GROUP FOUR
Cathy:
Introduction
I would like to
introduce our group. My name is Cathy and I
will be doing the introduction, Heather will be doing the first half of the lesson, Keli
will be doing the second half and Georgina will be winding up our lesson.
Our grade level
is geared toward 2/3, however the lesson can be modified to
all elementary grades. The
lesson can also be adapted for ESL students and students with special needs (using
pictures instead of writing out the word).
We will be
reading the folktale Little Red Riding Hood and using a Cloze activity. A Cloze activity, simply put, is a fill in the
blank activity (p.112, From Phonics to Fluency).
Depending on what
the teacher wants to teach he/she can use Cloze activities to fit the focus of the lesson. For example if the teacher wants to develop
“ing” words the students can be instructed only to make up words ending in
“ing”, deleting prefixes and suffixes can also be used as another strategy in a
Cloze activity.
Today Heather
will be reading “Little Red Riding Hood” (second time). When she is finished we will be put into four
different groups and asked to complete a Jigsaw activity integrating “feeling”
words.
Our focus and our
rationale behind this unit is to strengthen vocabulary, fluency, and context. Students need to ask themselves 1) Does the word
in the cloze make sense? and 2) Does it look right?
The teacher can
prepare for this lesson by using students prior knowledge, which works best for Cloze
activities. Notice how Heather is reading our story for the second time and also notice
her “hook” (red cape, little basket). The
students are already familiar with the story and now we can strengthen our vocabulary, the
context (meaning) of the words, and how they connect to the story. (p.121 Reading and
Writing in Elementary Classrooms, Fourth Ed.)
Most of all we
want our students to have fun with the activity.
Heather: Reading with Little Red Riding Hood
Active reading activity
1. Tell
students that they will actively listening this time – acting out the characters
personalities: Little Red, the wolf, grandma, and the woodcutter. “We are going to
read the story again and this time you are going to be a part of it!”
2. Teach
the character’s actions (these can be made up by the class or follow the suggestions
below) – practice and check for understanding
a. Little
Red – e.g. smiles and makes dimples
b. The
wolf – e.g. brings up claws and bares teeth
c. Grandma
- e.g. make spectacles and big blinking eyes
d. The
woodsman – e.g. strongman muscles
“Show me what to do when you hear ‘Little
Red’…”
3. Assign
the characters – either chunk the class into groups where they are (e.g. those on the
far left of the room are Little Red, those on the far right are The wolf…) OR number
the students from 1-4 (#1 being LR, #4 being the wolf…) OR have the class do it as a
whole.
4. Read
the story to the class, gently pausing/emphasising where the students should be doing
their action.
Pass on to
Keli who will continue with the cloze activity…
Keli:
Little
Red Riding Hood Cloze Activity
“Second Half of
the Lesson”
During: Reading Formats and Comprehension Strategies
After: Following Up On the Purpose
Jigsaw Activity (For a super speedy group of grade
Twos/ Threes)
1)
Distribute chunk 1, 2, 3, 4 of “Little Red Riding
Hood” Cloze activity to students. This should make 4 groups of 5 members for our
class. Pre- arrange groups so that they consist of all learning levels. 2
mins
2)
Students individually read through their chunk of text once.
Students re-read the chunk, this time filling in a feeling word that they think fits and
is interesting.
5 mins
3)
Students go to their expert groups located under their sign
indicating the group on coloured construction paper.
-Round Robin
each student’s replacement words and explanation of them.
5 mins
4)
Groups decide on one set of replacement words between all
members to share with the class. Students should be prepared to tell why they chose them.
Elect a speaker to read the chunk with the new words.
2 mins
5)
Groups return to a class circle. Students chose a speaker who
shares their group’s words and why they chose them.
Closing
Discussion
1 min explanation of it.
a.
Discussion open to whole class: What other suggestions
were there and why did they not fit as well?
b.
