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 6 - Day 14-15

LESSON FOCUS

How do different points of view influence how the characters think, act, and feel?

TEXT MODEL
"Hey Little Ant" by Phillip and Hannah Hoose
http:// www.literacylane. org/pdfs/Hey, %20Little%20Ant .pdf

STUDENT OUTCOMES

Students will participate in a close reading of the story "Hey Little Ant" by Phillip and Hannah Hoose.
Students will respond to text-dependent questions about the story and use evidence from the text to support their understanding.
Students will explore the different points of view and determine how they influence how the characters think, act, and feel.
Students will write an opinion piece from their own point of view in response to the text.

SAMPLE ACTIVITY
(Complete over 2 days.)

Prepare to Read:

Review the importance of and model how to read text orally with accuracy, appropriate rate, and expression.
Discuss differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

PROCEDURE
DAY 1

Play the song/video of "Hey Little Ant" by Phillip and Hannah Hoose (http:/ /www.youtube.com /watch?v= Rj6Xuyr7DDQ ). Have students focus on who the characters are and what the problem is. Have students "Think, Pair, Share" or "Turn and Talk" to discuss before whole class discussion. Reread the song while students follow along, this time finding the reasons that the boy gives for why squishing the ant is a good idea and the reasons the ant gives for why he should not be squished. While reading, demonstrate how to read closely to make sense of the dialogue and clarify unknown words. For example: crook, squish, and speck. After reading, the teacher should model using a simple t-chart (see below) to list evidence from the text in regards to the squishing. Students can then work in pairs or individually to reread and complete the t-chart. Encourage students to think about the kid and ant's points of view and how they influence how they think, act, and feel.

Day 2

Have students reread "Hey Little Ant" independently while thinking about what the child should do.

Writing/Assessment:

Have students use their t-chart from Day 1 to help them write an opinion piece from their own point of view by answering the final question that was presented in the text:

"What do you think that kid should do?"
In their response, students must introduce the topic they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Afterwards, have students publish their opinion piece by creating a 4-slide PowerPoint presentation with text, clip-art, and animation.

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.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

RL.2.6 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.

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

Writing

W.2.1Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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Last Updated 3/17/2020 12:05 PM