The Berenstain Bears and Too Much TV Read-Aloud

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					      The Berenstain Bears and Too Much TV Read-Aloud
                                       By Rachel Stumpf

Grade level: 3

Subject area: Language Arts

Materials needed: The Berenstain Bears and Too Much TV by Stan and Jan Berenstain, large
bag, remote control, empty bag of chips or a candy wrapper, fishing line, Berenstain Bear stuffed
animals, thinking cap, marker board or large notepad, markers, popsicle sticks with each
student‟s name written on them

Standards:
      3.2.1.—Identify the elements of a fiction text i.e., setting, characters, events, problem,
      and resolution/solution.
      3.2.7.—Use reading strategies to increase and monitor comprehension
      3.3.2.—State and organize prior knowledge and experience to produce a written text e.g.,
      webbing, listing, gathering information, taking notes

Objectives:
       TLW locate the major problem in the story and explain what was done to solve the
       problem.
       TLW discuss the advantages and disadvantages of TV with classmates and form a pros
       and cons list.
       TLW choose a side and defend their opinion in writing.

Learning activities:
      1. Introduce the story by showing the class a large bag. Tell them that inside this bag
          are clues which will hint at what the story is about. Draw the name of one student
          from the cup of popsicle sticks and have that student reach into the bag and pull out
          one item. Keep drawing the names of students until all the items have been removed
          from the bag. After each item gets pulled out, have the students turn to a neighbor
          and talk about their predictions. When a student pulls out the remote control, explain
          that periodically throughout the story, we‟ll be stopping to do think-alouds, and at
          that point, the person with the remote will need to press the power button to stop the
          story. Explain that when we stop to do a think-aloud, I will put on my thinking cap
          and tell the class what‟s going on in my brain.
      2. Next, explain that before reading the story, we will look at a few words that might be
          unfamiliar to them. These words are convinced, shocked, longingly, and lively.
          Write each word on the whiteboard and say the word; then, have the students say the
          word out loud. Guide students through the definitions.
              *Convinced—when you get someone to believe the same thing you do. Give an
      example, such as: “My favorite color is green, and let‟s say that your favorite color is
      red. If I tell you all the reasons why green is a better color and you decide that green is
      now your favorite color too, then I‟ve convinced you that green is the best color.”
          *Shocked—feeling surprised. Introduce the word by asking if anyone has ever
gotten an electrical shock, and ask how they felt when they received the shock.
          *Longingly—wanting something. Ask the students to look for a shorter word
within the word [long]; explain that if you want something really bad, you might look at
it for a long time.
          *Lively—exciting, lots of action. Point out the word within the word, live, and
explain how lively also means full of life; then, tell the students that each time they hear
the word lively, they need to put their hands in the air as if they‟re really excited.
3. Introduce the story and begin reading, stopping periodically to do think-alouds. Stop
     at the following points:
           After Mama says, “The whole Bear family is watching too much TV,” say, “I
              wonder why Mama is so upset about the family watching TV. What‟s the big
              deal? Maybe I‟ll find out more on the next page.”
           After the sentence, “They were too busy watching Nutty Bear and the Bear
              Stooges,” say, “Now I see why Mama was upset. The cubs haven‟t been
              doing anything else but watching TV, and the family isn‟t having as much fun
              together anymore.”
           After the sentence, “It really didn‟t matter, because pretty soon Papa fell
              asleep and snored so loudly that they wouldn‟t have heard each other
              anyway,” say, “The Bear family reminds me of my family. Sometimes my
              sister and I get in trouble, and usually my mom is the one who gets upset. My
              dad snores just like Papa Bear, and sometimes he snores really loudly. Think
              about whether the Bear family reminds you of anyone you k now.”
           After the sentence, “It was a sharper picture, too—and a much, much, much
              bigger screen,” say, “The Bear family seems to be having a lot of fun. I
              wonder if they even miss watching TV.”
4. After reading the story, explain that in most works of fiction, there is a major
     problem. Ask the students to talk to their neighbor about what they think the major
     problem is, and then have the whole class talk about the major problem. Next, ask
     the class how the characters in the book solved this problem.
5. Explain that we‟re going to use the problem of too much TV as a starting point to
     compare the pros and cons of TV. Explain what a pros and cons list is and how
     making a pros and cons list might be useful. Divide the students into two groups,
     Team Brother and Team Sister. One group will list the pros of TV and the other
     group will list the cons of TV. When the groups are finished brainstorming, one
     group will present their ideas to the class. One group member will hold on to a
     Berenstain Bears stuffed animal as they say one idea that their group came up with,
     then that student will pass the stuffed animal to another member and they‟ll say an
     idea. Meanwhile, write each of the ideas under “Pros” and “Cons” headings on the
     board.
6. When each group has finished presenting their ideas, give the class the opportunity to
     add any final ideas to the list. Then, tell the students that they will be using this list to
     do a writing assignment. In this assignment, the students will form an opinion about
     TV. Talk about what an opinion is before giving students the attached writing
     assignment.
       7. Tell students that they will need to write down their opinion in response to each
          question and support their opinion with at least two sentences. Emphasize that it is
          important to have reasons behind the opinions that we hold. Ask the students if they
          have any questions about the assignment, and then let them get to work.

