Written by May Garelick and illustrated by Barbara Garrison

Transcription

1 Guided Reading NARRATIVE POEM NP Look at the Moon Written by May Garelick and illustrated by Barbara Garrison Key IDEA In rhyming verse, a child wonders if the full moon shines on everyone around the world. The question is answered with the moonlit night in the woods, the city, the sea, the jungle, the Arctic, and Australia. LITERACY STANDARDS Addressed in This Plan ISBN RL.2.2 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.4 Craft & Structure Sessions 1, 2, 3 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.5 MAIN FOCUS Craft & Structure Sessions 2, 3 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. RL.2.7 MAIN FOCUS Integration Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RL.2.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. SL.2.1a Comprehension & Collaboration Sessions 1, 2, 3 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). L.2.5 Vocabulary Acquisition & Use Additional Instruction Demonstrate understanding of word relationships and nuances in word meanings. L.2.5b Vocabulary Acquisition & Use Session 1 Distinguish shades of meaning among closely related verbs and closely related adjectives. RF.2.3b Phonics & Word Recognition Session 2, additional Instruction Know spelling-sound correspondences for additional common vowel teams. RF.2.4b Fluency Session 2 Read grade-level text orally with accuracy, appropriate rate, and expression. W.2.3 Text Types & Purposes Writing Task Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.8 Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. L.2.4 Vocabulary Acquisition & Use additional Instruction Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Mondo Bookshop Grade 2 1

2 Session 1 Learning Focus RL.2.2 Students read closely to identify key ideas and clues in the text that help them determine the central message. Students retell the story by identifying key elements that support the overall message. PREVIEWING THE TEXT 5 minutes Read the book title and the author and illustrator credits with students. Invite students to read the back cover. Who do you think the title is speaking to? It sounds like the title is telling me, the reader, to look at the moon. I wonder why. You are already thinking about the text. Now turn to the back cover and read it silently. So, have you ever asked yourself the question on the back cover? I haven t ever asked that question, but it s interesting. I think I know the answer, but I wonder how this poem will answer it. ELL SUPPORT RL.2.2 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: First,. Then,. Next,. Corrective Feedback Have students closely reread the title and the first few pages. Encourage them to silently reread, stopping at key points to think and talk together about their understandings. READING THE TEXT CLOSELY 10 minutes Explain the learning focus to students. Have them read the first two pages. Check on their application of the focus. Provide support if needed. Then have them finish reading the book. As we read, we are going to think about the message in the poem. We re going to look closely at the details in the text to try to figure out what we are meant to learn from them. Let s read the first two pages.... What are some of the details we read about? A little girl is talking to the moon. She wonders if the same moon she sees shines on everyone. She has a black cat and asks if the moon that shines on her cat as it prowls around is the same as the moon that shines on her. We may not be able to figure out the girl s question yet, but we can start to think about it. Does anybody have any ideas based on the evidence from the text we just read? It seems like the girl is trying to answer her question by first thinking about her cat and the moon. I think the moon that shines on her cat is the same as the moon that shines on her, so maybe the answer will have something to do with how cats and people share the moon. I like the way you re using evidence from the text to come up with the meaning or message of the poem. If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt students to return to the first two pages to read and think through the details and the message behind them. Our work as readers today is to retell the poem and try to figure out the message in the details. Now read the rest of the book. 2 Look at the Moon

3 DISCUSSING THE TEXT 10 minutes Invite students to recount parts of the poem, pointing out text evidence that helps them figure out the poem s message. Ask students to consider the question on the first page of the poem and talk about details that help them answer it. As we talk together, make sure you listen carefully to the speaker and don t interrupt each other. Who will retell parts of the poem, using evidence from the poem that helps us figure out the poem s message and answer the question asked on the first page? The poem takes the reader away from the barn where the cat prowls and tells about forest animals, like owls, deer, opossums, and rabbits, asking if they are under the same moon, too. It s like the poem is moving farther away from the girl, and the moon is still there. How do these details help you to answer the question from the beginning? Each time the poem takes the reader to a new place, the moon is still there, so I think the answer is that the same moon shines on the whole world. Focus on the words stalking, hunting, and pursuing on the second page. Let s read this page closely and think about these words. What do you know about the meaning of these words? They all mean almost the same thing. A cat that is stalking, hunting, and pursuing another animal. But the meanings aren t exactly the same, are they? How are they different? Stalking is like following secretly. Hunting is chasing in order to catch and eat. Pursuing is chasing quickly and for a long time. Confirm students good use of the focus and encourage them to keep it in mind whenever they read narrative poems. You recounted the poem and used details from it to figure out the message. Keep the work we ve done in mind as you read other poems. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focus. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focus. SL.2.1a Discussion Collaborative Comprehension Share Think about the most important things that happened in the story. Did someone learn something new by the end? The answer to this question might be the author s message to the readers. L.2.5b vocabulary Shades of Meaning VOCABULARY RL.2.4 Point out this example of figurative language used to describe the moon: bathing the woods in glowing beams. Discuss how words that paint a picture in the mind of the reader can add interest and give meaning. Then discuss what it means for woods to be bathed in glowing beams of moonlight. TEACHER S CHOICE COMPREHENSION: RECOUNT STORIES E-RESOURCE Formative Assessment Have students use the blackline master on page 10 to retell the poem s events in their own words. Review students responses as you evaluate their mastery of the learning focus. RL.2.2 COMPREHENSION Recount TEACHER S CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: What is the message the author wants you to understand? Use evidence from the poem to support your answer. Review students collected evidence as you evaluate their mastery of the learning focus. W.2.8, RL.2.2 WRITING Gather Information Mondo Bookshop Grade 2 3

