slar 2 grade 9/8 1 week (5 days) · baby of the world. spanish titles received: prudencia se...

Block 2: Fiction

Retelling and Comparing Stories

SLAR 2nd GRADE

9/8 – 9/12

1 Week (5 days)

TEKS 2.3A, 2.3B, 2.3C, 2.9A, 2.9B, Fig. 19 A-F

Note: The following lessons require several fiction texts by the same author. Several years ago,

each grade level received books that corresponded with our former curriculum (C-scope). The

2nd

grade text set included six picture books by Kevin Henkes: Wemberly Worried,

Chrysanthemum, Chester’s Way, Sheila Rae the Brave, A Weekend with Wendell, and Julius the

Baby of the World. Spanish titles received: Prudencia se preocupa, Crisantemo, La primera

luna llena de Gatita, El gran día de Lily. You will need two of these texts to complete the

lessons for Block 2 (or you may use two texts of your choice by another author, using the same

format as these lessons. If you choose your own texts, it is important to select books in which

deep character analysis is possible).

* After you select your two Kevin Henke’s texts, look at the end of this block of lessons for

the information you will need to complete the interactive read alouds and minilessons.

Week Time Frame Lessons Focus

1 9/8 – 9/12 1-5 Character Analysis, Retelling and

Comparing Stories

Block 2: Fiction – Retelling and Comparing Stories

Lesson TEKS & Objective/Product Procedure

1

TEKS: 2.3A-C, 2.9B, Fig. 19A-F

Obj: Vamos a describir los personajes

principales en las obras de ficción,

incluyendo sus rasgos, motivaciones y

sentimientos.

Product: Voy a utilzar evidencia del texto

para compartir con mi compañero mis

pensamientos del personaje principal de un

cuento.

Focus: Establishing Purposes for Reading, Make

and Confirm Predictions, Monitoring

Comprehension, Character Analysis

Text: Kevin Henkes Book

Grade level book collection (C-Scope)

Approach: IRA

Resources/Materials: NA

2

TEKS: 2.9A, 2.9B, Fig. 19E

Obj: Vamos a volver a contar eventos

importantes en orden lógico.

Product: Voy a discutir eventos importantes

con mi compañero.

Focus: Retelling Important Story Events in

Logical Order

Text: Kevin Henkes book from Lesson 1

Grade level book collection (C-Scope)

Approach: Minilesson

Resources/Materials:

Anchor: Volver a contar y comparar historias

3

TEKS: 2.3A-C, 2.9B, Fig. 19A-F

Obj: Vamos a describir los personajes

principales en las obras de ficción,

incluyendo sus rasgos, motivaciones y

sentimientos.

Product: Voy a utilzar evidencia del texto

para compartir con mi compañero mis

pensamientos del personaje principal de un

cuento.

Focus: Reader’s Notebook

Text: Kevin Henkes book (different from lessons

1 and 2)

Grade level book collection (C-scope)

Approach: IRA

Resources/Materials: NA

4 TEKS: 2.9A, 2.9B, Fig. 19E

Obj: Vamos a volver a contar eventos

importantes en orden lógico.

Product: Voy a discutir eventos importantes

con mi compañero.

Focus: Active Listening and Discussing, Text-to-

Self Connections

Text: Kevin Henkes book from Lesson 3





5 TEKS: 2.9A, Fig. 19D, E, F

Obj: Vamos a describir las semejanzas y las

diferencias en los argumentos y escenarios

de varias obras del mismo autor.

Product: Voy a describir una semejanza y

una diferencia entre dos obras del mismo

autor.

Focus: Active Listening and Discussing, Text-to-

Self Connections

Text: Kevin Henkes books from Lessons 1 & 3





3

Lesson 1

Lesson Overview: 2.3A-C, 2.9B, Fig. 19A, C, D, F

Text: Kevin Henkes book (Grade level book collection)

Approach: Interactive Read Aloud

Focus: Character Analysis

Create: (BEFORE THE LESSON)

Stopping Points – Record the stopping points on sticky notes and place on the correct pages in the text:

Lesson:

1. Bring students to your whole group reading area. Have them sit next to a partner (assigned or self-

selected).

