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Lesson 4: Authors Craft Day 3 Sylvester and the Magic Pebble Overview Class: There are 23 second-grade students

in this classroom. Two students are on IEPs, though neither student is on an academic IEP. Both students participate fully in all classroom activities. One of these students has a full time, one-on-one aide. There are also 3 ELL students in the class. Subject: Language Arts/Read Aloud Brief Summary: This lesson continues our study of authors craft. The class will use Sylvester and the Magic Pebble to look at Steigs use of all capital letters. We will also be summarizing and concluding our study of authors craft. Time: 45 minutes Understandings Students will understand that authors use different craft techniques in their text to influence their writing. They will be reintroduced to using all capital letters in a word. Standards MA. 8. A Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogue adds to a particular story or poem. Reading Standards for Literature Grade 2: 1. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. 4. Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, settings, or plot. Speaking and Listening Standards for Grade 2: 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Objectives SWBAT: Identify Steigs use of capitals in his writing Explain orally how these craft techniques influence their reading of the text in response to specific questions. Materials needed. Sylvester and the Magic Pebble by William Steig Pre-made vocabulary chart for Sylvester and the Magic Pebble ELMO projector

Authors Craft Anchor Chart Capitals Letters premade anchor chart elements Tape CDB!

Instructional Approach. 1. Introduction: a. Remind students we have been studying authors craft by looking at several William Steig books. Briefly review craft techniques discussed in Lesson 2 and 3 (dialogue, pictures tell a story, italics, dash, ellipses) b. Today we will be reading another book by William Steig called Sylvester and the Magic Pebble. Allow students to acknowledge if they have read the book by raising hands. 2. Vocabulary Scaffolding: a. As we know, William Steig uses a lot of strong words in his books. Ive listed some of vocabulary words that are in Sylvester and the Magic Pebble. We will be referring to this chart as we read to help us understand the story. b. Read the words to the students; after each word have the students echo the word back. We will discuss the definitions when the word arises in the text. Remind the students to give a thumbs-up when they hear the vocabulary word in the story. 3. Interactive Read Aloud: a. While reading, pause to ask questions of the students to check comprehension (in the text questions, inferencing questions, making predictions, etc.) b. Pause at vocabulary words to clarify meaning and link back to the vocabulary anchor chart. 4. Discuss Story Elements: a. As a class, identify the characters, setting, problem, and solution in the story. 5. Capitals: a. When we see a word in all capital letters, what does this tell us as readers? This is a concept that we have discussed several times throughout the year so the students should have familiarity with it. b. Look at an example of a word in all capitals in Sylvester and the Magic Pebble using the ELMO. How does this help us as readers? Putting a word in all capitals shows the word is loud and/or important. c. Add characteristics to anchor chart as they are discussed. 6. Authors Craft Full Class Wrap-up: a. Write the following sentence on the board: I heard a scary noise coming from my closet, but it was just my cat. Read it out loud as written. b. Ask the students how we could change this sentence using the authors craft techniques weve learned about. With each suggestion, change the

original sentence using a different color to highlight the change only. Ask the students to read how this would change the way we read the sentence. i. Possible suggestions include: 1. I heard a scary noise coming from my closetbut it was just my cat. 2. I heard a SCARY noise coming from my closet, but it was just my cat. 3. I heard a scary noise coming from my closet, but it was just my cat. 4. I heard a scary noise coming from my closet but it was just my cat. 7. Conclusion: a. Have students summarize what we learned about authors craft. Prompt with questions such as: What is authors craft? What are some examples of craft techniques? What do these techniques show us as readers? How could they help us as writers? b. Remind students that on Monday during their Weekend News writing they will be asked to try using 1-2 of the authors craft techniques in their own writing. c. Inform the students that next class we will be learning about who William Steig was as a person. Sponge CDB! can be introduced (if not introduced in previous lesson) or continued. Allow the students to try to figure out what the letters stand for on their own. Encourage them to whisper the letters under their breath so they can hear what it sounds like; this may help them solve the puzzle along with the visual cues in the illustrations. Assessment Students will be informal assessed using whole class discussion questions during the lesson. Students will be assessed on their ability to use the craft techniques during their Weekend News writing the following Monday. Every Monday students spend their morning work time (about 30 minutes) writing a small moments story about something they did over the weekend. The students were prompted to use 2 of our authors craft techniques in their own writing at this time. The goal was to apply our authors craft learning beyond the Language Arts subject time. The Authors Craft anchor chart was display for their reference.