4 Session 2 LEARNING FOCUSES RL.2.2, RL.2.5 Students return to the text to read closely and retell the poem. They cite text evidence to describe how the structure of the poem supports their understanding of the poem s message. RETURNING TO THE TEXT 5 minutes Ask students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading. Who can quickly remind us what our discussion was in the last session? We read the poem Look at the Moon, and we talked about the details in the poem that helped us answer the question from the beginning. Many of you were able to use the details in the poem to figure out the poem s message. ELL SUPPORT L.2.4 Vocabulary Support vocabulary such as prowl, stalk, and pursue in context using the ELL vocabulary strategies in Getting Started. READING THE TEXT CLOSELY 10 minutes Explain the new learning focuses. Invite students to reread the first two pages. Check in to see how well they understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan. Today as we read, we are going to think about the poem s structure. A poem s structure is the way it is organized. We know the details and the message of the poem. Now we ll reread to see if the author put the poem together in a way that helped us understand those things. Reread the first two pages silently. Let s talk about how the author begins the poem. The author starts by having the girl ask a question about the moon. What happens next? The question is repeated, with just a little difference from the first time. How does asking the question, and then asking it again right at the beginning prepare the reader for what is to come? It shows that the moon is shining on different things in the girl s world. You thought about how the poem s structure helps get at the message. I d like you to continue doing that as you reread the book. Formative Assessment: Phonics and Fluency Listen to each student read a portion of the text. Observe how they decode various spellings of long o in words, such as roam on page 6 of the poem. Pay close attention to fluency as well. If students need additional practice with decoding or fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after the reading. 4 Look at the Moon SL.2.1a DISCUSSION Collaborative Comprehension Share Think about what happens at the beginning of a story or poem. Think about the things that happen in the middle of the book and at the end. This will help you understand the whole story or poem. DISCUSSING THE TEXT 10 minutes Facilitate a discussion in which students retell the story of the poem, focusing on the different parts of the poem beginning, middle, and end and articulate how those parts work together to reveal the message of the poem. Let s review the story and the message in the poem. We can talk about how each part helps us figure out the poem s message. What is the message of the poem? The whole world is connected by the same moon. We all see the same moon. The moon is the same all over the world. Now, who can retell the beginning of the poem? A girl wonders whether the same moon that shines on her shines on everyone, including her cat.

5 Can you point to text evidence from the poem that supports the message? It s important to think about the details, the structure, and the message all together. When she wonders about her cat, the poem says, Behind the barn, my black cat/prowls in the light of the moon. So, right from the start, we see that the light of the moon is the same, even though the cat is wandering away from the girl. Who can do the same for the middle part of the poem? In the middle, the poem talks about the woods, so it s even farther away from the girl. The words say, Moonbeams sparkle overhead/as the rays of moonlight silently spread, and that s the same moon, too. Focus students attention on the places shown in the illustrations. What do you notice about each location mentioned in the middle part of the poem? They are farther and farther away, like in the city, on the sea, across the sea to another land that seems like Africa, in the North and South poles, and even in Australia. And what is happening in each place? The same moon is shining. Where does the end of the poem begin? How do you know? The end begins when the poem answers yes to the questions the girl has been asking. I can tell because now there is no more wondering and the words in the poem talk about each place, ending with the cat and the girl, like it made a circle. What do you notice about the last page in the poem? The last page in the poem is a lot like the first page, so it ends almost the same way it began, but with the answer instead of the question. Focus on this example of figurative language: The moon s reflection paves/a glowing path across the waves. As I was listening to you read, I noticed that some of you seemed unsure of what it means for the moon to pave a glowing path. Who can tell me what usually gets paved? a road; a street; a sidewalk What do you do with a path? You follow it. You it lead you somewhere. So, what does the moon do for sailors at sea? It makes a path for them to follow. Guide students to discuss how they recalled details and considered the poem s structure as they figured out the message of the poem. Remind students to be respectful of each other as they take turns speaking and sharing their ideas. We ve read the poem twice. Let s talk now about the poem s story, message, and structure. As you share with your group, remember to listen carefully, wait your turn to speak, and ask questions when you don t understand something someone has said. Who wants to start? As I thought about the poem s story, I remembered what happened in the beginning, the middle, and the end. I noticed that the beginning got me thinking about the question, the middle helped me answer the question on my own, and the end let me know I was right. RL.2.4 VOCABULARY Figurative Language TEACHER TIP Students need to be guided in interpreting figurative language. They need time to think about what they are reading and to come to conclusions. Discussion helps students clarify, confirm, or revise their understandings. Mondo Bookshop Grade 2 5

