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tired. Except Nana. Stop and ask: why do you think Grace is being so quiet?
Page 9: But she [Grace] had to feel cross with someone. Grace knew lots of stories about
wicked stepmothersso she decided to be cross with Jatou. I wont clean the house for
her, thought Grace. I wont eat anything she cooks, and I wont let her take me into the
forest. Ask: why does Grace have to feel cross about someone? Why wont she eat Jatous
food or help her?
Page 11: will you promise to try to be nice to Jatou? Youre both very important to me,
said Papa This is the turning point of the story and at this point I will stop reading and
work on filling out the graphic organizer with the class. I will ask the students how they
would describe Grace. What is the problem she is experiencing? How does she feel? I will
record this on the graphic organizer. After we fill out the graphic organizer, I will ask the
class to make a prediction of what they think might happen and how Grace will change. I
will have them turn and talk and then do a group share.
I will then read the rest of the book, which describes how Grace comes to enjoy being with her
new family and realizes that families are what you make them. This is an important point in
the book that is mentioned at the beginning as well and I will ask the class what they think that
means. I will facilitate a discussion with the class about how Grace is different at the end of the
story and record it on the graphic organizer. After we have discussed and written about how
Grace changed, we will discuss the middle box of the graphic organizer: whats the event that
causes the character to change?
3. Closing:
I will distribute a simple exit ticket to the students:
Provide an example of character change from your independent reading. What was the change and
what caused it?
Differentiated Instruction (Standard 3.2)
In addition to reading the text aloud to the class, each student will have a typed copy of the story
in front of them. This will allow students to easily look back at the text when questions are posed.
I have also built in several turn and talks, which are important for ELL students (this class has one
ELL and two former ELLs) and also good for the students in the class who have focus issues.
Assessment (Standard 4)
Students will be assessed based on their responses during whole class discussions and turn and
talks, as well as the exit ticket.
Name:
Date: