The Boy Who Cried Wolf - 4gaslps.com by linzhengnd

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									                      The Boy Who Cried Wolf
                        Retold by B.G. Hennessy
                      Illustrated by Boris Kulikov

                              Lesson Plan

This activity was done as a response to literature for our Book of the
Month, Edwurd Fudwupper Fibbed Big. Both books are about a boy who
told lies all the time, and are great for comparing/contrasting.

Step 1: Setup ... cover the ending picture (after the townsfolk don’t
come when the boy cries wolf). Have the PowerPoint activity up on the
LCD screen and ready to go. Have MS Word document “Informatial
Writing” open and minimized on the computer/screen.

Step 2: Pass out the audience participation cards at random. Separate
the audience with sheep in one section, wolves in another section, and
the shepherd boys in the last section. Hint: I give the shepherd boy
cards to my speech students so I can pull them to the side to work on
some speech goals later.

Step 3: Preteach vocabulary – see word card.

Step 4: Read the story, pointing to each section of the audience for the
appropriate sound effects. (Sheep: “Baa, Baa, Baa”; Wolves: “Grrr,
Grrr, Grrr”; Boys: “Wolf! Wolf! Wolf”).

Step 5: When you get to the end that is covered up, refer to the
second slide of the PowerPoint – making predictions. Discuss how fairy
tales are very old and often have different versions. After students
make guesses at how the story will end, remove the cover-ups and read
the end of the story. Go back to the PowerPoint now and begin
discussing consequences.

Step 6: When you get to the last slide of the PPT that says
“Informational Writing”, exit the PPT and open the word document on
the big screen where you can enter the students’ responses for them to
use later in their writing.

Step 7: Go back to the pictures in the book and discuss what the
students know are facts about sheep and wolves. List them on the
screen.

Step 8: Have each student who is holding a sheep card turn it in for a
sheep writing paper. Same for wolves. Those students go back to their
seats and do their informational writing about the animal they had. The
shepherd boys joing the SLP at a separate part of the room to work on
speech goals, such as vocabulary, or to get more direct help doing their
informational writing.

Curriculum Standards:
ELA1R5.a Vocabulary
Reads and listens to a variety of texts and uses new words in oral and written
language.

ELA1R6.b Comprehension
Makes predictions using prior knowledge

ELA1R6.c Comprehension
Asks and answers (implicit, explicit, and evaluative) questions about essential
narrative elements (e.g., beginning-middle-end, setting, characters, problems,
events, resolution) of a read-aloud or independently read text.

ELA1R6.e Comprehension
Distinguishes fact from fiction and identifies literary forms
ELA1R6.g Comprehension
Identifies the explicit (literal) and implicit (inferential) main idea and supporting
details of informational text and fictional text read or heard.

ELA1R6.i Comprehension
Recognizes cause-and-effect relationships in text.

ELA1R6.l Comprehension
Recognizes plot, setting, and character within texts, and compares and contrasts
these elements among texts.

ELA1R6.m Comprehension
Recognizes and uses graphic features (e.g., labels, tables, charts) and text
features (e.g., headings, labels, table of contents, captions, bold print, glossary)
and graphic organizers to understand text.

ELA1W1.k Writing Process
Begins to use a variety of resources (picture dictionaries, the Internet, books)
and strategies to gather information to write about a topic.

Uses appropriate end punctuation (period and question mark) and correct
capitalization of initial words and common proper nouns (e.g., personal names,
months).

ELA1LSV1.c Listening/Speaking/Viewing
Responds appropriately to orally presented questions.

Element: ELA1LSV1.d Listening/Speaking/Viewing
Increases vocabulary to reflect a growing range of interests and knowledge.

Element: ELA1LSV1.e Listening/Speaking/Viewing
Communicates effectively when relating experiences and retelling stories read,
heard, or viewed.

Element: ELA1LSV1.f Listening/Speaking/Viewing
Uses complete sentences when speaking.
                                     Websites:

http://www.kico4u.de/english/topicotw/boyread.htm
narration of text to read along; has lang arts activities at the end

http://www.schoolexpress.com/storytime/storyboy.php
site to download book online and coloring book version to print out

http://www.friendsofed.com/extras/1590592077/cartoon.html
black and white animated story (very brief) – different ending

http://www.tellitagan.com/
animated/narrated story – need to have Flash Player installed



                     Expressions: “A Wolf in Sheep’s Clothing”

								
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