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1.

Pre-reading:

A. Activate/Build Prior Knowledge:

In order to activate and build the students prior knowledge, the students should be
encouraged to share their experiences related to the main topic of the book: bullying
and the accompanying emotions. Guide the discussion, focusing on the students
emotions and relating what they share to what Chrysanthemum goes through in the
story. If applicable, share personal experiences with bullying in order to convey that
bullying can happen to anybody; this will also aid in fostering a connection with the
students. Throughout the discussion, redirect any off-topic conversation.

B. Preview/Predict:

Now preview the reading material with the students by conducting a picture-walk.
Present the students with pictures of all the main characters as well as their names:
Chrysanthemum, Chrysanthemums parents, Victoria, and Mrs. Delphinium Twinkle.
Make sure that these pictures accurately depict each characters proper traits/attitude.
Guide the students in making predictions on who they think each character is, why
he/she is important to the story, and what they think this character is like.

C. Vocabulary:

Review the important vocabulary words present in the story: Chrysanthemum,


delphinium, wilted, and bloomed. Show the students labeled pictures of
chrysanthemums, delphiniums, as well as plants that are wilting and blooming.
Explain to the students what each word means and how it relates to the story. Ask
them to write down each word in their literacy journals along with a picture, brief
explanation, or diagram for each to aid them in remembering what the term means;
this may be helpful for the students to reference as they read.

D. Set a Purpose Setting Question:

In order to further encourage the students to read, a questions should be posed to


them; but it should be one that is answered early on in the book. The teacher should
ask students to discover how Chrysanthemum feels about her name before starting
school and how do you know she feels that way. This question is easily answered
within the first five pages of the story and will make the students want to continue
reading to uncover more about what happens to Chrysanthemum.
2. Read:

During this stage, the students should be instructed to read silently up until they discover
the answer to the purpose setting question. Their reading should be monitored and
assistance should only be provided if the student shows signs of difficulty. Remind the
students that they should either draw or write about their answer in their literacy journal
as they wait for other students to finish reading.

3. Respond:

A. Revisit the Purpose Setting Question:

Now guide a discussion that revisits the original purpose setting question: How does
Chrysanthemum feel about her name before starting school and how do you know she
feels that way? The students should discover that Chrysanthemum loves her name and
they know this because she loved the way it sounds as well as the way it looks when
it is written. As the students uncover the answers to the remaining purpose setting
questions, record their individual answers and to what level they are able to dissect
the text. Other answers should include: being named after a flower; her parents helped
her feel better by complimenting her name, showing her affection, making her
favorite foods, and playing Parcheesi; and how Mrs. Delphinium Twinkle helped
changed Chrysanthemums classmates opinions of her name.

B. Clarify Concepts/Vocabulary:

Continue to develop the discussion by clarifying any misconceptions and revisit the
vocabulary sight words that have been uncovered throughout the reading. Use this
opportunity to pose higher level questions that may arise from the discussion. These
could include: if they have ever been nervous before; if there was a time one of their
own opinions changed; a better way Chrysanthemums class could have handled the
situation; and how they would feel if they were in Chrysanthemums position.

C. Comprehension Supporting Structure:

Use this time to support the students understanding of the structure of the story.
Encourage the students to share the drawings, information, etc. that they have added
to their literacy journals. Guide the students in filling out a story map of the important
events that happen to Chrysanthemum. Model how to sequence events in a story by
using transition words such as: first, then, next, after, and finally. Also discuss the
importance of sequencing and explore what would happen if things got out of order.
D. Refer to Additional Sources:

Encourage the students to seek additional information on the major concepts of the
story. For example, the different emotions that students may feel or encounter at
school. Provide child-friendly references for the students to use (i.e. websites, other
books, posters, school psychologist or counselor) so that the student can gather more
information and further develop their interpersonal/intrapersonal connections.

E. Remaining Purpose Setting Questions:

Another purpose setting question should now be posed to the students to encourage
them to continue reading the story. These include:
What is Chrysanthemum named after?
What helped Chrysanthemum to feel better about her name?
What changed Chrysanthemums classmates opinions on her name?

4. Review/Reread and Explore:

By using a direct instruction method, the students should now be guided in constructing a
timeline to organize the sequence of events from the story. After the students are paired,
instruct them to take turns rereading the story to each other by using a technique known
as whisper reading. By having them whisper read the story to their partner, they will be
able to better focus on their fluency rather than simply trying to get done the fastest. By
having their partner read the story to them, they are able to hear the story as a whole
while supports their comprehension. After they have completed the rereading with their
partner, the students will work on constructing a timeline of events from
Chrysanthemum.

5. Integrated Thematic Task:

Engage the students in a discussion on appropriate ways to combat bullying. Create anti-
bullying posters to use to decorate the halls of the school as well as the classroom with.
Also, have the students collaborate on a banner to serve as a school-wide anti-bullying
pledge. Focus on how slogans can elicit different emotions and ho the use of art can be
used to convey the message of anti-bulling. Guide the students in writing a letter to the
principal asking for permission to hang these posters throughout the school. Also ask for
permission to have all students as well as school personnel sign the anti-bulling pledge
banner which will be hung at the main entrance.

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