![]() ![]() From the illustration, I notice that nobody is on the street. It is still so early in the morning you can see the moon. Say, “The story happens in winter on Plum Street. For example, after reading the first page, stop and think aloud about the setting. Say, “The first story we will read is You Can Do It, Sam by Amy Hest.” As you read, model how to think aloud and how to make connections between the pictures/illustrations and the story. At the top of the second column, write the title You Can Do It, Sam. We will make a T-Chart to list the three main parts of each story-characters, setting, and events.”Ĭreate a T-chart like the one described above and display it on the board/interactive whiteboard or on chart paper. Say, “We are going to read two books that have some things that are alike and some things that are different. “Jack and Jill” takes place on a hill, and “Humpty Dumpty” takes place on a wall.)Įxplain to students that sometimes when we read two stories, we compare them to see how they are the same or different. How are they alike?” (They both have someone falling.) “How are they different?” (“Jack and Jill” has two characters, and “Humpty Dumpty” has one main character. Say, “We have identified the characters, setting, and events of each story. At the top of the second column, write the title “Jack and Jill.” At the top of the third column, write the title “Humpty Dumpty.” For each nursery rhyme, work together as a group to list the characters, setting, and events in the appropriate column. In the first column, write the labels Characters, Setting, and Events, leaving enough space to fill in the information. Reread each nursery rhyme to students and ask students to identify the characters, setting, and events in each one.Ĭreate a three-column T-chart on the board/interactive whiteboard to record students’ answers. The learning activities in this lesson provide for large-group instruction and individual application of the concepts.įocus Question: How do readers compare characters, setting, and important events across stories?ĭisplay the nursery rhymes “Jack and Jill” and “Humpty Dumpty,” which were used in Lesson 2. Offer additional help to students who have problems completing the chart. Use a chart to model how to organize information about events, setting, and characters. Use guided questions to help students verbalize main ideas. Observe students as they apply what they have learned to determine whether students can identify and retell the characters, setting, and main events of each story and compare those elements across the stories. Encourage them to share their work with a group. ![]() ![]() Guide students to complete a graphic organizer to compare two stories. Model for students how to compare stories by using graphic organizers, such as a T-chart and a Venn diagram. Guide students to identify and compare the characters, settings, and main events in two similar stories. Have students review the nursery rhymes “Jack and Jill” and “Humpty Dumpty” and compare the characters and events. Then help students compare the elements across the two stories. Have students listen to two stories and identify the characters, settings, and main events. Scaffolding, Active Engagement, Modeling, Explicit Instruction W: student copies of the Venn diagram ( L-K-1-3_Venn Diagram.docx).the nursery rhymes “Jack and Jill” and “Humpty Dumpty” written on chart paper (from Lesson 2). ![]()
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