Thumbkin Read Aloud Teacher Candidate: Robert Gilchrist School: Ninety Six Primary Date and Time of Lesson:

4/14/14 Subject/Grade Level: Reading/Language Arts/2nd

Description of Lesson: In this lesson, students will hear a read aloud from Thumbkin written by Marie Ponsot and will learn new character traits to write and define on the SmartBoard. Lesson Title: Thumbkin Read Aloud Curriculum Standards Addressed: Common Core Standards: CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. Cross Curricular Connections: This lesson will be integrated with the learning and reading of Tall Tales, Fairy Tales, and Fables that are in Childrens Literature. This lesson will also be integrated with visual art because students will look at the picture in the book to gain meaning about the story. Instructional Objective(s) Criteria: When given literary texts, 85% of students will be able to correctly identify character traits that Thumbkin displays and be able to identify major events that Thumbkin experienced and how he handled them. Assessment(s) of the Objectives: Before the lesson, I will ask students what are some of the things they have been looking for in other Fairy Tale, Tall Tale, and Fable books that we could also look for in Thumbkin. During the lesson, I will read the short story to the class, using voices to keep the students entertained and listening as I read. After the lesson, I will ask students critical questions about the story and give them a writing response question.

Materials/Resources: Thumbkin SmartBoard (To write the word and definition of Respect)

(Prior Knowledge): Social: Students should be able to sit quietly in their spots on the carpet during the read aloud. They should participate with the Critical Thinking Questions after we read Thumbkin.

Cognitive: Students should be able to recall what we have been looking at it in the book to apply to the read aloud (how our character acts to others, what is different about our character from beginning to end, interesting things about our character). Physical: Students should be able to sit on the carpet for at least thirty minutes during the read aloud. Students should raise their hands when they have questions or comments. While doing the critical thinking questions, students should sit facing the speaker, with their legs crossed, and eyes on the speaker. Emotional: Students should be able to receive constructive criticism from the teacher and classmates when answering questions or making statements. Students should also respect other classmates and the teacher. References: Ponsot, Marie (1999). The Golden Book of Fairy Tales. Thumbkin. New York, New York: Golden Books Publishing. Procedures: Connection: 1. Probing Question: What do you think of when you hear the words Respect and Bravery? 2. We have been talking and reading many Tall Tales, Fairy Tales, and Fables; this story is an example of a Fairy Tale. Teach: 3. To begin the lesson, I will first introduce the book by asking which students have read or heard of the book. I will then explain that Thumbkin is about a little boy named Thumbkin and his family. The story tells about how Thumbkin was a smart and brave little boy who saves him and his brothers from being left in the woods and escape a mean hungry ogre. 4. As I am reading, I will stop at various points during the read aloud and explain vocabulary that students may not understand, such as: pebble, ogre, crown, and pantry. Active Engagement: On page seventy of the book, I will ask the following question: What do you first think about Thumbkin? I will read page seventy and then ask the students: What did Thumbkin do to make sure they could find their way back home? I will stop at the top of page seventy-three and ask the following turn and talk question: What do you think will happen? Students will raise their hand and answer, I will ask them why they think that will happen and then I will continue reading. I will continue reading until I reach the end of the story on page seventy-three. I will then have students turn and talk about the following question: How would you describe Thumbkin now? Would you say he is respected by his family? Why? Students will be given thirty seconds each to answer and give me their opinion.

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9. Once students have responded, I will ask them What have we learned about Thumbkin and his family? Link: 10. I will then say that respect and bravery are strong character traits and we will talk about how Thumbkin learned about respect during the book. 11. I will then write the word respect and bravery on the board and have students sound out the words as they help me spell it. I will also include the definition we discussed as a class. 12. I will ask the students a couple of critical questions, such as: a. Why was Thumbkin so clever even though his family did not think he was? b. Why did Thumbkin leave behind a trail of pebbles and breadcrumbs? c. How did Thumbkin and his brothers trick and escape the ogres? 13. I will then ask the students to write about if they went camping and hiking with family/friends, what would you do to know your way back to the beginning of the trail? Accommodations: To accommodate for students that cannot see, I will allow them to move closer so that they can see the pictures. If students do not understand a word, I will describe the word so that they understand what the word means. For students that need help staying focused, I will provide several critical thinking questions and pull sticks so that students are ready to answer questions and give comments about the reading. For the IEP students in the classroom, I will make sure to describe words that they may not understand in the story.