Lesson Plan for Close Reading of Each Kindness

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1 Lesson Plan for Close Reading of Each Kindness Grade 2nd, but could easily be adapted or used with other grades Grouping Whole Group Partner Think-Pair-Share Individual Responses CCSS Focus Standards Materials Book Summary RL.2.1 Ask and answer s as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3 Describe how characters in a story respond to major events and challenges. RL2.6 Acknowledge differences in the points of view of characters, including speaking a different voice for each character when reading dialogue aloud. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. L.2.4A Use sentence-level context as a clue to the meaning of a word or phrase. SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.2.1.B Build on others' talk in conversations by linking their comments to the remarks of others. SL.2.1.C Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Book: Each Kindness By Jacqueline Woodson, Illustrated by E.B. Woodson Nancy Paulsen Books, An Imprint of Penguin Group (USA) Inc. Multiple Meaning Words Activity A, B Response Cards (optional) Text Dependent Questions Formative Assessment recording sheet for each student Chloe and her friends won't play with the new girl, Maya. Every time Maya tries to join Chloe and her friends, they reject her. Eventually Maya stops coming to school. When Chloe's teacher gives a lesson about the ripple effects of kindness, Chloe is stung by the lost opportunity for friendship, and thinks about how much better it could have been if she'd shown a little kindness toward Maya. Genre Realistic Fiction Lexile Measure 640L Themes Kindness/Friendship Acceptance/Reaching Out To Others/Fitting In Unkindness/Bullying Judging Character Education Loneliness

2 Procedure First Read Second Read Third Read Read the story to students without pausing the story to think aloud,, or discuss. Note the author, the illustrator and that this book has earned the Coretta Scott King Award. Is this fiction or nonfiction? How do you know? Have students turn to a partner and share their initial thoughts on the story, think, pair, share. Have them discuss the characters and the plot. Have several students share with the class what they talked about in their partner groups. Assess what students have gleaned from the text to help focus further instruction. Check for understanding of the main idea, story elements, and key details the author includes. Help students build their understanding of these key ideas and details as needed. Ask first read s from the attached sheet of s and assess students oral responses to determine need for scaffolding or further lessons. If students seem to need further development in their skills, try to determine if the focus of instruction needs to be more on monitoring comprehension and understanding what they read or hear, or if the instruction needs to focus more on inferring, drawing conclusions about content and vocabulary using textual information as well as prior knowledge. Explain what character traits are and as a group or individually, based on your students abilities, complete the character traits graphic organizer. Use this to help assess your students understanding of character traits and using textual evidence to support their choices. Reread the story, or parts of the story to focus in on the author s word choice and the story structure. Use the Multiple Meaning Words Activity Read the multiple-meaning word and then read the word in the context of the sentence from the story. Ask students to use context clues to determine the correct meaning in the story (A or B) using a thumbs up as you read the definition choices, or using the attached response cards. Monitor students responses to assess their ability to use sentence-level context as a clue to the meaning of a word or phrase. Ask second read s from the attached sheet, and assess students oral responses to determine need for scaffolding or further lessons Referring to the text, have students complete the Point of View Sort Activity. This could be completed in groups or individually. This activity can be used to assess understanding and plan for further instruction. This lesson could be expanded by tying in other related literature, having students complete kindness slips for their personal acts of kindness, or by having students write about related topics.

3 Multiple-Meaning Words Each Kindness Read the multiple-meaning word and then read the word in the context of the sentence from the story. Ask students to use context cues to determine the correct meaning in the story (a or b) using a thumbs up as you read the definition choices, or using the attached response cards. Monitor student s responses to assess their ability to use sentence-level context as a clue to the meaning of a word or phrase (CCSS 2.L.4a) brilliant That winter, show fell on everything, turning the world a brilliant white. settled One morning, as we settled into our seats, the classroom door opened and the principal came in. laced At lunchtime, we walked around the school yard, our fingers laced together, whispering secrets into each other s ears. rippled Tiny waves rippled out, away from the stone. remained But Maya s seat remained empty. set I watched the water ripple as the sun set through the maples and the chance of a kindness with Maya became more and more forever gone. A) very bright and radiant B) exceptionally clever or talented A) resolved or reached an agreement about B) sit or come to rest in a comfortable position A) entwine or tangle together B) fasten or tighten a shoe or garment by tying its laces A) its effects gradually spread, causing several other events to happen one after the other B) moved in a way resembling small waves Discuss how both meanings of this word were used in the story. The stone rippling activity symbolized the ripple effect of being kind. A) left over B) stayed A) appeared to move toward and below the earth's horizon B) put, lay, or stand something in a specified place or position

