throughout the read aloud because you will be.
The book today is called A Pig is Moving In! Its a funny book about a pig that moves
into an apartment and how his neighbors feel about it.

Read Aloud #5
Book Title & Author

A Pig is Moving In! by Claudia Fries

Objectives and Standards Readers retell/recount a story in order to summarize it.

Stopping
Point
1

Page

Let me see if there is anything on this page that would go along

Question/
Think-Aloud with my chart. I notice theres a one it starts with a beginning
Comment and theres a two Im introduced to all of the characters. Ill
write them down on the chart so I dont lose track of them and so
I know that when I retell this story Ill have to start with the
beginning, one morning, and introduce the characters, Henrietta
Hen, Doctor Fox, and Nick Hare.

Remember, if you notice anything youre holding up the number
of what you notice which will tell me to stop reading, at a good
spot of course, so you can share a key step to help our retelling.

Stopping
Point
2

Stopping
Point
3

Page

Anticipated
Response
Continuing pages

In this read aloud, Im hoping students will use the nonverbal signs
Question/
Think-Aloud to add details of the story to the retelling chart.
Comment

Page

Anticipated
Response
10

We are going to take about 3-5 minutes to do a short writing

Question/
Think-Aloud activity called Dear Diary. Pretend to be a main character, you can
Comment choose whichever one, and write about the day they have had so
far in the story. This is an opportunity for you to retell the story
from the characters perspective. You may also write what you
think will happen to your character later in the story. Once you
are done writing, turn and talk with your reading partner for 1
minute about which character you chose, what happened in that
characters day, and what you believe will happen next.
This activity encourages us to practice summarizing the main
components that make up a story, by thinking through the eyes of
a character
Once you are done, turn and face me with your hands in your lap
so I know youre ready to listen to the rest of the story.
Anticipated
Response

Closing Discussion

Readers, today youve retold a story weve previously read and

retold a story from a character perspective so we can practice
summarizing the main ideas of the books we read. Please put your
clipboards away and turn your Dear Diary sheets into the turn-in
tray.