2. Introduce Text

3. Read the Text: Use stopping points to focus the lesson on character analysis.

4. Closing

4

Lesson 2

Lesson Overview: 2.9A, 2.9B, Fig. 19E

Text: Kevin Henkes text from Lesson 1


Focus: Retelling Important Story Events

Anchor Chart: (See end of lesson 5 for Spanish chart)

Making Connections: Retelling and Comparing Stories

o Title the anchor and create the chart.

Content will be filled in with your

students during the week.

Lesson:


selected). Have the anchor chart displayed on a wall or easel next to you.

2. Introduction:

Ayer leímos ____________ y pensamos profundamente de los personajes principales. Hoy vamos indentificar

y anotar los personajes, escenario, y argumento de la historia. El argumento incluye los eventos importantes

de la historia en orden correcto.

You will fill in only this row

with your students in Lesson

2.

5

3. Revisiting the Text:

Use the information included to think through each part of the anchor with your students. Remember to model

and provide opportunities for turn-and-talk.

4. Closing: Buenos lectores piensan profundamente de los personajes, el escenario, y el argumento

cuando leen. Anotando los elementos de una historia nos ayuda comprender y hacer conexiones

sobre lo que estamos leyendo.

6

Lesson 3 .

Lesson Overview: 2.3A-C, 2.9B, Fig. 19A, C, D, F

Text: Kevin Henkes book (Grade level book collection)

Approach: Interactive Read Aloud

Focus: Character Analysis

Create: (BEFORE THE LESSON)

Stopping Points – Record the stopping points on sticky notes and place on the correct pages in the text:

Lesson:


selected).

2. Introduce Text

3. Read the Text: Use stopping points to focus the lesson on character analysis.

4. Closing

7

Lesson 4 Lesson Overview: 2.9A, 2.9B, Fig. 19E

Text: Kevin Henkes text from Lesson 3



Anchor Chart:


o Content will be filled in with your

students.

Lesson:



2. Introduction:

Ayer leímos ____________ y pensamos profundamente de los personajes principales. Hoy vamos indentificar

y anotar los personajes, escenario, y argumento de la historia. El argumento incluye los eventos importantes

de la historia en orden correcto.



4.

This should be filled

in from Lesson 2.

8

3. Revisiting the Text:

Use the information included to think through each part of the anchor with your students. Remember to model

and provide opportunities for turn-and-talk.

4. Closing: Buenos lectores piensan profundamente de los personajes, el escenario, y el argumento

cuando leen. Anotando estos elementos de una historia nos ayuda comprender y hacer conexiones

sobre lo que estamos leyendo.

9

Lesson 5

Lesson Overview: 2.9A, 2.9B, Fig. 19E

Text: Kevin Henkes text from Lessons 1 & 3



Anchor Chart:


o Content will be filled in with your

students.

Lesson:





5.


in from Lesson 2.


in from Lesson 4.

10

2. Introduction:

Hemos leído dos historias por Kevin Henkes y anotamos los personajes, los escenarios, y los agumentos de

cada cuento (point to anchor). Esto nos ayudó comprender mejor y conectar con lo que estamos leyendo.

Aprendimos de conexiones de texto a si mismo y cómo esto ayuda a comprender más de los personajes y los

eventos importantes de una historia.