6 Who d like to add to that? Each time the poem took the reader to a new place, like the jungle or the sea, I could tell that the light of the moon was the same there as it was in the beginning for the girl. E-RESOURCE Formative Assessment: Comprehension Using the Quick Start Planner, note this session s learning focuses. Observe each student s articulation and use of text evidence to evaluate individuals effective use of the learning focuses. RF.2.3b PHONICS & WORD RECOGNITION Vowel Teams RF.2.4b Fluency Intonation TEACHER S CHOICE PHONICS AND FLUENCY FOLLOW-UP Phonics Practice Write road on a whiteboard or chart paper. Underline the oa in road. Guide students to use the Sound and Say routine to read this word. Let s practice reading words with the long o sound using our Sound and Say strategy. We ll try it together. (Point to underlined letters of the word.) Sound it. (Students say the underlined sound.) Now say the word. Let s go back to page 6 of the poem and read this word in our book. Fluency Practice Remind students that when they see a sentence ending in a question mark, they should read the sentence as though they are asking someone a question. Model correct intonation and have students repeat several times. W.2.8, RL.2.2 WRITING Gather Information TEACHER S CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: What is the message the author wants you to understand? Use evidence from the poem to support your answer. Review students collected evidence as you evaluate their mastery of the learning focuses. 6 Look at the Moon

7 Session 3 RETURNING TO THE TEXT 5 minutes Explain that students will now reread the first three pages of the poem, as they consider how the illustrations help them understand the poem s message and structure. So far we ve been focused on the story in the poem, and how details in the poem s beginning, middle, and end helped us follow along and understand the poem s message. As we reread the poem for a third time, we ll think about the pictures and how they help our understanding. Why do you think the pictures might be important to our understanding? The pictures might show things that the words don t say. LEARNING FOCUSES RL.2.2, RL.2.5, RL.2.7 Students return to the text to read closely and cite text evidence that enables them to recount the poem s story, describe its structure, and determine its message. Simultaneously, students identify details in illustrations that help them understand characters, setting, and plot. READING THE TEXT CLOSELY 10 minutes Review the learning focuses and invite students to reread the first three pages. Check to see how they are doing with application of the focuses as you have done previously. Then have students reread the rest of the book, paying specific attention to the illustrations. As you reread the first three pages, think about how the pictures give you more information. The words tell me about the cat behind the barn and the moonlight shining down on the cat, but the picture on the third page shows me what that looks like. What do you see in this beginning part that helps you understand the message? I see the moon and it looks just like the moon on the first page, so I know it s the same moon. Keep thinking this way as you reread the rest of the book. VOCABULARY RL.2.4 Point out this example of rhythm, rhyme, and repetition: Headlights, house lights/blazing white street lights./red, white, and green lights./night in the city. Have a conversation with students about how rhythm, repetition of words, and rhyme can add interest, give meaning, and make a poem more memorable. DISCUSSING THE TEXT 10 minutes Facilitate a discussion that links the three learning focuses. Remind students to think about how the illustrations and the text details in each part of the poem help them understand its story and message. Let s talk about how you were able to use the pictures in each part to deepen your understanding of the poem s story and message. Who can tell us how they thought about the pictures throughout the poem? Each time the words in the poem described a new place and asked about the moon in that place, a picture showed that place and the same moon shining on it. That describes the middle part of the book. What about the end? The words at the end are about all the places the moon shines. The picture there is from way up high and shows many of the places, like around the barn, the woods, and a city. Above all of those places is that same big moon. This helped me really understand that everyone everywhere sees the same moon. SL.2.1a DISCUSSION Collaborative COMPREHENSION SHARE When you read a story, read the words on the page. Then look closely at the picture on that page. Think about what part of the story the picture shows. Mondo Bookshop Grade 2 7

