Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

Lesson Seed 4 - Day 11-12

LESSON FOCUS

How does understanding a character influence how the text is read?

TEXT MODEL
"I Am the Dog, I Am the Cat" by Donald Hall & Barry Moser

STUDENT OUTCOMES

Students will participate in a close reading of the play "I Am the Dog, I Am the Cat" by Donald Hall & Barry Moser.
Students will respond to text-dependent questions about the play and use evidence from the play to support their understanding.
Students will explore the characters' feelings and determine how they influence how the text is read.
Students will compose a two-voice monologue.

SAMPLE ACTIVITY
(Complete over 2 days.)

Prepare to Read:

Review the definition of a play and its features. A play is a story that can be acted out.
Discuss differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Have students think about and discuss how a dog and cat might sound as characters that talked.

PROCEDURE
DAY 1

Read the play, "I Am the Dog, I Am the Cat" by Donald Hall & Barry Moser. Have students follow along as the character's parts are read aloud with varying levels of expression. Encourage students to think about the characters' feelings and how they influence how the text is read. While reading, demonstrate how to read closely to make sense of the dialogue and clarify unknown words. For example: acquaintance, vanish, disguised, patrol, ferociously, muzzle, etc.

Have students reread in small groups or partners in order to compare the cat and dogs viewpoints on the topics given in the chart. Students should complete the chart using evidence from the text. Once students have completed the chart discuss the following:

How do the feelings of the characters influence their actions, dialogue, and how the text should sound when read aloud?

Topic	dog	cat
food
babies
strangers
sleeping
fear
play
each other

Day 2

Have students complete chart day 1 if necessary. Once students have completed the chart discuss the following:

How do the feelings of the characters influence their actions, dialogue, and how the text should sound when read aloud?

Students should then use the chart to respond to the following writing prompt:

Which animal would you rather be and why?

Possible Extension:Perform as a Reader's Theatre to build fluency and practice using varying tones based on the feelings of the characters.

Prepare for small group/guided reading by selecting appropriate leveled text and making connections to "Through the Lens of Others" and other topics related to this theme.

CCSS Standards Alignment

Reading: Literature

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in 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.

Reading: Foundational Skills

RF.2.4a Read grade-level text with purpose and understanding.

RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Speaking & Listening

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Language

L.2.4 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./td>

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Writing

W.2.5With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

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Last Updated 3/17/2020 12:05 PM