También podemos hacer conexiones de texto a texto cuando leemos. Esto es cuando comparamos una historia

a otra, pensando en cómo son igual y cómo son diferente. Haciendo conexiones de texto a texto, o conexiones

de un libro a otro, nos ayuda comprender una historia nueva y hacer predicciones de lo que pordía suceder

basado en lo que sabemos de otra historia. (Debbie Miller, Reading with Meaning)

3. Revisiting the Texts and Anchor Chart:

Guide students through conclusions as the two stories are compared. The conclusions should not be surface

level (e.g., the characters in both stories were mice). These sort of text-to-text connections do not advance our

understanding or comprehension as readers. You will have to model and facilitate discussions throughout the

year that move students beyond this surface level thinking. Here’s an example of deeper conclusions that

readers can make when comparing stories:

Characters:

_____(character) in _____(story) is shy whereas _____(character) in _____(story) is bossy and selfish.

Both characters change from a key event in the story. _____(character) becomes _____(description)

and _____(character) becomes _____(description).

Setting:

Both stories were set mainly at home with family. However, _____(character) changed as a result of a key

event at school.

Plot:

_____(character) in _____(story) found it difficult to accept her new brother. This changed for her when

someone said something ugly to her about him and she felt protective.

_____(character) in _____(story) did not want to accept the friendship of a new neighborhood girl. This

changed for him when she rescued him from some boys who were picking on him.

Both characters learned about acceptance as a result of a difficult situation.

4. Closing: Buenos lectores hacen conexiones de texto a texto mientras leen. Así como leímos una

historia y nos hace pensar de un personaje or un evento importante, nos ayuda para hacer

predicciones y comprender lo que estamos leyendo.

Note:

11

Once this anchor is completed with

your students, take a picture of it and

print it off using the word document

titled Anchor Charts.

Have the students add this to page 9

in the Whole Group section of their

Reader’s Notebook.

Record on Table of Contents.

12

Volver a contar y comparar historias

Texto: Personajes Escenario Argumento: Eventos importantes

Texto: Personajes Escenario Argumento: Eventos importantes

Conclusiones:

Conexiones de

texto a texto

13

Chester’s Way

Introduction:

We are going to read a story by Kevin Henkes called Chester’s Way. Chester is an interesting young mouse.

As we read, we are going to pay attention to what he says, does and thinks because that will help us describe

and understand him. Remember that text-to-self connections can help you think about the story too. There

may be characters or events in this story that remind you of people or things in your life. These connections

will help you understand the story in a deeper way.

Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text from

the story.

(Chester and Wilson, Wilson and Chester. That’s the way it was.)

o Let’s talk about the things we know about Chester and Wilson…

(they won’t do things without each other, they’re best friends, they do things just alike)

o How would you describe their relationship?

(they are very close because they’re so much alike)

(And in summer, they reminded each other to wear sunscreen, so they wouldn’t burn.)

o How do Chester and Wilson feel about each other?

(caring, protective, like brothers)

o How does the author help us understand their relationship? What do Chester and Wilson say and

do that shows how close they are? Turn and talk to your partner and take turns sharing your

thinking. If you need a little more information from your partner, remember to use the stem “Can

you tell me more about that?”

(Point to anchor – How do Partners have a Conversation)

o Have a few students share text evidence for how the author helps us understand that Chester and

Wilson are close.

(they always ride bikes and play baseball together, they go on picnics together, they want the same

things for Christmas, they dressed alike at Halloween, Chester says “Don’t worry, now if you grow a

watermelon plant, I’ll grow one too”)

(“She’s something else,” said Chester. “Looks like it,” said Wilson.)

o Based on what we know about Chester and Wilson, how do you think they feel about Lilly?

(she’s a pest, she’s weird, she’s crazy)

o What do Chester and Wilson say and do that helps us understand their feelings for Lilly? Turn and

Talk to your partner and take turns sharing your thinking. If you need a little more information from

your partner, remember to use the stem “Can you tell me more about that?”

14

o Have a few students share text evidence for how Chester and Wilson feel about Lilly:

(they say they are busy when she asks to play, they disguise their voices on the phone when she

calls, they hide from her, they say things like “She’s something else” and “She definitely has a mind

of her own”)

(Chester and Wison didn’t know what to do. Just when they were about to give up hope…)

o Let’s make a prediction about what’s happening here based on the illustration and what we’ve read

so far.

(the fierce-looking cat is Lilly)

o What are we basing this prediction on?