8 Support students as they reread the book on their own. As students discuss their ideas with the class, remind them to be respectful of each other and listen carefully. You will reread the book on your own. You may find that you each think differently about the pictures, or even the message of the poem. When that happens, be sure to listen to what is being said before you offer your own thoughts. Who wants to share their thoughts? I agree with others that the message is about all of us being under the same moon, but when I thought about how the poem is like a circle, and I looked at the picture of the girl looking out at the water, I thought it also meant that the world is small. W.2.8, RL.2.2 WRITING Respond to Question TEACHER S CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE E-RESOURCE Formative/Summative Assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the question: What is the message the author wants you to understand? Use evidence from the poem to support your answer. Have students use the text evidence they collected to support their writing. TEACHER S CHOICE Writing Task: Narrative W.2.3 WRITING Narrative E-RESOURCE Summative Assessment Invite students to think about people and places that they know the moon shines on and then write their own narrative paragraph or poem to describe how the same moon shines on all of them. Have them recall how the author of Look at the Moon chose words and phrases carefully to create strong images about how it looks when the moon shines. Tell students that they may include the same or similar details as in Look at the Moon so that readers will be able to figure out their message. Review with students the importance of structure in narratives or narrative poems. Students will work independently to write their narratives using the blackline master on page 12. Encourage them to illustrate their writing and share it with the class. You have collected text evidence and details about Look at the Moon that show how the author got the poem s message across to readers. Now you will work on your own to write a narrative paragraph or poem. Think about the people and places that you know the moon shines on. Chose words and phrases of your own to describe how the moon shines on them all. You can make pictures to go with your writing. 8 Look at the Moon

9 TEACHER S CHOICE Additional Instruction WORD STUDY Synonyms Help students develop vocabulary through a discussion of synonyms. Turn to the page that talks about elephants walking in single file. Which word means almost the same as walking? tramping Remember that words that mean the same or almost the same are called synonyms. Who can give me a synonym for sea? ocean How about woods? forest L.2.5 VOCABULARY Synonyms VOCABULARY Context Clues Help students use sentence-level context as a clue to the meaning of words. Focus on the words blazing on page 12 and casting on page 28. Let s reread page 12. How can we use context clues to figure out what the word blazing means? I think the word that comes after it, bright, gives a clue. Also, I know that fires blaze, so maybe the author means that the street lights are bright like a fire is. I like how you made an inference using what you know about fires. You also used context clues. Now let s reread page 28. How can you figure out what the word sills means? The word window comes before it so it must have something to do with a window. I see in the picture that there are flowers on a ledge by the window. I think this is the sill. Remember to use context clues in the words and pictures to help you understand unfamiliar words. L.2.4 VOCABULARY Context Clues PHONICS Common Vowel Teams Use the Sound and Say routine to help students distinguish between long and short o in one-syllable words. Write the following words on chart paper or a whiteboard, underlined as indicated: rock, road, mom, cone, dog, dove. Let s use the sounds of long and short o that we know to read these words. Listen to me sound and say the first word. (Point to the underlined letter o, say the short o sound, then read the word, rock.) Now it s your turn. (Point to the underlined oa in road.) Sound it. (Students say the long o sound.) Now say the word. RF.2.3b PHONICS & WORD RECOGNITION Common Vowel Teams Mondo Bookshop Grade 2 9

10 Name Date Comprehension: Recount Stories Use your own words to retell what happened in Look at the Moon. Beginning Middle End Mondo Publishing Score: 10 Look at the Moon

11 Name Date Collecting Text Evidence What is the message this author wants you to understand? Use text evidence from the book to help you answer the question. Mark helpful pages with self-stick notes. Be sure to include page references as you take notes. You may need more than one copy of this chart. Evidence of Author s Message Page(s) Mondo Publishing Score: Mondo Bookshop Grade 2 11

12 Name Date Writing Task: Your First Draft Think of people and places you know that the moon shines on. Write a narrative paragraph or poem that describes how the same moon shines on all of them. Think about how carefully the poet chose words and phrases to create images as you describe how it looks when the moon shines. Be sure to pay attention to the structure of your response. REMEMBER: A well-written narrative paragraph includes A beginning: strong opening that tells what you are writing about A middle: details to describe actions, thoughts, or feelings An ending: closing sentence or two to sum it all up Mondo Publishing Score: 12 Look at the Moon