Tuesday's Agenda
Jump Start!
Using a Venn Diagram, list the similarities and differences between the original tale "The 3 Little Pigs" and the fractured tale "The True Story of the 3 Little Pigs".
Literacy Component: Jump Start is a consistent part of the student's schedule. Each morning students will be greeted with a new Jump Start activity to complete. Today's activity gets the students to compare and contrast an original tale with a fractured version. This encourages students to highlight key elements from both versions as well as voice and point of view.
Teacher Role: Once the students have been given time to reflect and share with their Pods, the teacher will invite the class to discuss their Venn Diagrams. Using assessment AS learning, the teacher will ask the students to show using the thumbs up, thumbs down approach whether they found the activity difficult/challenging or easy. The teacher will then ask students to explain what strategies they could use to make the activity less challenging (example; review the stories beforehand).
Buddy Read
In partners, students will choose two books from the classroom library. Each student will take turns reading to the other.
Literacy Component: Students will be encouraged to select stories from the Fairy Tale shelf, however they will not be limited to this genre. Students will practice their decoding strategies, fluency and expression while reading aloud to their partners.
Teacher Role: The teacher should be wandering around the classroom and make anecdotal notes in relation to each student's progression in their fluency development.
Intro to Reader's Theatre
Students will be reminded of the importance of voice, and expression when effectively becoming a character. Students will be encouraged to "become" their character through their voice and body language.
Students will be divided into Reader's Theatre groups. Students will select a script in relation to a fairy tale (example: Three Little Pigs, Cinderella, etc) and select their character roles.
Literacy Component: Reading through the scrips allows practice in fluency and comprehension. Developing a connection with the character enables the students to better reflect on that character's perspective or point of view throughout the script.
Teacher Role: The teacher should prepare the groups ahead of time to ensure an equal balance between students who are achieving at Stage 3 and those who are not quite there. The teacher should ensure the steps are broken down and explained so that the students know what they are to do (example: Get in your groups, decide on roles, read through script, etc).
Guided Reading & Literacy Centres
Activity 1: Interactive Exploration: Students will create their own Fractured Tale using the online platform
Activity 2: Writer's Corner: Write a letter to A. Wolf in jail! What questions do you still have? Do you believe his side of the story? What about Granny?
Activity 3: Read and Retell! In partners, choose a fairy tale from the class library. Before reading, decide what character (other than the protagonist) could tell the story. As you read the story together, use sticky notes to change different parts of the story to highlight the character of choice's point of view.
Activity 4: Word work: Create a word cloud with as many fairy tale related words as you can!
Activity 5: Guided Reading
Literacy Component: Inspired by the Daily 5 model, our classroom portal's daily Guided Reading and Literacy Centres offer students the opportunity to rotate through different activities that promote comprehension and writing tasks. During this 40 minute block, students are expected to complete 1 of the activities. Each day they should choose a new activity. Some activities are individual while others will require partner or group work. The teacher will select 1 group each day to work with in a guided reading circle. Each group works on a rotation.
Teacher Role: The teacher will need to plan and prep each literacy centre activity prior to the beginning of each day. The teacher can then leave out the centres with their written/visual explanations for the students to read through. The teacher should explain each of the centres at the beginning of the week. During this time, the teacher will lead a group in a Guided Reading circle. The levelled books chosen should have a fairy tale theme.
Math: Perimeter & Area
Continuation and presentation of previous day's activity challenge (listed below).
Students will complete a math challenge in their pods. The students will be given riddles that omit the area or perimeter of each of the 3 little pigs homes. Their job is to determine, using the information they have, the answer to the riddles. The final question is to determine whose house what the biggest. Students will share their findings with the class in a Math Talk.
Literacy Component: This activity directly correlates with the Fairy Tale theme as it uses the story "The 3 Little Pigs". Vocabulary and words to add to the word wall are also an integral component to literacy development and this lesson on perimeter and area.
Teacher Role: The teacher will begin the activity by providing each pod with the riddles. The teacher will also provide students with chart paper, rulers and markers. The teacher will then read aloud each riddle and explain the activity. The teacher should check in with each pod sporadically and support when necessary.
Drama
Standing in a circle, students will play the Storytelling game. They will begin by choosing a favourite fairy tale. They must then tell the story as a class using one word each!
After this has been played, students will be split into smaller circles where they will repeat this activity but every other person will have to choose a conjunction to alter the story.
Literacy Component: This activity correlates with the Fairy Tale theme as well as the Point of View unit because it allows the students to become the voice of the story. It enables diversity and creativity as each student's voice can be incorporated into the retelling of a fairy tale. It is great practice for fluency.
Teacher Role: The teacher should participate in the whole group activity. While the students work in their smaller circles, the teacher can rotate throughout the class and listen in on the retells and the fracturing of the story with the use of the conjunctions.
Ten Minute Tale
This is a consistent end of day routine for the students. They are asked to write whatever they choose for 10 minutes in their personal journals.
Literacy Component: The students may choose to write about a lesson they completed that day or be prompted by the Fairy Tale and Point of View themes to create a story of their own.This activity promotes writing practice, encoding strategies and brainstorming.
Teacher Role: The teacher should remind the students that this is a free write period for themselves. Nobody will be reading these messages, stories, lists or doodles. It is simply an opportunity for students to engage in the act of writing.