(the author said – she never left the house without a disguise, she always carried a loaded squirt gun,

we’ve seen that she wears those red boots in many pictures)

(Lilly taught Chester and Wilson how to talk backwards. And they taught her…)

o What have Chester, Wilson, and Lilly discovered?

(Even though they’re different, they like each other and are having fun together)

o This reminds me of the story Gloria who used to be My Best Friend. Julian and Gloria were

different, but discovered how much they enjoyed being together. This helps me understand what’s

changed with Chester, Wison, and Lilly. I’ve made what’s called a text-to-text connection. We’re

going to look more closely at this type of connection in a few days.

(End of story)

o Based on what Chester, Wilson, and Lilly have learned, what do you think might happen now that

Victor has moved into the neighborhood?

(Even if he is very different from them, they will end up being friends)

Closing:

As we read Chester’s Way, we thought deeply about the characters based on what they say, do, and think.

Understanding the characters in fiction, especially the main character or characters, is very important. It helps

us to understand and connect with the book we are reading, other books we read, and even understand

ourselves and other people in our lives. When you are reading a fiction text that is just right for you, remember

to pay careful attention to what the characters say, do and feel.

15

Example of Minilesson anchor filled out (this should be completed with your students):

Text Characters Setting Plot: Important Events Chester’s Way by

Kevin Henkes

Chester

Wilson

Lilly

Chester’s

Parents

Chester’s

home and

neighborhood

Chester and Wilson are best friends who are just alike.

When Lilly moves into the neighborhood, Chester and Wilson

don’t want to play with her because she is very different from

them.

One day some boys surround Chester and Wilson’s bikes and

make fun of them.

Lilly rescues Chester and Wilson by scaring the boys away,

disguised as a cat with a squirt gun.

Chester, Wilson and Lilly become friends and learn they have

some things in common.

16

Sheila Rae, The Brave

Introduction:

We are going to read a story by Kevin Henkes called Sheila Rae, The Brave. This is Sheila Rae (point on

cover) and she has a little sister named Loise. As we read, we are going to pay attention to what Sheila Rae

and Louise say, do, and think because that will help us describe and understand them. How many of you have

an older or younger sibling? If you do, you may make some text-to-self connections to their relationship.

Remember that text-to-self connections can help you think about the story too. There may be characters or

events in this story that remind you of people or things in your life. These connections will help you

understand the story in a deeper way.


the story.

(And she wasn’t afraid of the big black dog at the end of the block.)

o What might we conclude about Shelia Rae’s sister from these pictures?

(she follows Shelia Rae around, she’s more fearful of things than Sheila Rae)

(“You’re always such a scaredy-cat,” Sheila Rae called. “Am not,” whispered Louise.)

o Think about what you’ve noticed in the pictures as well as what Sheila Rae and Louise say and do.

How would you describe their relationship?

(Louise counts on her big sister, but they are different and argue)

o Do you think they’re like most siblings? Can you connect with their relationship? Turn and talk to

your partner and take turns sharing your thinking. If you need a little more information from your

partner, remember to use the stem “Can you tell me more about that?”


o Have a few students share their thinking -

(most siblings are not just alike and get into arguments. Many younger siblings look up to their

older brother or sister.)

(And she pretended that the trees were evil creatures. She climbed up them and…)

o I’m noticing that Louise is following Sheila Rae (refer to illustrations).

o I wonder why she would do this…What do you think?

(we have seen from the beginning that Louise often follows her big sister around. Maybe she is

curious or even worried about Sheila Rae)

(It suddenly occurred to Sheila Rae that nothing looked familiar.)

o Based on the picture and what the text says – “It suddenly occurred to Sheila Rae that nothing

looked familiar”, what can we predict has happened?

(Sheila Rae is lost)

17

(They turned corners.)

o How have Sheila Rae and Louise changed? Turn and talk to your partner and take turns sharing

your thinking. If you need a little more information from your partner, remember to use the stem

“Can you tell me more about that?”

