Lesson 3
How Would You Feel If...
Objectives:
- SWBAT identify a need and want from a story.
- SWBAT describe by writing how a character in a story decided on making a choice regarding a need and want.
- VA Social Studies SOL: 2.9 The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and services.
- NCSS: Learners will understand how people deal with scarcity of resources and the difference between needs and wants.
- VA English SOL: 2.2 The student will continue to expand listening and speaking vocabularies.
b) Clarify and explain words and ideas orally.
- VA English SOL: 2.3 The student will use oral communication skills.
c) Participate as a contributor and leader in a group.
d) Summarize information shared orally by others.
- VA English SOL: 2.11 The student will write stories, letters, and simple explanations.
- VA English SOL: 2.12 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
Materials:
- The book, Those Shoes, by Maribeth Boelts
- Whiteboard and marker
- Social studies journal
- Whiteboard and marker
- Social studies journal
Procedure:
1. Read the story, Those Shoes to the class.
2. Have a discussion with the class about what was a want and what was a need in the story and why.
3. Divide the class into groups. Each group will be assigned a different character from the book. (Characters can include Jeremy, Grandma, and Mr. Alfrey. More than one group can have the same character).
4. Each group also has a specific question they must answer depending on what character they were assigned. Groups must discuss and come up with a consensus about how their assigned character felt regarding the question. These questions can be written on the board by the teacher as a reference for the groups.
5. The class will come back together and groups will share what they discussed.
6. After the discussion, students will write in their social studies journal an entry like a diary entry as their assigned character. All entries will start off as, "Dear Diary," and end with a signature of the assigned character. They will write in the entry how they felt from the story, what choice they made regarding the shoes, and why they made that choice.
2. Have a discussion with the class about what was a want and what was a need in the story and why.
3. Divide the class into groups. Each group will be assigned a different character from the book. (Characters can include Jeremy, Grandma, and Mr. Alfrey. More than one group can have the same character).
4. Each group also has a specific question they must answer depending on what character they were assigned. Groups must discuss and come up with a consensus about how their assigned character felt regarding the question. These questions can be written on the board by the teacher as a reference for the groups.
- Jeremy Group: What choice did Jeremy have to make when he was trying to have the special black shoes in the story? Why did he make that choice?
- Grandma Group: What choice did Jeremy's Grandma have to make when she wanted to buy Jeremy the special black shoes? Why did she make that choice?
- Mr. Alfrey Group: What choice did Mr. Alfrey have to make when he saw that Jeremy needed a pair of shoes? Why did he make that choice?
5. The class will come back together and groups will share what they discussed.
6. After the discussion, students will write in their social studies journal an entry like a diary entry as their assigned character. All entries will start off as, "Dear Diary," and end with a signature of the assigned character. They will write in the entry how they felt from the story, what choice they made regarding the shoes, and why they made that choice.
Differentiation:
- During instruction, use voice changes to stress points
- Repeat important information often
- Provide an outline of the lecture on a handout
- Teach key vocabulary before the lesson
- Provide a graphic organizer (concept map, outline, etc.) to help students organize their ideas before writing.
- Provide writing prompts for the journal entry. For example, a worksheet already typed with, "Dear Diary, I felt __________ because ________________. I decided to ______________________ . I did this because ________________________. Sincerely, ____________."
- For advanced writers, have students re-write the story of Those Shoes, but from the point-of-view of Jeremy's Grandma or Antonio.
Assessment:
- Journal: Students will be rated on the quality of their ideas about what choice their character had to make and why. Students will also be rated on correct grammar and punctuation.