Jump Start!
Using a Venn Diagram, list the similarities and differences between the original tale "The 3 Little Pigs" and the fractured tale "The True Story of the 3 Little Pigs".
Literacy Component: Jump Start is a consistent part of the student's schedule. Each morning students will be greeted with a new Jump Start activity to complete. Today's activity gets the students to compare and contrast an original tale with a fractured version. This encourages students to highlight key elements from both versions as well as voice and point of view.
Teacher Role: Once the students have been given time to reflect and share with their Pods, the teacher will invite the class to discuss their Venn Diagrams. Using assessment AS learning, the teacher will ask the students to show using the thumbs up, thumbs down approach whether they found the activity difficult/challenging or easy. The teacher will then ask students to explain what strategies they could use to make the activity less challenging (example; review the stories beforehand).
Buddy Read
In partners, students will choose two books from the classroom library. Each student will take turns reading to the other.
Literacy Component: Students will be encouraged to select stories from the Fairy Tale shelf, however they will not be limited to this genre. Students will practice their decoding strategies, fluency and expression while reading aloud to their partners.
Teacher Role: The teacher should be wandering around the classroom and make anecdotal notes in relation to each student's progression in their fluency development.
Intro to Reader's Theatre
Students will be reminded of the importance of voice, and expression when effectively becoming a character. Students will be encouraged to "become" their character through their voice and body language.
Students will be divided into Reader's Theatre groups. Students will select a script in relation to a fairy tale (example: Three Little Pigs, Cinderella, etc) and select their character roles.
Literacy Component: Reading through the scrips allows practice in fluency and comprehension. Developing a connection with the character enables the students to better reflect on that character's perspective or point of view throughout the script.
Teacher Role: The teacher should prepare the groups ahead of time to ensure an equal balance between students who are achieving at Stage 3 and those who are not quite there. The teacher should ensure the steps are broken down and explained so that the students know what they are to do (example: Get in your groups, decide on roles, read through script, etc).
Guided Reading & Literacy Centres
Activity 1: Interactive Exploration: Students will create their own Fractured Tale using the online platform
Activity 2: Writer's Corner: Write a letter to A. Wolf in jail! What questions do you still have? Do you believe his side of the story? What about Granny?
Activity 3: Read and Retell! In partners, choose a fairy tale from the class library. Before reading, decide what character (other than the protagonist) could tell the story. As you read the story together, use sticky notes to change different parts of the story to highlight the character of choice's point of view.
Activity 4: Word work: Create a word cloud with as many fairy tale related words as you can!
Activity 5: Guided Reading
Literacy Component: Inspired by the Daily 5 model, our classroom portal's daily Guided Reading and Literacy Centres offer students the opportunity to rotate through different activities that promote comprehension and writing tasks. During this 40 minute block, students are expected to complete 1 of the activities. Each day they should choose a new activity. Some activities are individual while others will require partner or group work. The teacher will select 1 group each day to work with in a guided reading circle. Each group works on a rotation.
Teacher Role: The teacher will need to plan and prep each literacy centre activity prior to the beginning of each day. The teacher can then leave out the centres with their written/visual explanations for the students to read through. The teacher should explain each of the centres at the beginning of the week. During this time, the teacher will lead a group in a Guided Reading circle. The levelled books chosen should have a fairy tale theme.
Math: Perimeter & Area
Continuation and presentation of previous day's activity challenge (listed below).
Students will complete a math challenge in their pods. The students will be given riddles that omit the area or perimeter of each of the 3 little pigs homes. Their job is to determine, using the information they have, the answer to the riddles. The final question is to determine whose house what the biggest. Students will share their findings with the class in a Math Talk.
Literacy Component: This activity directly correlates with the Fairy Tale theme as it uses the story "The 3 Little Pigs". Vocabulary and words to add to the word wall are also an integral component to literacy development and this lesson on perimeter and area.
Teacher Role: The teacher will begin the activity by providing each pod with the riddles. The teacher will also provide students with chart paper, rulers and markers. The teacher will then read aloud each riddle and explain the activity. The teacher should check in with each pod sporadically and support when necessary.
Drama
Standing in a circle, students will play the Storytelling game. They will begin by choosing a favourite fairy tale. They must then tell the story as a class using one word each!
After this has been played, students will be split into smaller circles where they will repeat this activity but every other person will have to choose a conjunction to alter the story.
Literacy Component: This activity correlates with the Fairy Tale theme as well as the Point of View unit because it allows the students to become the voice of the story. It enables diversity and creativity as each student's voice can be incorporated into the retelling of a fairy tale. It is great practice for fluency.
Teacher Role: The teacher should participate in the whole group activity. While the students work in their smaller circles, the teacher can rotate throughout the class and listen in on the retells and the fracturing of the story with the use of the conjunctions.
Ten Minute Tale
This is a consistent end of day routine for the students. They are asked to write whatever they choose for 10 minutes in their personal journals.
Literacy Component: The students may choose to write about a lesson they completed that day or be prompted by the Fairy Tale and Point of View themes to create a story of their own.This activity promotes writing practice, encoding strategies and brainstorming.
Teacher Role: The teacher should remind the students that this is a free write period for themselves. Nobody will be reading these messages, stories, lists or doodles. It is simply an opportunity for students to engage in the act of writing.