Reinforce that there are many ways to express a good feeling, a
bad feeling and a mixed feeling, some words fit better depending on the sentence. Does it
look right? Does it sound right? Is it interesting?
1) Group #1 Experts
A long time
ago in a simple cottage beside the deep, dark woods, there lived a pretty child called Red
Riding Hood. Se was kind and considerate and everybody _________ her.
One
afternoon Red Riding Hood’s mother called to her. “Granny isn’t feeling up
to snuff today,” she said, “so I’ve baked her favorite custard as a little
surprise. Be a good girl and take it to her, will you?” Red Riding Hood was
____________. She ____________ going to Granny’s--- even though it meant crossing the
deep, dark woods.
When the
custard had cooled, Red Riding Hood’s mother wrapped it up and put it in a basket.
“Now whatever you do,” she said, “go straight to Granny’s, do not
tarry, do not speak to any strangers.” “Yes, mama,” said Red Riding Hood.
Before long
she was the deepest part of the woods. “Ooooh,” she said. “This is scary.”
2) Group #2 Experts
Suddenly a
large wolf appeared. “Good afternoon, my dear,” he said. “Care to stop for
a little chat?” “Oh, gracious me,” said Little Red Riding Hood. “Mama
said not to speak to any strangers.”
But the wolf
had such charming manners. “And where are
you going, sweet thing?” he said. “I’m on my way to visit Granny, who lives
in the pretty yellow house on the other side of the woods,” said Red Riding Hood.
“She’s feeling ________, and I’m taking her a surprise.” You don’t
say,” said the wolf. Just then he had a delightful idea. No reason why I can’t
eat them bth,” he thought. “Allow me to escort you,” he said. “You
never know what might be lurking about.” “You’re to kind,” said Red
Riding Hood.
Beyond the
forest they came to a patch of sunflowers. “Why not pick a few?” suggested the
wolf. “Grannies ________ flowers, you know.” But while Red Riding Hood was
picking a pretty bouquet, the clever wolf hurried on ahead to Granny’s house.
“Who is
it?” called out Granny.
3)
Group #3 Experts
It is I,
your delicious----er--- darling granddaughter,” said the wolf in a high voice.
“The
door is unlocked,” said Granny.
“Surprise!”
cried the wolf.
Granny was
__________ at having her reading interrupted.
“Get
out of here, you horrid thing!” she cried.
But the wolf
gobbled her right up. He didn’t even bother to chew.
“Tasty,” he said, patting his belly,
“so
tasty.”
Just then he
heard footsteps on the garden path.
“Here
comes desert!”
And losing
no time, he put on Granny’s cap and glasses, jumped into bed, and pulled up the
covers.
“Who is
it?” he called out in his sweetest Granny voice.
It is I,
your little granddaughter,” said Little Red Riding Hood.
“The
door is unlocked,” said the wolf.
Red Riding
Hood was __________ at seeing her grandmother so changed.
“Why
Granny,” she said, “what big eyes you have.”
“The
better to see you, my dear,” said the wolf.
“And
Granny, what long arms you have.”
“The
better to hug you, my dear,” said the wolf.
“And
Granny, what big teeth you have.”
“THE
BETTER TO EAT YOU, MY DEAR!” cried the wolf.
Group #4 Experts
And he
gobbled her right up.
“I’m
so wicked,” he said. “So wicked.” But he really was enormously _______ with
himself. And having enjoyed such a heavy meal, he was soon snoring away. A hunter passing
by was alarmed by the frightful racket. “That doesn’t sound like Granny!”
he said. And so the ________ hunter jumped in the window, killed the sleeping wolf and cut
him open. Out jumped Granny and Red Riding Hood “We’re ever so grateful,”
said Red Riding Hood.
“That
wicked wolf won’t trouble you again,” said the hunter.
“It was
so dark in there I couldn’t read a word,” said Granny. Red Riding Hood promised
never, ever to speak to another stranger, charming manners or not.
And she
never did.