(They have changed roles. Sheila Rae is acting like Louise and Louise is acting like Sheila Rae.)

o What do you think has caused this change?

(When Sheila Rae got lost it scared her and she didn’t know what to do. Louise knew which way to

go, so she felt brave and confident she could get them home)

(End of story)

o What lesson might these girls have learned? Turn and talk to your partner.

(It’s important to stick together and count on each other. They are both brave.)

Closing:

As we read Sheila Rae, The brave we thought deeply about the characters based on what they say, do and think.

Understanding the characters in fiction, especially the main character or characters, is very important. It helps

us to understand and connect with the book we are reading, other books we read, and even understand



18


Text Characters Setting Plot: Important Events Sheila Rae, The

Brave by

Kevin Henkes

Sheila Rae

Louise

The girls

home, school,

and

neighborhood

Sheila Rae is brave – she isn’t afraid of storms, the dark, or

riding her bike no-handed.

One day Sheila Rae decides to walk home from school a new

way. Her little sister Louise is afraid to go and Sheila Rae

calls her a scaredy-cat.

As she bravely walked home, Sheila Rae steps on cracks,

walks backwards, and growls at stray dogs and cats.

Louise secretly follows her sister the whole way.

Sheila Rae realizes she is lost and becomes frightened.

Louise bravely leads her sister home and Sheila Rae discovers

she and her sister are both brave.

19

Chrysanthemum

Introduction:

Vamos a leer una historia por Kevin Henkes títulada Crisantemo. Un crisantemo es un tipo de flor y también

es el nombre de esta ratoncita (point on front cover). Mientras leemos, vamos a prestar atención

cuidadosamente a lo que dicen, hacen, y piensan los personajes, especialmente Crisantemo. Recuerdan que

conexiones de texto a si mismo, puede ayudarles a pensar acerca de la historia también. En la historia puede

haber personajes o eventos, que los recuerda de personas o cosas en su vida. Estas conexiones los ayudará a

comprender la historia de una manera más profunda.

Stopping Points:

Page 11

o ¿Cómo ha cambiado Crisantemo?

(amaba su nombre y ahora no)

o ¿Qué ha causado este cambio?

(los niños en la escuela, especialmente Victoria)

Page 16

o ¿Qué hace Crisantemo en el camino a la escuela?

(caminando despacito, arrastrando los pies en la tierra)

o Sus acciones nos ayudan a entender que ella . . .

(No quiere ir a la escuela. El primer día se sentía emocionada, pero ahora no, ya que los niños se

burlaban de ella)

o ¿Has conocido alguien como Victoria o te han molestado así? Volteen y hablen con tu compañero y

se turnan para compartir sus pensamientos. Si necesitan más información de su compañero,

recuerdan de usar la oración - ¿Puedes desirme más sobre eso?

(Point to anchor – Cómo mantener una conversación)

o ¿Qué comprendiste con más profundidad, ya que hiciste conexiones de texto a si mismo con esta

historia?

(Crisantemo se siente triste y confundida porque los niños la molestan. Cada mañana ella se

preocupa que los niños le harán burlón.)

20

Page 29

o ¿Cómo han cambiado los sentimientos de Crisantemo?

(Se siente bien acerca de su nombre otra vez.)

o ¿Qué piensas que causó este cambio?

(discuten la señorita Estrella y lo que dice ella)

(End of story)

o ¿Qué lección podríamos aprender de esta historia? Voltea y habla con tu compañero. Recuerdan

turnar y escuchar cuidadosamente cuando su compañero habla.

(Debes estar orgulloso de quien eres, nuestras diferencias nos hacen especial, no es agradable

burlarse de otras personas.)