Assessment:
    Observation—To assess if the students can locate the major problem and solution in the
      story, I will listen to what the students tell their partners and what they tell the whole
      class.
    Observation—I will monitor the students as they work in groups to list advantages and
      disadvantages of TV, and I will listen to the students as they state their ideas in front of
      the class.
    Rubric—I will use the attached rubric to assess the students‟ written work. They will
      need to clearly state their opinion and support their opinion in at least two paragraphs.

Reflection:
        This lesson seemed to go pretty well, and the students really enjoyed listening to the story
being read aloud. My practicum teacher doesn‟t usually use props or think alouds when she
reads to the class, so the novelty of the lesson also helped to keep the students engaged. Before
reading the story, the students made some really great predictions about what the story might be
about. I had the students give me a thumbs up and stop talking to signal when they were ready to
see the next “clue”; this seemed to work well as the students were curious to see what other
objects I had in my bag. In the vocabulary lesson, the students seemed to gain a particularly
clear understanding of „shocked‟ and „lively.‟ Incorporating a sound and action with „lively‟
made the word much more fun and meaningful to the students. During the read aloud, the
students enjoyed “pausing” the story with the remote and listening to the think alouds, although
many wanted to add their own comments and I had to remind them to simply think about their
ideas.
        When the students had to come up with pros and cons of TV they stayed in the reading
area, and I had one group at a time present to the rest of the class. If I taught this lesson again, I
would have the students go back to their desks and then have each group come to the front of the
room to present. The students who weren‟t presenting got a little restless back in the reading
area, and I think simply standing up and moving to a new location would have helped to reduce
that. Before I passed out the writing assignment, I gave a general overview of what the students
would have to do, and then I went over the directions again after I passed out the assignment. I
emphasized that spelling was not my main concern and that what I really wanted to see was a
clearly stated opinion and good sentences explaining why they held a particular opinion. Most of
the students took a clear stance and provided good examples in their paper, and I think it helped
that they weren‟t overly concerned about spelling. The lesson definitely generated a lot of good
discussion, and I even heard some of the students talking about TV limits later on in the lunch
line. In the future, I might incorporate this lesson with other content areas to make it even more
meaningful.
Name: _________________________________________


              The Berenstain Bears and Too Much TV


Do you think that watching TV is good or bad? Explain why and write at least 2
sentences.


_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

Do you think that there should be limits on how much TV children are allowed
to watch? Explain why and write at least 2 sentences.



_________________________________
_________________________________
 _________________________________
 _________________________________
 _________________________________
 _________________________________
Name: ________________________                           Teacher: Miss Stumpf
Date : ___________________                               Too Much TV Opinion Paper
                                                         Crite ria                                              Points
                              1                      2                      3                     4
                                                                                              The student's
                                                                                            opinion is stated
                                              The student's                               and supported by at
                                                                       The student's
                                          opinion is stated but                                 least two
                                                                     opinion is clearly
                                            may not be very                                    explanation
                                                                    stated and at least
                 Opinion is not stated or clear. The student                                sentences which
Overall opi nion                                                     two sentences of
                  unclear, little or no   has two sentences of                               demonstrate a       ____
    of TV                                                            support are given
                    support is given.     support but support                                     higher
                                                                    which adequately
                                          does not adequately                               sophistication of
                                                                        explain the
                                          explain the student‟s                           thought and include
                                                                    student‟s position.
                                                position.                                 informat ion beyond
                                                                                          what was generated
                                                                                              by the class.
                                                                                              The student's
                                                The student's
                                                                       The student's        opinion is stated
                                            opinion is stated but
                                                                     opinion is clearly   and supported by at
                                              may not be very
                                                                    stated and at least         least two
                   Opinion is not stated or clear. The student
   Opinion on                                                        two sentences of          explanation
                    unclear, little or no   has two sentences of                                                 ____
setting TV li mits                                                   support are given      sentences which
                      support is given.     support but support
                                                                    which adequately         demonstrate a
                                            does not adequately
                                                                        explain the               higher
                                            explain the student‟s
                                                                    student‟s position.     sophistication of
                                                  position.
                                                                                                 thought.
                                                                                               Total---->        ____

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