4 Copy and cut the response cards out. Fold them on the dotted line. Mount them on a popsicle stick (if you wish) for students to respond individually to the Multiple Meaning Words activity. Make one response stick for each student. A B A B

5 Text-Dependent Questions/ Responses Possible Evidence-Based Answers Textual Evidence Based on clues from the author and illustrator, describe the setting of this story. School Winter and spring Illustrations Teacher, classmates, principal, classroom etc. Snow falling Warmer, pond thawed, grass grew, etc. How do you think Maya is feeling at the beginning of the book when the principal is introducing her to the class? How do you know, and what clues did the author and illustrator give you to help you infer how she was feeling? Possibly afraid, shy and nervous She is looking down, not smiling She whispers hello It is her first day at a new school, and she doesn t know the students yet 1st Read Key Ideas & Details The other students seemed to judge Maya. What things did they judge her on? In what ways did Maya reach out to the other girls to be friends with them? How did the girls respond? What she wore What she ate Her toys Maya s Attempts: 1.Whispered hello 2.Smiled 3.Showed and tried to share her toys 4.Tried to visit with Chloe 5. Went about her day (dressed, ate, played etc.) 6.Asked girls to play Called her Never New Clothes looked old and ragged, shoes were spring shoes, strap broken, clothes looked like they d belonged to another girl before Maya, Girls Responses: 1.Stared at her, did not say hello 2.Didn t smile back, moved away, looked away 3.Wouldn t play with her 4.Denied friendship 5.Made fun of her and whispered about her, called her names 6.Refused to play with her What lesson did Chloe learn? What message was the author trying to share? Chloe learned you don t have unlimited chances to be kind to others. Being unkind doesn t feel good. Even small kindnesses can make a difference. These are the messages the author was trying to share with the reader as well. Chloe kept hoping for Maya s return and promised herself that would be the day she smiled back. Chloe s actions after school on the day she learned Maya wouldn t return are evidence she had learned such lessons.

6 Text-Dependent Questions/ Responses Possible Evidence-Based Answers Textual Evidence Mrs. Albert says that Each little thing that we do goes out, like a ripple, into the world. Explain what she means by this. One kindness can lead to the happiness of another person, who in turn may go on to show kindness and so on. Mrs. Alberts used the demonstration of dropping stoned in a bowl of water to show the ripple they cause is like the effect one act of kindness may have. How dose the phrase my throat was filled with all the things I wished I would have said to Maya provide evidence for how Chloe is feeling and how she has changed? This phrase shows she feels bad or remorseful for the way she treated Maya and wishes she had a second chance to treat her more kindly. It shows that Chloe understands the lesson her teacher was trying to teach and that she realizes sometimes you don t get another chance. She walked home alone after the lesson her teacher had taught about kindness, and stopped and the pond and tossed stones, which also shows she was reflecting on how she had treated Maya. 2nd Read Craft & Structure On the page where the teacher is teaching about kindness, the illustrator shows the children s reflections as they look into the water. What do you think Chloe sees as she looks into the water? An unkind person She is feeling guilty about how she treated Maya. She couldn t think of any kindness she did and passed the stone. She promised she would smile at Maya when she returned Her Family had to move away, Mrs. Albert said. Then she told us to take out our notebooks, it was time for spelling. Why do you think the author included the words, Then she told us to take out our notebooks, it was time for spelling? To show that life just moves on as normal, even though Chloe had changed and Maya had moved away. The sentence, Then she told us to take out our notebooks, it was time for spelling?, comes directly after the teacher announced to the class that Maya wouldn t be coming back. It seems as if the author added it in to show how life moves on. Reread the page where Maya is jump roping and discuss Maya s actions and feelings. Why did the author repeat the words, Just jumped, jumped, jumped. She probably felt sad, lonely, and rejected.she had figured out that the other children will likely once again deny her request to play, so she figures out a way to play by herself and goes about her play ignoring the other children. The repetition of the word jumped shows that she was focused and determined to not let the other children upset her. She did not come over to the other students to ask if they wanted to play She folded the rope over and rolled the ends to make it work for one person She jumped without stopping and didn t look up