Closing:

Meintras leíamos Crisantemo, pesabamos profundamente de los personajes basado en lo que ellos dicen, hacen

y piensan. Entendiendo los personajes en textos de ficción, especialmente el personaje principal, o los

personajes principales, es muy importante. Esto nos ayuda comprender y conectar con el libro que estamos

leyendo, otros libros, y hasta entender a nosotros mismos y otra gente en nuestra vida. Cuando lees un libro de

ficción, que es apropiado para ti, presta atención cuidadosamente a lo que los personajes dicen, hacen y

sienten.

21


Texto Personajes Escenario Argumento Crisantemo by

Kevin Henkes

Crisantemo

Los padres de

Crisantemo

Las maestras

Los compañeros

de clase

o Victoria

La casa

La escuela

Crisantemo ama su nombre hasta que se va a la escuela y los

niños se burlan del nombre.

Los padres de Crisantemo le ayudan a sentirse mejor, pero

cada día en la escuela, los niños, especialmente Victoria, la

convencieron que su nombre es horrible.

Los estudiantes conocen y aman su maestra nueva de musíca,

la señorita Estrella.

Cuando Victoria y los otros compañeros de clase le hacen

burla a Crisantemo, la señorita Estrella revela que ella tiene

nombre de flor también.

Crisantemo ama su nombre de nuevo.

La señorita Estrella le puso a su niña el nombre de Crisantemo.

22

Prudencia se preocupa

Introduction:

Vamos a leer una historia por Kevin Henkes títulada Prudencia se preocupa. Esta es Prudencia (point on front

cover) y certamiente pienso que se ve preocupada. Mientras leemos, vamos a prestar atención

cuidadosamente a lo que dicen, hacen, y piensan los personajes, especialmente Crisantemo. Recuerdan que

conexiones de texto a si mismo, puede ayudarles a pensar acerca la historia también. En la historia puede

haber personajes o eventos, que los recuerda de personas o cosas en nuestra vida. Estas conexiones los

ayudará a comprender la historia de una manera más profunda.


the story.

(Cuando se preocupada mucho, Prudencia le frotaba las orejas a Pétalo. Y luego se preocupaba…)

o ¿Qué parece darle consuelo a Prudencia? (su conejito, Pétalo)

o ¿Puedes conectar a esto? ¿Qué te da consuelo cuando te preocupas? Volteen y hablen con su

compañero y turnense compartiendo sus pensamientos. Si necesitan más información de su

compañero, recuerdan de usar la oración -¿Puedes desirme más sobre eso?

(Point to anchor – Cómo mantener una conversación)

o ¿Qué entendiste de la historia, con la ayuda de las conexiones?

(Pétalo es muy importante a Prudencia y por eso Prudencia lleva a Pétalo a todas partes – porque

siempre está preocupada)

(¿Y si se ríen de mi nombre?)

o Prudencia se preocupa por todo, pero ¿qué es su problema principal?

(tiene miedo de ir a la escuela)

o ¿Qué nos ayuda entender, el texto y el aspecto de la página?

(Prudencia tiene muchas, muchas preocupaciones de ir a la escuela.)

o Estoy notando que el texto de estas páginas se pone más y más grande. Yo pienso que esto nos

ayuda a comprender que sus preocupaciones acerca de la escuela están empeorando.

( Pétalo saludó a Musu.)

o ¿Por qué la maestra introduce Prudencia a Azucena? Voltea y habla con tu compañero y turnense

compartiendo sus pensamientos.

(Azucena también tiene miedo)

o ¿Qué puedes decir sobre las dos?

(tienen mucho en común)

23

(A ratos, Prudencia se seguía preocupando. . . )

o Estoy notando algo diferente sobre Prudencia en estas páginas …

(Está sonriendo)

o Los dibujos y el texto en estas páginas nos ayudan entender . . .

(Prudencia se está divirtiendo)

(Fin del cuento)

o ¿Cómo ha cambiado Prudendia? Voltea y habla con tu compañero. Turnense compartiendo sus

pensamientos.

(Ella está sonriendo y se siente contenta. Encontrando una amiga nueva le ayudó a estar menos

preocupada.)

o He notado algo, pienso que esto es importante. Prudencia no está sosteniendo a Pétalo en este

dibujo donde se despidió. ¿Ustedes lo notarón? Estoy pensando que en poco tiempo, no necesitará

a Pétalo para consolarla. ¿Qué piensan ustedes? (Discuss)

Closing:

Mientras leímos la historia, Prudencia se preocupa, pensamos profundamente de los personajes basado en lo

que ellos dicen, hacen y piensan. Entendiendo los personajes en textos de ficción, especialmente el personaje

principal, o los personajes principales, es muy importante. Esto nos ayuda a comprender y conectar con el

libro que estamos leyendo, otros libros, y hasta entender a nosotros mismos y otra gente en nuestra vida.

Cuando lees un libro de ficción que es apropiado para ti, presta atención cuidadosamente a lo que los

personajes dicen, hacen y sienten.

24


Texto Personajes Escenario Argumento Prudencia se

preocupa por

Kevin Henkes

Prudencia

Los padres de

Prudencia y su

abuelita

La maestra

Los compañeros

de clase

o Azucena

La casa

La escuela

Prudencia siempre se preocupaba sobre todo.

Sus padres y su abuelita tratan de consolarla y le dicen que se

preocupa mucho. Prudencia se consuela con Pétalo, su conejito

de peluche.

Prudencia se preocupa más sobre empezar la escuela.

Su maestro le presenta a una estudiante llamada Azucena. Ella

también tiene un animal de peluche que la consuela con sus

preocupaciones.

Prudencia y Azucena tienen personajes similares y se divierten

juntas en la escuela.

Prudencia se siente mejor y está lista para otro día en la

escuela.

25

A Weekend with Wendell

Introduction:

We are going to read a story by Kevin Henkes called A Weekend with Wendell. Wendell is staying with Sophie

and her family for the weekend while his parents are out of town. As we read we are going to pay careful

attention to what the characters say, do, and think, especially Sophie. Remember that text-to-self connections

can help you think about the story too. There may be characters or events in this story that remind you of

people or things in your life. These connections will help you understand the story in a deeper way.


the story.

(“Only if I can make the rules,” said Wendell)

o Let’s take a look at these pictures and think about what we’ve read so far about Sophie…

(she’s hiding behind her mom, she’s quiet)

o Based on the pictures and text, how might Sophie be feeling?

(worried, shy, unsure about Wendell staying)

(“Isn’t this fun?” said Wendell. Sophie didn’t say anything)

o We can learn a lot about a character in a story from what they say and do. What do you notice

Wendell saying and doing in this story? Turn and talk to your partner and take turns sharing your

thinking. If you need a little more information from your partner, remember to use the stem “Can

you tell me more about that?”


(he doesn’t like her toys, he wants to make the rules, he decides what they play and how they play it)

o What can you tell about Wendell?

(he’s selfish and bossy.)

( “When is Wendell leaving” whispered Sophie. – after he finger-painted)

o How are Sophie’s parents most likely feeling?

(frustrated, ready for Wendell to go home)

o How can you tell?

(they look frustrated in the picture, Wendell keeps bothering Sophie, he has bad manners and has

messed up things in the house)

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(“Want to go ouside to help me wash this off?” asked Sophie. “We could play…)

o Based on the picture and what Sophie says here, let’s predict what might happen next. Turn and talk

to your partner and take turns sharing your thinking.

(maybe she will – leave him outside, spray him with the hose…)

(End of story)

o How has Sophie and Wendell’s relationship changed?

(they like each other and enjoy each other’s company)

o Let’s think about what caused this change…

(Sophie got the chance to be the boss and started having fun, they quit worrying about who was in

charge and just enjoyed playing together)

Closing:

As we read A Weekend with Wendell, we thought deeply about the characters based on what they say, do and

think. Understanding the characters in fiction, especially the main character or characters, is very important.

It helps us to understand and connect with the book we are reading, other books we read, and even understand



27


Text Characters Setting Plot: Important Events A Weekend with

Wendell by

Kevin Henkes

Wendell

Sophie

Sophie’s Parents

Sophie’s Home

Wendell comes to stay with Sophie and her family for the

weekend.