7 Text-Dependent Questions/ Responses Possible Evidence-Based Answers Textual Evidence What do you notice about the illustrations in this book? Why do you think the illustrator made the choices he made about the illustrations? The illustrations seem a bit out of focus and have unique perspectives Some pages the facial expressions are very telling, and others we don t even see the expression This may be to make the reader think about characters feelings on their own and to see things from a different perspective Maya 3rd Read Integration of Knowledge & Ideas Most literature stories have a problem and and a solution and a happy ending. What is the problem in this story? Is there a solution? How do you feel about the ending of this story? Why do you think the author chose to end it this way? The problem in the story is how Chloe treats Maya and the guilt she feels as a result. The story ends without much of a solution, as Chloe is not able to change the way she treats Maya since Maya moved away, but Chloe does seem to learn an important lesson. The author probably left the problem a bit unresolved to demonstrate how sometimes you don t get a second chance. Chloe promises herself that if Maya returns she will smile back at her. Her actions of walking alone to the pond after school the day she learned Maya would not be returning indicated she had learned a lesson, which is like a solution to the problem. Is this story similar to anything else we have read or learned about? How are they similar? Answers will very. Make sure students support their comparisons with evidence. How does the author s message relate to our lives? How has reading this story affected your thoughts? Answers will very. Make sure students reference the author s message of how being kind can make a difference and sometimes we don t get another chance.

8 Cut out the point of view cards on the other sheet. Decide if the point of view stated on each card best reflect s Maya s thoughts or Chloe s thoughts. Glue it under the appropriate girl s name. Then, go back and draw a smiley face in the column next to the point of view if you agree with that thought. Make a smiley face next to Maya s point of view if you share that point of view Maya Chloe Make a smiley face next to Chloe s point of view if you share that point of view

9 Point of View Cards It is important to try and be friendly. If you keep trying, people may change. Kendra and Sophie are great friends. Spring shoes should not be worn in winter. You can dress nicely, even if your clothes are from a second hand store. You should do what others do and encourage them to act like you so you fit in. I can find ways to have fun by myself. I haven t done anything kind. I would be embarrassed to have anyone know I was friends with a girl like her. Sharing is a kind thing to do.

10 Each Kindness Formative Assessment Student Learning Goal Evidence Success Criteria Comments Strategy for Instruction RL.2.1 Ask and answer s as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Text-dependent responses from 1st Read Ask s to show I understand important details in a story Answer s to show important details in a story RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Text-dependent responses from 1st Read Retell a story and explain the lesson in the story RL.2.3 Describe how characters in a story respond to major events and challenges. Text-dependent responses from 1st Read Tell how characters act when things happen in a story RL2.6 Acknowledge differences in the points of view of characters, including speaking a different voice for each character when reading dialogue aloud. Text-dependent responses from 2nd Read Point of View Activity Tell different ideas characters have RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Text-dependent responses from 3rd Read Use illustrations and text to tell about the characters, setting, and plot of a story

11 Learning Goal Evidence Success Criteria Comments Strategy for Instruction L.2.4A Use sentence-level context as a clue to the meaning of a word or phrase. Responses to Multiple- Meaning Words activity Figure out the meaning of a word by reading words around it SL.2.1.A Follow agreedupon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Group discussions and Think, Pair, Share activities Talk with others using listening and speaking rules SL.2.1.B Build on others' talk in conversations by linking their comments to the remarks of others. Group discussions and Think, Pair, Share activities Connect my comments to what others have said SL.2.1.C Ask for clarification and further explanation as needed about the topics and texts under discussion. Questions student asks throughout the lessons Ask s if I don t understand SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Textdependent responses from 1st Read Remember and tell others the important details that I have heard or read

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