He is bossy and won’t leave Sophie alone.

Wendell makes messes in the house and Sophie and her family

are ready for him to go home.

When Wendell puts shaving cream in Sophie’s hair, she takes

him outside to play fire fighter.

At first Sophie is bossy and sprays Wendell, but then they start

having fun together.

When Wendell returns home, Sophie’s parents are glad but

Sophie hopes she can see him again soon.

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Julius The Baby of the World

Introduction:

We are going to read a story by Kevin Henkes called Julius the Baby of the World. This is baby Julius and his

big sister Lilly (point on cover). As we read we are going to pay careful attention to what the characters say,

do, and think, especially Lilly. How many of you have a younger brother or sister? You might make some

text-to-self connections to Lilly’s feelings in this story. Remember that text-to-self connections can help you

think about the story too. There may be characters or events in this story that remind you of people or things

in your life. These connections will help you understand the story in a deeper way.


the story.

(“Julius is the baby of the world,” chimed Lilly’s parents. “Disgusting,” said Lilly.- parents holding baby

Julius in pic.)

o Do any of you have a younger sibling that can understand how Lilly is feeling? Who can share a

connection and how it helps them understand this story better? (Let someone share)

o What is going on with Lilly?

(she’s jealous)

o What is Lilly saying and doing that helps us understand she is jealous? Turn and talk to your

partner and take turns sharing your thinking. If you need a little more information from your

partner, remember to use the stem “Can you tell me more about that?”


(took her things back, says “I hate Julius”, thinks his nose is slimy and his eyes are beady…)

(Pic. – mom is holding Julius and Lilly is standing there with a face disguise on)

o How do Lilly’s parents try to solve the problem with Lilly?

(hugs, kisses, treats, later bed time)

o How might they be feeling?

(worried, sad, concerned)

o How can you tell?

(they are trying to help Lilly feel better, mom looks worried in picture)

(The story earned her ten minutes in the uncooperative chair.)

o Do you think Lilly has a right to feel the way she does about Julius? Why or why not? Turn and talk

to your partner and take turns sharing your thinking.

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(“Stop!” said Lilly. “I am the queen. Watch me closely.”)

o How has Lilly changed?

(she is standing up for her brother and feels protective of him)

o What has caused her feelings to change?

(Her Cousin Garland said some mean things about Julian and it upset Lilly.)

(End of story)

o I’m wondering who this book might be helpful to…what do you think? Turn and talk to your partner

and take turns sharing your thinking. If you need a little more information from your partner,

remember to use the stem “Can you tell me more about that?”

(a family who is having another baby, an older brother or sister who has a younger sibling)

Closing:

As we read Julius the Baby of the World, we thought deeply about the characters based on what they say, do

and think. Understanding the characters in fiction, especially the main character or characters, is very

important. It helps us to understand and connect with the book we are reading, other books we read, and even

understand ourselves and other people in our lives. When you are reading a fiction text that is just right for

you, remember to pay careful attention to what the characters say, do and feel.

30


Text Characters Setting Plot: Important Events Julius the Baby of

the World by

Kevin Henkes

Lilly

Lilly’s Parents

Julius

Lilly’s Relatives

o Cousin

Garland

Lilly’s Home

Lilly doesn’t like her new baby brother Julius and does mean

things to him.

Lilly’s parents love Julius and call him the baby of the world.

They try to do and say things to make Lilly feel better, but she

says she hates Julius and she keeps getting in trouble.

Lilly’s parents have a party for Julius and Cousin Garland says

mean things about Julius to Lilly.

Lilly gets angry at Cousin Garland and makes her call Julius

the baby of the world.

Lilly’s feelings change for Julius and she thinks he’s the baby

of the world too.

slar 2 grade 9/8 1 week (5 days) · baby of the world. spanish titles received: prudencia se...

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